Health Education to Prevent HIV/AIDS & STIs - Department of ...

Department of Education TVET Division
HIV/AIDS & STI Teacher Guide
Lesson 8
By the end of this lesson students can…
3.5 Predict possible future impacts of HIV/AIDS on young people, families,
schools and communities
3.6 Explain how individuals, families, communities, other groups and the
Government can help fight the HIV epidemic
Resources: Scrap paper
a. Introduction: (15 mins) “Why” and “Because”
Divide the students into two equal rows of students. Distribute a slip of paper to each
student in both rows. In one row each person writes a “Why” question (e.g. “Why do
we make love”. The other row writes “Because” answers (e.g. Because HIV is
spreading so quickly”). The two rows should not know what the others are writing.
Shuffle the people up and get them to read out their Why and Because alternately.
Very funny and a good warm up.
b. Main Activity 1 (20 mins)
Say, “The HIV epidemic in PNG is “generalized” – everyone who is sexually active is
at risk.” In groups of four, students should discuss and list what they think the future
effects of HIV/AIDS will be on one of these groups. They should record these on
butcher paper and then present them to the class:
i) Young men
ii) Young women
iii) Schools
iv) Rural communities
v) Urban communities
vi) Families
vii) Papua New Guinea as a country
c. Main Activity 2 (20 mins)
In the same groups ask them to discuss this question:
If we depend on each other, then what can we do to help each other to fight the
HIV epidemic
Discuss feedback in general class discussion.
d. Conclusion (15 mins)
Ask some review questions to summarize the lesson, e.g. What will happen to the
working population in the next ten years if we don’t fight the HIV epidemic now
Ask students to list some activities started in their communities to fight the HIV
epidemic for a Self Study task. They should read the Resource Book section and
complete other tasks before the next lesson.
42