Educational Manual for a project in Africa

HYGIENE FIRST BUILD HEALTH

IMPROVING SANITATION AND HYGIENE IN THE MTUA-IKUVALA PRIMARY SCHOOL

EDUCATIONAL MANUAL

Dipartimento di Architettura e Design

EDUCATIONAL MANUAL

HYGIENE FIRST BUILD HEALTH

This manual is part of the project Improving sanitation and hygiene in the Mtua-Ikuvala Primary School in Ilula, Tanzania.

This project has been developed by the Hygiene First Student Team, Architects and Designers from Polytechnic of Turin, and coordinated by the PVS, the Research and Documentation Center in Technology, Architecture and Cities in Developing Countries.

In collaboration with IOP Italy, the Ilula Orphan Program organization.

October 2018

EDUCATIONAL MANUAL

In the same serie: Instruction Manual for Costrunction and furnishing

October 2018

INDEX

1.

2.

3.

4.

5.

Intro ......................... 8 Goals ........................ 10 Guide lines .............. 12 Method .................... 18 Topics ...................... 22

5.1. Toilets ................................. 24 5.1.1. Creation of the Wash Club.............. 37

5.2. Water .................................. 44 5.3. Hands .................................. 56 5.4. Health ................................. 68 5.4.1. Disease Fact Sheets........................ 71

5.5. Period/Puberty ................. 88 5.6. Clean up .............................. 100

6.

References ............. 114

1.

INTRO

8

T

he Hygiene First Team was born in 2017 thanks to the collaboration among some students from the Architecture and Design Degree Courses at Polytechnic of Turin, in NorthItaly, to work together about hygiene and health topics in developing countries.

The collaboration starts after a meeting with the NGO IOPI (Ilula Orphan Program Italy) in which the association requests the students' contribution for the construction of new toilets in the public "Mtua-Ikuvala Primary School", located in the village of Ilula, in Tanzania.

The primary main goal of the student team is the realization of 4 "Solar Toilet" blocks, specific types of toilets that are long-lasting, manageable independently, with low maintenance costs and built with simple technologies suitable for the context.

In addition to the architectural project the Team worked on this educative manual to be a support for teachers and educators who will organize the activities for the students. The aim is to face together with the students a series of activities to increase the awareness about good hygiene practices. A proper use of the toilets is a direct result of an intimate education in hygiene which allows to understand the cause-effect relationships linked to the students’ actions, focusing on a greater consciousness of their own body.

This manual collects a multitude of activities for each topic, addressed to two different age groups (4-7 years and 8-14 years), with different duration and materials needed. The educators will be able to evaluate with the teachers the most appropriate activities considering time, target and available materials.

The educational program is organized in a series of days - the Hygiene Days - and it was conceived to be launched during the summer period (July-August) when the number of the educators is bigger. It is a good idea to repeat some Hygiene Days during the academic year to turn the students' attention again on the topics that are important for their hygiene and health. This is possible if there are some educators who can provide their assistance to the teachers.

Consider the first application of the activities as an experiment both for educators but also for teachers and students, a good way to make possible improvements for the following year.

9

2.

GOALS

10

T

he main objective of this educational manual is, therefore, the structuring of some days, called Hygiene Days, dedicated to the hygiene, to be developed and implemented through a collaboration between IOPs and school educators.

The intention is to raise children’s awareness on the hygiene and related topics (such as water, health, puberty, toilets use, cleaning and hand washing) through a sustainable approach, both in social and economic terms.

The transmission method of these notions is structured in order to create participation, interactivity, curiosity and fun among children: at the same time, it gives them the opportunity to explore and acquire sanitary knowledge, useful attitudes and values for themselves and to share with their own families.

Each single topic includes a brief introduction and a series of activity cards specifically structured accordingly to the age range of the pupils: there will be activities mainly suitable for the little ones (6-8 years), some for the older ones (9-12) and others suitable for everyone. The reason of this differentiation is deepened in the following paragraph on the pedagogical lines to be adopted according to the different ages of the child.

The activity sheets are subdivided according to different topics: toilets (good use and management of the bathrooms), water, hand washing, health, puberty and period, cleaning. For each one there is an introduction and some examples of games and activities that can be played during the days.

It is essential that each Hygiene Day will be specifically and previously structured according to the time available (for each card is estimated a time of execution) and that includes within it several possible topics: it would be necessary to have the possibility to perform at least one activity for each subject matter, in order to make the day as complete as possible from an educational point of view.

The structured sheets are examples of activities to be carried out with children, but they are not the only ones: in the appendix there are some reference manuals in which you can find further suggestions.

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3.

GUIDE LINES

APPROACH

1.

2.

3.

4.

5.

6.

12

Child-centred

Emphasis on learning new skills, attitudes and applying them

Students learn from both the teacher and from each other

Seating arrangements are flexible and the teachers move around the class, sometimes working with an individual or group or the whole class, depending on the activityTopics

Besides written text, teachers make use of participatory, interactive activities

The content of the lesson is adapted to real life situations

Physical Development ACTIVITIES Source: United Republic of Tanzania, Toolkit 3: Sanitation and Hygiene Education for Primary Schools. Handbook for Teachers. Part 1 of 2. First Draft for Piloting & Consultation, Tanzania, 2010, PDF e-book.

4 - 7 YEARS •

•

8 - 14 YEARS

Muscles and bones are still developing, children need activities to develop larger muscles, eye and hand coordination Children are very active and energetic, they need a variety of activities with frequent change of body position

• • • •

Children are very energetic but can also stay in the same position for a longer time Control over the muscles improves rapidly Children love to show off their new skills Problem-solving and logic skills are developing in complexity

LISTENING SHORT STORIES

WRITING THEIR OWN STORIES

DRAWING PICTURES

HELPING TEACH THE SMALLER CHILDREN

SINGING AND DANCING

MORE SKILFUL IN WRITING, DRAWING, DANCING

ASSISTING THE TEACHERS WITH THE CLEANING

PERFORMING ROLE-PLAYS AND PANTOMIMES

13

Cognitive Development ACTIVITIES

4 - 7 YEARS •

•

•

8 - 14 YEARS

Children can only see/sense things from his/her point of view and not from others’ as they have only limited knowledge and exposure to other people and their experiences Tendency to explore her/his surroundings to discover properties, patterns and relations Children enjoy imaginative play imitating others like parents, teachers or doctors

•

• •

Children are able to move from personal experiences to general principles and develops the ability to see/sense others’ points of view Children can cooperate with others Children assess differential hygiene conditions, assist in improving sanitation planning and organising activities leading to specific outcomes

DISCUSSING EXPERIENCES OF BEING ILL AND CONSEQUENCES OF HEALTHY BEHAVIOUR

WRITING AND PERFORMING SIMPLE PLAYS WITH PROS AND CONS OF DIFFERENT HYG. PRACTICES

EXPLORING THE ENVIRONMENTAL HYG. CONDITIONS

BOARD GAMES

ROLE-PLAYS STORYTELLING AND PLAYS

14

Social Emotional ACTIVITIES

4 - 7 YEARS • •

•

8 - 14 YEARS

Children like playing with simple toys in the immediate environment Children enjoy hearing the same story over and over again, good to reinforce the same message Children respond immediately to love, praise or criticism

•

• •

USING SAFE AND CLEAN LOCAL OBJECTS (CLEAN SAND, BUCKETS, STICKS, LEAVES, SEEDS, TWIGS, CANS) TO MAKE PUPPETS, BUILDINGS, FOOD ITEMS

Children like playing with more complex toys (dismantled and reconstructed), and likes to make his/her own toys Children enjoy variety and stories with adventure, and like to write their owns Children are more conscious of reacting and responding in a socially desirable way

