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

Department of Education TVET Division
HIV/AIDS & STI Teacher Guide
Lesson 12
By the end of this lesson students can…
1.3 Explain why these behaviours are classified high, low and no risk.
1.4 Explain how practicing safe sex leads to a healthier relationship
Resources: Conclusion questions on the board or butcher paper
a. Introduction: (15 mins) Quick quiz
Ask the students to answer these questions in pairs.
Q: Why are some behaviours described as low risk
Q: Why are some behaviours described as high risk
Q: Why are some behaviours described as no risk
Ask them to check their Resource Book if needed.
Say, “No risk behaviour means there is no contact between your penis, anus or
vagina and the four body fluids that transmit HIV (blood, semen, vaginal fluid, breast
milk).”
“Low risk behaviour means that there is only a small chance of HIV transmission.
There might be contact between body fluids but there will be a barrier or other reason
why this is not likely to lead to HIV transmission.”
“High risk behaviour is when the four body fluids that can carry HIV enter the body
of the uninfected person through a cut or sore or soft tissues.”
Ask them to tell their peer 3 behaviours that are low risk, 3 which are high risk and 3
which are no risk.
b. Main Activity: (20 mins) Group discussion
In groups of 4 ask students to discuss why practicing safe sex leads to a healthier
relationship
E.g. Safe sex is a way of showing that you love your partner. Safe sex reduces the
risk of HIV or STI transmission, reduces the risk of unplanned pregnancy, reduces
the risk of worry or fear and reinforces the importance and value of sex.
Collect feedback from the group and summarise on the board.
c. Conclusion: (15 mins) Paired questions
With a partner students should answer one of these questions.
Why is vaginal sex with a condom safe
Why is anal sex without a condom not safe
Why is sex when drunk of on drugs not safe
Why is sex when one partner has an STI not safe
53