MAKING THEIR OWN TOYS AND LEARNING ABOUT THE CONCEPT OF RECYCLING

TEACHER TELLS STORIES AND CHILDREN CAN PREDICT OR CHANGE THE ENDINGS SINGING THE SAME SONG EVERY MORNING

ORGANISING A CAMPAIGN FOR IMPROVING THE SANITATION AND HYG. CONDITIONS

TEACHERS AND OLDER CHILDREN ASSIST THE CHILDREN IN A POSITIVE WAY

ASSISTING THE TEACHERS IN MENTORING THE YOUNGER CHILDREN

15

STORYTELLING DRAMA

4 - 7 YEARS Physical reassurance through appropriate patting and touching to give them a sense of security and confidence

RECITING POEMS - SINGING SONGS PUPPET PLAYS LANGUAGE GAMES READING STORIES WALKS OR EXCURSION OR FIELD VISITS CONVERSATIONS AND DISCUSSIONS DRAWING, PAINTING, COLOURING

STORYTELLING OR READING STORIES SIMPLE INVESTIGATIONS AND TASKS

8 - 14 YEARS Embarrassment by physical displays of feelings and sensitiveness to gender differences so it’s important to promote cooperation

CONVERSATIONS AND DISCUSSIONS SINGING AND DANCING; DRAMA; ROLE PLAYING QUIZZES; LANGUAGE AND MATH GAMES BRAINSTORMING EXCURSIONS WRITING COMPOSITIONS AND CREATIVE WRITING DRAWING, PAINTING, CLAY MODELLING MAPS OF SCHOOLS OR COMMUNITY ASKING QUESTIONS

16

GOLDEN RULES

Taking into account previous experiences, because children learn better if the new information is based on previous knowledge and insights.

1.

CHILDREN ARE NOT EMPTY VESSELS

Children ask questions all the time and a teacher can use this curiosity (teachable moment) to help them learn without presenting the learning activity as being a lesson.

2.

CHILDREN WANT TO LEARN

When the learning activities involve using more than one sense (smell, touch, taste, etc.) children learn better.

3.

CHILDREN LEARN BEST WHEN USING A RANGE OF SENSES

Imitation is a way to pick up good or bad habits and children need good role models at school and at home; a good way is repetition but not monotonous, so revisiting competencies should vary.

4.

CHILDREN LIKE TO COPY

Classroom learning needs to be related to the child’s environment because children learn not only from the teacher, but also from interacting with other children, adults, parents and specific needs.

5.

CHILDREN NEED TO LEARN WHAT IS RELEVANT TO THEM

Efforts must be appreciated along with the achievements, reinforcement/encouragement helps to experiment successfully and to feel good; taking into account possible differences inchildren’s families that can influence the learning process

6.

CHILDREN NEED PRAISE

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4.

METHOD

18

F

or a real effectiveness of the single days, it is necessary for them to be previously structured in detail and to be the result of a complete collaboration between all the entities involved.

Each activity, in its preparation and execution, should be accompanied by a minimum number of operators of the orphanage, in order to not overload the work of individual teachers and to be able to follow a sustainable number of students during all the activities. The individual Hygiene Days must be calibrated, in terms of timing and complexity of operations, based on the available support.

TEACHER PREPARATION First of all, the teachers have to get involved: it would be necessary to organized 3/4 days of meetings specifically designed and structured for them, in order to collect all the material, advice, activities and contents to be transmitted during the HDays.

HYGIENE DAY CONFIGURATION The structuring of every single Hygiene Day is very delicate and requires detailed work. The main need is to create the most complete educational days possible: it would be necessary to have the opportunity to deal with all the issues related to the theme of hygiene during the same day, addressing a couple of activities for each one (one aimed at the little ones and one to the older ones, or at least one addressed to both age groups) with the respective introductory phase on the subject dealt with.

Wherever possible, teachers are encouraged to use education and promotion, which encourage children to learn, to know how the issues affect their daily lives, to take action and to review the actions undertaken.

Step 1 - Introduce the Idea and help children to understand it better Step 2 - Getting the children to find out more Step 3 - Discussing and planning to take action Step 4 - Discussing what the children found out and planning activities that will help Step 5 - Taking action Step 6 - Discussing the results of the activities and asking, "How did we do?"

19

PRESENTATION TO THE STUDENTS The organized day must be dislocated in the most suitable place to carry out the activities. If the season allows it, it would be ideal to use an open space, in order to allow the implementation of even more busy or stain activities.

Once the place is identified, the children will be divided into working groups: the subdivision can take place according to different motivations, for example a subdivision based on classes, age or gender according to the specific needs of the day.

Once subdivided, the educators will have to be introduced and the topics discussed during the daywill be presented and prepared according to the activities that will take place.

ACTIVITIES Each macro-topic to be dealt with during the Hygiene Day will be presented with a small theoretical introduction, in order to complete the didactic experience.

During the activities it is necessary to consider possible variations: the childrens' responses and their reaction to the individual activities must be perceived to understand the real interest or involvement in them. When and if necessary, some aspects of the activities can be varied in order to make them more attractive and engaging for the students.

STUDENTS FEEDBACK The first pupils’ feedback is, therefore, the one transmitted during the course of the activity.

You could think, based on the time available, to formulate a small questionnaire (previously structured) to be completed by the children at the end of the day, or even to present them verbally with direct response questions, to assess the attention and involvement during the day.

Furthermore, monitoring actions will have to be carried out on a day by day basis to understand if the subjects transmitted have been effectively re-elaborated and internalized by the students and their daily actions regarding the use of the bathrooms and their personal hygiene.

20

TEACHER/EDUCATOR FEEDBACK After each Hygiene Day it is necessary to do a meeting with present IOP teachers and educators who have been engaged in the activity in order to share feedback, positive and negative aspects of the experience, tips and ideas. These reflections should be pinned to be considered for the next Hygiene Days.

EXAMPLE OF HYGIENE DAYS CONFIGURATION Here there is an example of how an 8-hour Hygiene Day can be structured, subdividing the activities according to age groups and other variables.

The numbers and the colours are referred to the activities presented in the next chapter (Topics).

Standard I-III

N. 2

N. 1

N. 2

N. 1

N. 1

N. 3

Standard IV-VII

N. 3

N. 5 N. 4

N. 4

VII: N. 4

8 hours

21

N. 5

V-VII male: N. 2 V-VII female: N. 5

LEGENDA ABBREVIAZIONI

5.

TOPICS

A1

Annex number 1

A2

Annex number 2

A3

Annex number 3

S1

Sheet 1

S2

Sheet 2

S3

Sheet 3

WCLUB DISDIFF

Focus on Wash Club Focus on Disease diffusion

ICONS Target Supervision Place Duration Materials Objective Execution

22

TOILETS WATER HANDS HEALTH PERIOD/PUBERTY CLEAN UP

5.1.

TOILETS

L

earn to know the new toilets system Solar Toilet technology, empowering students to use it better, preserve it and clean it properly. The proposed activities are also useful for the use of the Pour Flush Toilets technology. For a real change in the students' hygienic habits, the Toilets topic is the most important so is placed at the beginning of this manual. It is very important to organize the related activities with priority over the others.

24

1. Tulli says / phone game Standard I-II-III Groups with about 40 students.

At least an educator and a teacher.

Outdoor.

About 1-2 hours.

• •

1 big paper (min. 40x30cm) 1 marker

Grow the students’ awareness about good hygienic practices concerning the use of the toilets.

1.

The educator forms a circle made by all the students with a person in the middle1.

2.

The person in the middle pronounces a sentence about a hygienic practice related to the use of Pour Flush Toilets. The sentence is pronounced with the incipit "Tulli says". A suggestion is to use the name of the hygiene-mascot (elephant) that has been chosen previously with the students2.

3.

Students around the circle must mimic the action required and they must do it quickly to avoid being eliminated. The person in the middle tries to mislead the others by pronouncing the sentences without the incipit "Tulli says". If students start to mimic they are eliminated. The game continues until only one remains as the winner.

25

It’s better if at the beginning the educator stands in the middle to give the example, then he can help the students.

1

When the Solar Toilets will be built the sentences will also concern this type of latrines.

2

Some examples: • "Tulli says to not throw waste on the ground!"

• "Tulli says to wash your hands with soap!"

Some examples: • “Do not throw waste on the ground!"

• "Wash your hands well with soap!"

4.

The activity continues forming 2 parallel lines with 20 students each.

5.

The student at the beginning of the line whispers in the ear of the person behind him a sentence that is related to the use of the toilets (the sentences are the same of the previous game).

6.

After having listened the sentence the 2° student whispers what he understood to the person behind him, untill the end of the line.

7.

The last student has to say aloud the sentence he listened that will probably be different from the initial one. Lots of laughs!

Then the 1° student reveals the correct message that the educator writes on the poster.

8.

After the first round the closing student becomes the first of the line and start again.

Repeat the game for about 10 times.

9.

At the end of the game there will be a poster with about 10 sentences like a manifesto of good hygiene practices concerning the use of the toilets.

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2. Nice to meet you, toilet!

Standard IV-V-VI-VII (option for I-II-III) Groups with 30-40 students.

At least an educator and a teacher1.

Inside the classroom or outdoor2.

Considering the total number of students in the school and 10 educators max. at a time, it is recommended to repeat the activity for at least 4 days. it is important that all students do it to be more conscious about the use and management of the toilets.

1

It would be perfect to conclude the activity with a field visit to the toilets, so if it’s possible, do it!

2

About 1-2 hours.

• • •

drawing of the toilets site plan A1 1 big paper (min. 40x30cm) 1 marker3

Instead of the marker, use a chalk to draw on the floor.

3

Being familiar with the toilets, using them in a conscious way, preserving their spaces and tools with good hygiene practices.

1.

Starting with the reproduction of drawing of the toilets site plan on the big paper. It is important to define well the different spaces of the toilets with the appropriate names4.

2.

Divide the group in 4 subgroups: • latrines • sinks • floors • tools

3.

Each group makes a list with at least 4 actions that can get dirty or damage the category they represent - internal debate within the group5.

27

If the activity takes place inside the classroom, use a marker to write on the paper.

Another way is to write with a chalk on the floor. Outdoor with a small branch.

It would be good to have a poster in each class.

4

5 Some negative examples: - urinate out of the latrine and spread a bad smell in the environment; - throw the dirty toilet paper on the floors to spread germs and diseases.

Some positive examples: - urinate inside the latrine to keep the latrine clean; - throw the paper used to clean him/herself inside the trash bin.

4.

Examples about slogan: - "Use the correct amount of soap and water, don’t waste!"

- "No waste in the latrine, use the trash bin!"

5.

Each group creates a slogan for the correct maintenance about the own category7.

6.

Then each group starts to explain the best way to use and maintain properly the toilets.

One volunteer per group writes the actions on the poster, close to his/her category.

7.

The educator hangs the poster on the wall.

6

7

Than each group writes preventive actions to avoid the problems they listed - internal debate within the group.

The educator shows some illustrations with positive and negative actions for every category - debate within the group with the help of the educator and the teacher.

28

3. Snakes and ladders Standard IV-V-VI-VII Groups with about 20 students.

At least an educator and a teacher.

Inside the classroom or outdoor.

The duration of the activity depends on the students number and on the number of teams.

1

About 1-2 hours1.

• • • • • •

list of questions about positive or negative situations S1 drawing model of the game board S2 1 big paper (min. 40x30cm)2 1 marker 1 game dice3 6 game pieces

Making students aware about good and bad practices concerning the use of toilets.

1.

If the group is composed by about 20 people, the educator can divide it in 3 teams but 6 students maximum can play on the game board at a time. For this reason the teams are made at least by 3 players4.

2.

The game possibilities are 2: • the matches are as many as the members of the teams. For example if there are 3 members each teams, the matches are 3 to allow everyone to play; • team members who do not play on the game board can suggest the answers to the positive and negative situation (in case of need).

29

2 If a big paper is not available, it is possible to make a collage with small papers and tape or using the billboard. If the activity takes place outdoor the game board can be copied on the ground with a small branch.

3 Instead of a game dice, if it’s not present, the educator can prepare 6 small piece of paper and writes on them the numbers from 1 to 6.

4 If the activity takes place outdoor the students who play on the game board can be the game pieces themselves.

An example: A player is on the 97 box, he rolls the dice to obtain the number 4. He moves cross the finish line to get to the hypothetical 101. Another player on the 96 box rolls the dice to obtain the number 5.

Both players win.

5

3.

Start drawing the game board (follow the drawing model). The grid is made by 100 boxes, divided into 10 rows each. Inside the game board there are 7 ladders and 7 snakes randomly.

4.

When it’s a player’s turn he rolls the game dice and moves on the game board as many boxes as indicated by the dice.

• If a player arrives in the box where there is the snake's head, he/she must respond to the negative situation. If the answer is correct, he/she can remain where he/she and the team gains 3 points, otherwise it goes back to the snake's tail; • If a player arrives in the box where there are the ladder feet, he/she must respond to the positive situation. If the answer is correct, he/she can go to the ladder top and the team gains 5 points, otherwise he/she remains where he is.

• In the other boxes, even those in the middle of ladders or snakes, there is no need to do anything.

• If a player rolls out the number 6 of the dice, the team gains 2 points.

5.

The first player arrives to the last box on the game board wins the game. Some ariations can be introduced5: • if a player rolls a too high number of the dice he/she must go back as many numbers as those marked by the dice; • if a player rolls a number higher than he/she need to reach the 100 box, the player can cross the finish line and count the excess numbers. The other players still have one turn to reach him/ her.

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SHEET 1

Positive situation on the ladder feet: • Wash hands with soap • Clean very well the toilets • Defecate in the toilet • Urinate by centering the latrine hole • Throw the waste into the trash bins • Wash hands after going to the toilet • Do not waste water Negative situation on the snake’s head: • Defecate outdoors • Urinate outdoors • Do not wash hands after using the toilet • Take care of the toilets • Waste the water • Damage toilets furnishings • Urinate out of the latrine hole

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SHEET 2

100

99

98

97

96

95

94

93

92

91

81

82

83

84

85

86

87

88

89

90

80

79

78

77

76

75

74

73

72

71

61

62

63

64

65

66

67

68

69

70

60

59

58

57

56

55

54

53

52

51

41

42

43

44

45

46

47

48

49

50

40

39

38

37

36

35

34

33

32

31

21

22

23

24

25

26

27

28

29

30

20

19

18

17

16

15

14

13

12

11

1

2

3

4

5

6

7

8

9

10

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4. Creation of Wash Club Standard VII Complete classroom.

If the number of classes is bigger than the educators available, it is recommended to repeat the activity for 2 or 3 days to cover all the Standard VII classes.

1

At least an educator and a teacher1.

Inside the classroom.

About 2 hours.

• • • • •

drawing of the toilets site plan A1 drawing of the toilets spaces and tools A2 drawing model of the BOARD 2 WCLUB 1 big paper (min. 40x30cm) 2 different colour markers2

The first application of the activity has the aim of testing its success and to make improvements for the following years. Also to create the BOARDS 2 in every classes. The general goal is to create and kick off the Wash Club for the cleaning of the year3.

1.

5 volunteers are called inside the class and the teacher write their names. They will prepare the poster with the BOARD 2 which will be hang later on the wall. They are 5 because 5 are the cleaning tasks inside the Wash Club: • student 1, latrine cleaning • student 2, latrine cleaning • student 3, floor washing • student 4, sinks washing • student 5, tools cleaning

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If a big paper is not available, it is possible to make a collage with small papers and tape.

2

3 The first Wash Club will be formed during the summer (probably in August) when more educators are present.

The brief about BOARD 2 is in the supplementary worksheet regarding the Wash Club.

4

2.

The educator shows the drawing of the toilets (the students already know how the toilets are made because they debated it in Activity 1).

3.

The educator shows the storyboards with the cleaning steps of the toilets spaces and tools: latrines, floors, sinks, accessories. If it possible it is better to show the real tools too.

4.

Form groups composed by 5 people, first asking to the students what they prefer. If there is not balance between the different tasks, the educator and the teacher can divide the group to form a circle (or a line) and count from 1 to 5 to assigne a number to each. Every number represents one of the tasks described above.

5.

Once the groups are formed, the 5 students designed for creating the BOARD 2 can start to prepare it with the educator helping4.

Each of them has a specific task so he/she ask to the other classmates who responds to the same task, so he/she writes the names inside the BOARD 2. Go on until all students names are written5.

6.

The educator and the teacher check that there are not repeated names, so they hang the poster on the wall6.

After that they choose 1 student from each task group. He/she is very important for the 2° part of the activity (Creation of Wash Club 2) and he/she has to keep in mind the number of groups formed in his/her class.

5 It’s better to write in big dimension, so the names are visible inside the whole classroom.

Try to hang the poster in a high part of the wall where nobody can touch it but it can be consulted. It’s important to preserve it for the whole academic year. For this reason a good idea is to prepare 2 equal posters instead of 1.

6

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5. Creation of Wash Club 2 Standard VII A student from each classroom.

At least an educator and a teacher.

Outdoor, where there is a free wall suitable to receive the BOARD 1 mural1.

The BOARD 1 has to be 1x1 metres minimum.

1

About 1 hour.

• • •

drawing model of the BOARD 1 WCLUB 2 different colour wall paintings 2 brushes

Creating the official BOARD 1 which will coordinate the Wash Club for the whole academic year2.

1.

The selected students at the end of the 1° part of the activity (Creation of Wash Club) have to go to the free wall chosen for the BOARD 13.

2.

An educator is waiting for them. He/she has already drawn the background grid to facilitate the addition of the names. He/she shows to the students the drawing model of the BOARD 1.

3.

Every student, starting from the first class, must write the cleaning groups of his/ her class inside the BOARD 1, in order to complete it4.

35

2 This activity must be reproposed at the beginning of each academic year because the number of students within the classes varies, so the BOARD 1 must be made ad hoc.

3 The teachers from different classes have to choose the free wall before, so they can communicate to the selected students the specific place where they have to go.

4 Remember that with the only presence of the Pour Flush Toilets, 2 cleaning groups are required at a time (10 people total). With the addition of the Solar Toilets, 6 cleaning groups are required at a time (30 people total).

36

5.1.1.

Creation of the WASH CLUB

O

rganize a rotating group for toilets cleaning, made by students, to keep clean the Pour Flush Toilets once a week. Once the Solar Toilets will be built, the group will also take care of them.

It’s necessary to make students aware about the importance of maintaining a high level of hygiene inside the toilets spaces, to minimize the risk of spreading diseases and bacteria. By teaching and directly involving the students in carrying on this activity, it’s possible to increase their consciousness about the good hygiene practices, which they can also diffuse into their domestic space.

ACTIVITIES • Wash latrines, floors, sinks, male urinals; • Tidy the paper container; • Empty the trash bins; • Recharge the soap container.

Moreover try to check weekly that nothing is missing or broken in the toilets spaces. If someone find anomalies, it’s good to notify the teachers to work for it as soon as possible.

Furnishing: • Pour Flush Toilets - 21 latrines, 1 male urinal, 1 women room, 2 sinks • Solar Toilets - 42 latrines, 2 male urinals, 2 women room, 4 sinks

WORK GROUP A complete Wash Club is composed by students from Standard VII classes (12 year olds or more).

The teacher has to mix well the most responsible students with the most lively ones, during the creation of BOARD 2, later described. He also evaluates if some students can be exempted from the activity for health or other reasons.

Considering 1 toilets block with 10 latrines (plus 1 women / urinal room) there are 5 students at work. Divide the tasks in this way: • 2 students clean the latrines (including the ones in the women room / the male urinal), • 1 student washes all the floors (corridor and latrines), • 1 student washes the sinks (including the women room sink ), • 1 student cleans un the tools and furnishings, so he/she cleans and rearranges the paper container, empties the trash bins in each latrine, recharges the soap containers if necessary.

Work groups: • for the Pour Flush Toilets - about 10 students, 5 for female and 5 for men latrines • for the Solar Toilets - 30 students, 15 for female latrines (divided into 3 groups of 5) and 15 for male latrines (divided into 3 groups of 5)

37

SUPERVISION Each group of 10 students (5 + 5) must be coordinated by 1 teacher who has to check everything is in place, so that no one gets hurt and the hygiene rules are respected.

For example it is very important that at the end of the total cleaning all the students involved wash their hands well with soap.

WHEN The Wash Club cleans the toilets once a week, better at the end of the week (on Fridays) to leave them clean for the next week. The toilets cleaning requires at least 1 hour of work. Teachers determine the most suitable time during the day for cleaning (for example the last hour of lesson or before lunch) considering their possibility to supervise. In this sense, teachers must also create an accurate coordination between them to let everyone do his/her turn.

TOOLS AND RESOURCES Tools: • broom to clean the floors, • mop and bucket to wash the floors, • brush to scrape the latrines, • rag and bucket to clean sinks, • rag and bucket to clean furniture (paper and soap container).

Resources: • water, • soap for hands, • bags for trash bins, • soap / detergent for floors and furniture.

COORDINATION To organize the rotation of the cleaning groups it is useful to create 2 boards (explained below) with the students’ names, the tasks and the days of work. In addition to the internal coordination of the class, it is necessary to think also about the coordination among all the Standard VII classes. This because all the older students Mtua-Ikuvala School have to participate in toilets cleaning.

KICK OFF THE WASH CLUB! The creation of the cleaning groups is done during an Hygiene Day with the Toilets topic. During this day it is good to collect and store the useful cleaning tools. It is also good to create two boards. The first to summarize the Wash Club's tasks and times and the second to divide the tasks inside each Standard VII class.

Tools: good to collect them and explain their use, than store them in a protected space that has been chosen by all the teachers.

38

BOARD 1 - for the school The aim is creating a board on a free external wall of the school which is visible to all people and shows the school calendar with the division of tasks by class.

N.B. the board begins with January, the month the new academic year begins, and takes into account the school holidays: • 4 summer weeks, • 4 winter weeks, • 2 weeks for Easter, • 2 weeks in September.

Materials: • 1 brush • 2 different colour paints (1 for the grid, 1 for internal info).

Week 2

Week 3

Week 4

Week 1

Week 2

Week 3

Week 4

Week 1

Week 2

Class VII B

Class VII B

Class VII B

Class VII B

Class VII C

/

/

Class VII C

Class VII C

Week 4

Week 1 Class VII A

Week 3

Week 4

Week 1

Week 2

Week 3

Week 4

Week 1

Week 2

/

/

/

Class VII A

Class VII A

Class VII A

Class VII A

Class VII B

Week 4

Week 2 /

Class VII B

Week 1 Class VII E

Week 3

Week 4 Class VII E

Class VII B

Week 3 Class VII E

Week 2

Week 3

Week 4

Week 1

Week 2

Week 3

Week 4

Week 1

Week 2

Week 3

Week 4

Week 1

Week 2

Week 3

Week 4

/

/

Class VII C

Class VII C

Class VII C

Class VII D

Class VII D

Class VII D

Class VII D

Class VII E

Class VII E

/

/

/

December

Class VII C

November

Week 1

October

Class VII B

September

Class VII D

Week 4 Class VII A

Week 2 Class VII D

August

Week 1

July

Class VII D

June

Week 3

Week 3 Class VII A

May

Class VII D

Week 2

April

Class VII A

March

Week 1

February

/

January

Note In this example, it is hypothesized the presence of 5 Standard VII classes and a different number of students per class.

For this reason, for example, the class 7°A works for 4 times, while the class 7°C for 3.

39

1° testing year - summer 2019 with the IOP volunteers For the first year the activity will take place in August with the IOP volunteers help, so it starts in the mid-year. For the following years the Wash Club will be renovated at the beginning of the academic year, in January, changing always the students because the Standard VII classes are outgoing and Standard VI becomes the new VII. This is why every year an Hygiene Day creates the new Wash Club.

Week 1

Week 2

Week 3

Week 4

Class VII B

Class VII B

Class VII B

Week 4

Week 1

Week 2

Class VII E

Class VII E

/

Week 4

Week 3 Class VII D

/

Week 2 Class VII D

Week 3

Week 1 Class VII D

/

Week 4 Class VII D

Week 1 Class VII C

Week 3

Week 4 /

Class VII C

Week 3 /

December

Week 2

Week 2 Class VII C

November

Class VII C

Week 1

October

Class VII B

September

Class VII A

August

BOARD 2 - for the classes The aim is to create a board for each Standard VII class with the purpose of giving to each student his / her task about the toilets cleaning. As previously mentioned, the tasks are 4 and a complete cleaning group is made by 5 students per toilets block. So the class is divided into 10-15 groups according to the number of students. The following board example can be extended horizontally (adding columns) or replicated on multiple lines.

Materials: • 1 big paper (40x30 cm min.)

• 2 different colour markers (1 for grid, 1 for internal info).

TASK

GROUP 1

GROUP 1

GROUP 1

GROUP 1

GROUP 1

GROUP 1

clean latrine

name 1

name 1

name 1

name 1

name 1

name 1

clean latrine

name 2

name 2

name 2

name 2

name 2

name 2

wash floors

name 3

name 3

name 3

name 3

name 3

name 3

wash sinks

name 4

name 4

name 4

name 4

name 4

name 4

tidy up tools

name 5

name 5

name 5

name 5

name 5

name 5

40

Situation 1 Only the Pour Flush Toilets are present.

W2

W3

W4

W1

W2

W3

W4

W1

W2

VII A

VII B

VII B

VII B

VII B

/

/

VII B

VII C

groups 9-10

groups 1-2

groups 3-4

groups 5-6

groups 7-8

groups 9-10

groups 1-2

W4

W1 VII A groups 7-8

VII C

W4 VII A groups 5-6

W3

W4

W1

W2

W3

W4

W1

W2

W3

W4

W1

W2

W3

W4

VII C

groups VII 13-1 C-D

VII D

/

/

/

/

VII D

VII D

VII D

VII D

VII D

groups 4-5

groups 6-7

groups 8-9

groups 10-11

groups 12-13

groups VII 14-1 D-E

VII E

groups 11-12

W3

W4

/

/

W1 groups VII 10-1 A-B

W2

W4 VII A groups 8-9

/

W3 VII A

W4 groups VII 14-1 E-A

groups 6-7

W3 VII E groups 12-13

W2

W2 VII E groups 10-11

VII A

W1 VII E groups 8-9

groups 4-5

W4 /

W1

W3 /

VII A

W2 VII E groups 6-7

December

groups 2-3

W1

November

VII E

October

groups 4-5

September

groups 2-3

W2 VII C groups 9-10

groups 2-3

W1

August

VII C

July

groups 7-8

June

groups 5-6

W3 VII A groups 3-4

May

W3

W2 VII A

April

groups 1-2

March

W1

February

/

January

VII C

•

5 Standard VII classes 5 students for a complete work group 2 groups at the same time for the Pour Flush Toilets class composition: - 2 with 50 students - 1 with 65 students - 2 with 70 students groups: - 1st class: 10 groups of 5 students - 2nd class: 10 groups of 5 students - 3rd class: 13 groups of 5 students - 4th class: 14 groups of 5 students - 5th class: 14 groups of 5 students

groups 3-4

• • • •

Note After all classes have taken part in the Wash Club at least once, the class A starts again the other classes keep on until the academic year ends.

41

VII W3 A-B

VII B

groups 13-1-2 3-4-5

groups 6-7-8 9-10-11

42

W4

/

W1

groups VII 10-11-12 1-2-3 D-E

November

W3

W4

VII D

groups 4-5-6 7-8-9

VII C VII C VII D VII D VII E VII E

groups 1-2-3 4-5-6 groups 7-8-9 10-11-12 groups 1-2-3 4-5-6 groups 7-8-9 10-11-12 groups 1-2-3 4-5-6 groups 7-8-9 10-11-12

/

W4

W3

W2

W1

W4

W3

W2

July

/

W3

groups VII 10-11-12 1-2-3 C-D

October VII B

W1

/

June

groups 7-8-9 10-11-12

W4

/

W1 W2 W3 W4 W1 W2

VII B

groups VII 12-13-14 1-2-3 B-C

VII C

groups 4-5-6 7-8-9 groups VII 10-11-12 1-2-3 C-D

VII D

groups 6-7-8 9-10-11

groups 4-5-6 7-8-9 groups VII 10-11-12 1-2-3 D-E

W4

/

groups 8-9-10 1-2-3

W3 VII W4 F-A

VII F

VII W2 E-F

groups 10-11-12 13-14-1 groups 2-3-4 5-6-7

VII E

groups 4-5-6 7-8-9

W1

W3

/

March

W2

W2

VII C

groups 4-5-6 7-8-9

W3

/

VII W4 A-B

groups 13-1-2 3-4-5

W3

VII A

groups 7-8-9 10-11-12

February

/

W1

September

groups VII 12-13-14 1-2-3 B-C

W2

VII B

groups 1-2-3 4-5-6

May

W4

W1

VII B

groups 9-10-11 12-13-14

W4

W3

VII B

groups 3-4-5 6-7-8

VII A

groups 1-2-3 4-5-6

W2

W1

January

W2

VII A

groups 7-8-9 10-11-12

W4

/

W1

W3

/

W2

groups VII 10-11-12 13-1-2 A-B

/

•

VII A

W2

VII F

groups 5-6-7 8-9-10

W1

VII A

groups 4-5-6 7-8-9

• • • • •

groups 1-2-3 4-5-6

VII W1 E-F

groups 13-14-1 2-3-4

Situation 2 Both the Pour Flush Toilets and the Solar Toilets are present.

6 Standard VII classes 5 students for a complete work group 2 groups at the same time for the Pour Flush Toilets 4 groups at the same time for the Solar Toilets class composition: - 1 with 66 students - 1 with 73 students - 2 with 60 students - 1 with 70 students - 1 with 54 students groups: - 1st class: 13 groups of 5 students - 2nd class: 14 groups of 5 students - 3rd class: 12 groups of 5 students - 4th class: 12 groups of 5 students - 5th class: 14 groups of 5 students - 6th class: 10 groups of 5 students

April

August

December

Note In this case, with the addition of the Solar Toilets, the number of groups for cleaning increases, from 10 to 30. For this reason there are 6 groups at work at a time (not 2 as in SITUATION 1).

•

•

•

It could happen some classes repeat the turn once more than the others. The teacher of the classes who take part in the Wash Club less may decide to involve their students in other activities related to hygiene, for example for the class cleaning or to clean other school spaces.

It could also happen a class that is repeating its turn of the Wash Club does not complete the total rotation of the students at the end of the year, so the teacher can decide to choose some students for merit reasons, sense of responsibility or absence during other days for taking part in the toilets cleaning. Alternatively, the teacher can decide to grow the work groups to have 7-8 people per group.

In comparison to the SITUATION 1, the number of students per classes is not exact (a more realistic version), so some work groups will not be composed only by 5 students but more. For example, the class with 66 students will be divided in 13 work groups: 12 with 5 people and 1 with 6 people. The class with 73 students will be divided in 11 with 5 people and 3 with 6 people and so on.

43

5.2.

WATER

A

precious resource for life but often a dangerous vehicle for bacteria, the issue of water is dealt through a series of activities to raise the students’ awareness. On one hand the aim is to reduce water waste, also to know the safest sources to supply and the best procedures to sterilize it, minimizing the risk of contamination.

44

1. Hollow gourd Standard I-II-III Complete classroom.

At least an educator and a teacher.

Inside the classroom.

About 1-2 hours.

• • • • • •

1 empty pumpkin 1 knife 1 needle 1 cap 1 glass of water 1 damp cloth

Understand the importance of keeping a proper amount of water into the body to avoid dehydration because of diarrhea, due to a bacterium present in the dirty water.

1.

This activity is thought to start a conversation about the importance of maintaining pure and uncontaminated water to not become sick.

2.

Make a hole in the top of a gourd with the knife and another small hole with a needle in the bottom. Draw a mouth and eyes on the gourd.

3.

Fill it with water and cover the top opening with a small thin damp cloth. Pull out the plug and let the children see how the cloth sinks into the hole. Discuss how this compares to the soft spot on the baby's head which will be sunken when the baby is dehydrated.

45

Write the 4 moments on the blackboard: • Water sources • Water transportation • Water treatments • Water conservation

1

4.

Mark a water level line on the gourd and explain that the fluid inside the body should never fall below this or the baby will become dehydrated and may die.

5.

Show how each cup of water that is lost must be replaced by another which is poured in (swallowed) to prevent dehydration.

6.

So start a conversation about the 4 important moments in which preserving the water cleaned and uncontaminated1.

7.

Listen to the students and write their comments around the 4 moments to understand how many times and which methods they know to start a comparison.

46

2. Concentric circles Standard I-II-III For classes with more than 50 students divide them into 2 groups.

At least 2 educators and a teacher.

Outdoor.

About 2 hours.

• •

1 big paper (40x30 cm min.) some pens

Encourage students to exchange their points of view and practices related to water supply and consumption.

For example the questions are: • Where does your family get water for drinking and cooking?

• How do you bring water to your home?

• How do you keep water at home? In which containers?

• What kind of methods do you use at home to purify water?

• Did you ever get a stomach ache after drinking dirty water?

• Do you use the same water for drinking and for cleaning the house or wetting plants?

1

1.

The teacher and the educators form 2 equal groups (or 4 if the class is too big). One group stands in a circle facing out and one group stands in a circle facing in, so that everyone is facing a partner.

2.

The class is asked a question. The students in the inner circle and outer circle discuss this question in pairs. It is possible that students need some help from the teacher and the educators, so it’s better if they walk around circles to give some suggestions1.

3.

After a few minutes the outer circle rotates to the left, so that each student is facing someone new. The process is then repeated, with either the same question or a new one.

47

4.

Some questions can also be repeated in order to hear the different points of view. It is better to ask at least 10 questions.

5.

At the end of the activity everyone sits in a circle and an educator asks the questions again and listen to the students answers.

The best answer is chosen to complete a list of good practices related to water supply and consumption. The list can be written on a poster to hang in each classroom.

48

3.

Four posters Standard I-II-III-IV-V-VI-VII Complete class with 4 groups inside.

At least 2 educators and a teacher.

Inside the classroom.

About 2 hours.

• •

4 big papers (40x30 cm min.)

Some pens

Learn the best practices to keep water clean and uncontaminated during the 4 moments. Produce 4 guide posters for each class.

1

1.

Divide the class into 4 groups and spread them out into 4 corners. Each group is assigned 1 of the 4 important moments to be sure that the water remains pure and uncontaminated1.

2.

At this point each group starts a debate on its topic. The educators and the teacher move around the class answering to any possible questions and solving doubts (especially in Standard I-II-III classes it is needed a more constant help to stimulate the debate).

3.

Distribute some pens to draw what has been discussed and create storyboards that talk about good and bad practices about the 4 moments.

4.

The aim of the activity is to produce 4 posters for each classroom.

49

• • • •

The 4 moments are: Water sources Water transportation Water treatments Water conservation

Some examples: Water sources • tank with collected rainwater from the school roofs (properties, uses, risks, ...)

• water from a river where animals drink or there are other polluted sources (discharges of productive activities,...)

Water transport • bucket with and without cap to cover it (differences) • sealed plastic water bottles

50

4. Actions & consequences Standard IV-V-VI-VII Complete classroom.

At least an educator and a teacher.

Inside the classroom.

About 1-2 hours.

• • •

3 pictures A1 As many papers as the students As many pens as the students

Understand the importance of preserving water as a clean and uncontaminated source, during all the steps before consumption.

1.

Every living thing needs water to live, but dirty water can make us ill. We must be careful to keep water clean and safe – where it is found, when we carry it home, and when we store and use it1.

2.

First ask the children to make up a story about the first picture, describing who, when, where, what, and why. Ask if the water from the pump is clean?

3.

Then show picture 2 and explain that this is the girl’s mother drinking water she brought home from the pump. Ask what could have happened between the first and second picture to make the water become dirty?

Have the children continue with the story.

51

Have 3 pictures of: • A girl and a boy getting water at a pump • A woman drinking a glass of dirty water • A man drinking a glass of clean water

1

4.

5.

Next show picture 3 and explain that this is the boy's father drinking water he brought home from the pump. Ask what has this boy done to keep her water clean? Have the children finish the story.

Then choose 4-5 volunteers to read their stories one by one and start a discussion about the importance of clean water and how to maintain this resource safe, always listening the students’ opinions.

52

5. Question box Standard IV-V-VI-VII Groups with about 20-30 students1.

At least an educator and a teacher.

Inside the classroom or outdoor.

About 1-2 hours.

• • • • •

4 pictures about water purification A2 List of questions S1 10 or more pieces of paper 1 box 1 pen

Understand the students' knowledge level about the importance of clean and uncontaminated water and the existing purification practices.

1.

Some questions are written down on pieces of paper and put in a box randomly.

2.

Ask children to volunteer to pick one and give answers. Everybody listen and think if they agree with it.

3.

Ask other children to add/correct if the answers are inadequate or incorrect.

4.

Finally show the 4 pictures which represent 4 good methods to purify water. Let’s talk together to understand if students know the methods and if they or their families use them.

53

It is better not to exceed the number to let everyone participate and be able to listen to the conversation.

1

SHEET 1

The questions are: • • • • • • • • • •

Is the rainwater collected from roofs drinkable?

How many water sources are present near the school?

Does boiling water kill bacteria?

Is it good to take water from a river where animals drink?

Can I wash my body even if the water is not drinkable?

While I wash my hands, do I let the tap water run?

Do fruits and vegetables have to be washed before eating?

If the water is not clean, can I take diseases?

Can water be purified by filtering it with gravel and stones?

Can water be purified with chlorine tablets?

54

55

5.3.

HANDS

T

o complete the activities concerning the proper use of the toilets, this section on the correct way to wash hands, an essential topic to understand the importance of a good cleaning guarantee a high hygiene level. Learn the right moments during the day to wash hands and reduce the risk of infections.

Also making soap together to transform the creation of a necessary resource into something fun and playful.

56

1. Drop the handkerchief Standard I-II-III Groups with about 40 people.

At least an educator and a teacher.

Outdoor.

About 1 hour.

• •

List of questions S1 1 handkerchief

Spread good practices related to handwashing but also about other parts of the body.

1.

Two groups of students are formed, both with the same number of participants, so 20 and 20. Both groups stand behind a line, face to face and leaving a space of around 20 yards between the groups.

In both groups, everyone is given a number to respond to, start with the number one and counting up to the last participant in each group. In the center of the field on an equidistant dividing line stands the ducator who softly holds a handkerchief by its corner.

2.

The independent participant shouts a number at random. The player tagged with that number in both groups will run to the division line, without crossing over it, to try to snatch the handkerchief and bring it to his group without being touched by the other player.

57

SHEET 1

3.

If accomplished, that group has to give a response to a question related to hygiene good practices to score a point; but if the runner is touched by the other player, the other group has to answer to score a point.

4.

It is possible to add other questions or repeat them several times, to memorize better the concepts.

The questions are: When should I wash my hands?

Indicate at least 4 of these answers: • before and after being close to someone sick • before and after having medicated a wound • before preparing food • before eating • after going to the toilet • after changing a baby's diaper • after sneezing or blowing the nose • after touching an animal How do you wash your hands?

Make the actions mimic in sequence for a correct hand-washing (refer to the hand-washing storyboard) Which parts of the body is it better to wash more often?

List at least 4: hands, feet, private parts, face, teeth, hair.

What are other hygienic practices to do?

List: cut your nails, keep your hair short, change your panty every day, etc.

58

2. Hello soap!

At least an educator and a teacher.

Inside the classroom or outdoor.

About 2 hours.

• • • • • • •

This activity can be repeated for several days and at least a couple of times a year to equip the school with the necessary amount of soap and to involve a greater number of students.

Consider the availability of educators.

1

Standard I-II-III-IV-V Complete classroom.

3 questions (see Activity 2 - sheet 1) Drawings about soap and dirt A1 A glass of flour / chalk / ashes 4 basins full of water 2 glasses full of water (better if transparent) Oil (also waste) Liquid soap / detergent

Understand the importance of hand-washing with soap and why soap is necessary, through some simple examples.

1.

The activity begins with a brief introduction on the importance of using soap to wash hands and body, showing drawings with soap and dirt molecules.

2.

There are 3 questions in series about handwashing in SHEET 1. First the educator and the teacher listen to the students' opinions, then they give the complete answers. In order to better understand the concept, there is a small experiment for each question.

59

3.

Question 1 - FLOUR GAME Divide the class into 2 or 3 groups and choose one student per group. He/she gets his/her hands dirty with flour. Then he/she chooses two classmates to shake and dirt the hands with flour. They choose two more classmates to do the same thing and so on, until all the students are "contaminated".

The game simulates the rapidity of diseases spreading in low hygiene conditions1.

4.

Question 2 - SOAP CHANGES Divide the class into 2 groups, one coordinated by the educator and the other by the teacher.

Give to each group 2 basins full of water and a bit of liquid soap, then select about 10 volunteers to wash their hands (to see a better result it is possible to get their hands more dirty with some soil or mud).

5 volunteers wash their hands in turn in the basin full of water, the other 5 in the other basin but using soap.

When everyone has finished, they compare the water contained in the 2 basins to notice that are different: the one with soap is darker than the other. This happens because the dirt comes away more easily thanks to the soap.

5.

Question 3 - THE SOAP WORKS Leave the class divided into the previous 2 groups and give a transparent glass full of water to each group.

The educator and the teacher, one per group, put a few drops of oil (even waste oil) inside the glass to observe what happens: the oil does not mix with water and remains on the surface, even if the educator/teacher tries to mix it.

Then they add a little liquid soap detergent inside the glass and mix it. At this point there is a difference in the oil behavior, which begins to be divided into droplets suspended in the water. This is because the oil (fat) particles stick to the soap (as shown in the cards drawings at the beginning of the activity). So the only water is not enough to remove dirt from hands.

Instead of flour, it is also good using chalk or ashes to dirt hands.

1

60

3. Actions & consequences Standard I-II-III-IV-V-VI-VII Complete classroom.

At least an educator and a teacher.

Inside the classroom or outdoor.

About 1-2 hours.

• • • •

Poster with the hand-washing storyboard A2 Song lyric S1 1 paper / blackboard 1 marker / 1 chalk

Learn how to wash hands in a efficient way, doing all the correct movements to eliminate diseasecarrying bacteria.

If the poster is not available because it is already being used in another class for the activity or hung in the toilets, it is possible to show the drawing on the activity, by copying it on the blackboard or on a big paper.

1

1.

The first part of the activity shows step by step all the actions to hand wash in a complete and accurate way. For this reason the educator shows the poster with the storyboard about hand-washing1.

2.

Explain the benefit of each action: why it is important to rub the back on the palm, the nails on the palm etc. and answer to any students’ question. Remind to the students not to waste water and that the tap must remain closed during soaping.

3.

The educator mimics the actions and all the students try to imitate to understand and memorize the movements.

61

If necessary write the text on a paper to hang in the class so the students can read it.

SHEET 1

2

4.

To conclude the activity students learn the song about hand-washing, which has the same rhythm of the song "If you are happy and you know, clap your hands!". The educator sings it all once2.

5.

Then he stops at the end of each sentence and tries to repeat with students. They continue until the end of the song, also miming the actions with the hands.

LYRICS “We start with washing palm to palm Between each finger let us rub Now the back of the hands, it’s such a simple plan We washy washy clean, scrub scrub.

Clean the base of the thumbs one by one Then the back of the fingers this is fun!

Don’t forget your fingernails, it’s about details We washy washy clean, scrub scrub.

Now move on the wrists, let us rub I think we’re nearly done, so now what Just rinse the soap away, dry our hands and we’re ok We washy washy clean, scrub scrub.

So we washy washy clean, scrub scrub We washy washy clean, scrub scrub It’s fun to wash your hands and I know you’ll understand We washy washy clean, scrub scrub.”

62

4. Handmade soap

At least 4 educators and a teacher.

Inside the classroom or in another indoor location.

About 2 hours.

• • • • • • • • • • •

This activity can be repeated for several days and at least a couple of times a year to equip the school with the necessary amount of soap and to involve a greater number of students.

Consider the availability of educators.

1

Standard VI-VII Groups with about 20 people1.

3 questions S2 lye recipe S3 ready lye soap recipe S4 drawings about soap and dirt A1 materials and ingredients for soap burner existing rectangular molds baking paper aromatic plants / essential oils / fruit 10 plastic or wooden spoons

Understand the importance of hand-washing with soap and why soap is necessary. Learn to prepare soap with natural ingredients to provide the school of a useful resource.

1.

The activity begins with a brief introduction on the importance of using soap to wash hands and body, showing drawings with soap molecules that detach the dirt.

2.

The educators ask 3 questions about handwashing (sheet 1). Then they listen to the students’ answers and they proceed to read the good practices.

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If the molds are not available, it is possible to make them with cardboard and tape.

SHEET 2

2

3.

Then they continue to talk about the production of soap that they will use during the academic year. While 2 educators start to prepare the soap mixture on the stove, students can stay all around to assist but they must be careful not to touch or they’ll hurt themselves.

4.

Once the mixture is ready, the educators distribute the cream soap into the molds (about 10).

5.

The students are in groups of 2-3 people and they can add to the soap some pieces of dried fruit, aromatic plants or natural flavors. They can help themselves with a plastic or wooden spoon to put the ingredients inside and mix gently.

6.

The educators have to slam the molds a couple of times on the countertop to remove any air bubbles before storing the soap in a covered room.

The 3 questions: Why do you wash your hands?

To prevent transmission of viral and bacterial infections. The external epidermis cells are normally inhabited (colonized) by microbes (bacteria and fungi) that form the bacterial flora.

Hand-washing aims at rapidly eliminating the bacterial flora and reducing the risk of disease transmission.

Widespread diseases in Tanzania which can be prevented (examples): typhoid fever, respiratory infections, hepatitis A, cholera, diarrhoea, tuberculosis.

When do you wash your hands?

Washing your hands whenever they are visibly dirty is not sufficient to reduce the risk of viral and bacterial infections.

It is important to wash your hands in several moments of your daily life: • before and after being close to someone sick • before and after having medicated a wound • before preparing food • before eating • after going to the toilet • after changing a baby's diaper • after sneezing or blowing the nose • after touching an animal

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How do you wash your hands?

With soap and water. Soaps are products based on detergents that contain esterified fatty acids (esters are organic compounds produced by the reaction of an alcohol or a phenol with carboxylic acid or a derivative) and sodium or potassium hydroxide.

SHEET 3

ASH LYE RECIPE Ingredients: • 700 grams of wooden ash • 3.5 L of water • 1 old pot with lid (no aluminum) • 1 wooden spoon • 1 pair of gloves • 1 thin cloth or filter paper Method: Remove any impurities from the ashes using a colander. Ashes must be put into the pot and covered with water.

It has to boil for 1 hour and a half. If the cooking time is longer the lye will be more concentrated and powerful. Therefore it is better not to cook more than 2 hours.

Keep the burner flame low and mix water and ash from time to time with a wooden spoon. It is better to cover the pot with a lid, leaving a gap to allow the steam to escape.

Then leave the pot with water and ashes to rest for 12 hours.

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SHEET 4

SOAP RECIPE Ingredients: • 1 L of ash lye (to be prepared first) • 2 L of oil, waste oil (olive or seed) is fine too • 1 old pot • 1 wooden spoon • 1 whisk to whisk Method: Place 1 L of lisciva into the pot and add 2 L of oil (increase the quantity of ingredients to make a larger quantity of result, always respecting the proportion 1: 2).

Bring the mixture to boil at low heat, mixing from time to time uniformly and always in the same direction. Continue to boil on a low heat until the mixture becomes thick, gummy and bubbly.

The mixture will be sufficiently gelatinous when the mixture on the spoon becomes sticky. At this point, remove the pot from the burner and allow to cool.

With a whisk, beat the mixture until it leaves a something like a pasty tail. Put the soap into the molds (not aluminum), add the ingredients for decoration or natural flavors. Leave the soap to mature for at least 3 days to solidify.

Then remove the soap from the molds, cut into slices and leave to mature again for 40 days in a cool and dry place.

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5. Drama x good practices Standard IV-V-VI-VII Complete classroom.

At least an educator and a teacher.

Outdoor.

About 1-2 hours.

•

/

Spread good practices related to handwashing but also about other parts of the body.

1.

Divide the class into subgroups with about 10 students each. Give to each subgroup a topic, concerning a good hygienic practice, to let them preparing a scene1.

2.

Let 10-15 minutes to prepare the scene.

3.

Everybody sits on the floor to form a circle.

The group that start to perform the scene is in front of the other classmates, in the middle of the circle. Whenever the scene is over the other students can express an opinion or ask something.

4.

At the end of each scene the other students can vote the performances by a show of hands and give a score to the groups.

5.

The group with the highest score wins.

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Some examples of topics: Washing hands before preparing food • Washing hands with soap and water after using the toilet • Cleaning the toilet with water and detergent • Cleaning teeth before going to school • Cutting nails of hands and feet and cutting hair • Washing face every day to prevent diseases

1

•

5.4.

HEALTH

T

he issue of diseases related to lack of or poor hygiene is particularly delicate and requires a good theoretical preparation of teachers and educators themselves.

Often children do not recognize hygiene as the very first form of prevention from the most widespread diseases, such as diarrhea or bacterial and viral respiratory infections. For this reason, a good theoretical and practical transmission of these informations is essential to sensitize and make children aware. Understanding that sometimes even the most trivial of carelessness, such as not cleaning well after going to the bathroom or not washing your hands, can bring unexpected consequences. The transmission of these basic concepts will take place through fun and physical activities, in such a way as to make the themes covered evident and tangible.

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1. Circle game The number of participants is variable: based on the number of students can be carried out by groups of one or two classes together.

2 An educator or teacher, who will direct the game, and the others to manage the dynamics of the individual groups.

1

Standard I-II-III Complete class1.

At least 2/3 educators and a teacher2.

The activity must be carried out in a large space, outdoor or in a covered area.

About 1 hour.

•

/

The objective is to make children understand, interactively, what are the best practices to be adopted to prevent the spread of diseases in the home and school environment.

1.

Children are placed in a circle.

2.

In the middle of the circle there is an educator or teacher, whose role will be to make questions to children.

3.

Two or three educators will move around the circle in order to oversee the game and to check that the children perform the correct action based on the answer they gave.

4.

The central figure will begin to ask children questions about the most common diseases: the questions will be structured so that the answer can only be YES / NO or TRUE / FALSE3. The topics covered will be the most widespread diseases, the best practices to be adopted to prevent their spreading or examples of negative actions.

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3 For example the questions are: • Can malaria be spread by mosquitoes?

• Is blurry vision a symptom of malaria?

• Does diarrhea cause dehydration?

•

• •

Is it important to brush your teeth before going to bed?

Is fever a symptom of malaria?

Is conjunctivitis a disease of the mouth?

The formulation of the questions can be linked to the topics covered in the annex "Disease Fact Sheets", but also to cover other topics related to personal hygiene.

5.

To answer the children must rise their hands: if they are wrong they will have to sit on the floor and have finished the game.

6.

At the end of each round the educator will explain the reason why a question is true or false.

7.

The winner will be the last one who will remain standing (you can also decide that it is a group of children to win, for example the last 2/3 remaining).

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5.4.1.

Disease Fact Sheets

Source: United Republic of Tanzania, Toolkit 3: Sanitation and Hygiene Education for Primary Schools. Handbook for Teachers.

Part 1 of 2. First Draft for Piloting & Consultation, Tanzania, 2010, PDF e-book.

FAECAL-ORAL DISEASES The diseases in t his category are caused by faeces from a person infected with the disease entering the mouth of another person. Different faecal-oral diseases include diarrhoea (dysentery, cholera, giardia), typhoid and intestinal worms.

Symptoms of diarrhoea Diarrhoea is the frequent passing of watery stools and there are many different types. It is responsible for a significant proportion of the burden of disease. Diarrhoea can be caused by bacteria, protozoa or viruses and these organisms may also cause other symptoms such as fever and vomiting. The passing of frequent stools can be seen as the body's normal response e to rid it of the harmful disease causing organisms. If the fluid lost in the diarrhoea is not replaced, the person infected may become severely dehydrated. Dehydration can cause death, especially in the very young and old. People who are poorly nourished will also be more at risk from the effects of diarrhoea.

The organisms that cause diarrhoea are present in large numbers in the faeces and people are infected with these organisms through the mouth. These diseases are thus known as faecal-oral diseases. Even if only a few organisms are swallowed, these will multiply in the intestines and cause diarrhoea.

Even babies excrete disease causing organisms in their faeces. In fact, infants’ faeces contain more disease causing organisms per gram than there are in adults’ faeces. As babies and young children are more susceptible to these diseases, their faeces should be considered more dangerous than adults’ faeces.

There are a variety of organisms that cause diarrhoea: the following represent only some of them.

With the majority of diarrhoeas it may not be possible to diagnose a particular cause.

Dysentery Dysentery is a form of bloody diarrhoea transmitted through the faecal-oral route. When people become infected, they excrete large numbers of the infective organisms in their stools. If the germs from these stools come into contact with food, water or hands then other people can swallow the germs and become infected.

A person with dysentery passes faeces containing blood. This is accompanied by fever, vomiting and stomach pains. It is usually caused by an organism known as Shigella which has a variety of different forms. Shigella dysentery is endemic in many countries in the tropics reaching its highest incidence in the rainy seasons.

The disease usually occurs in two phases - an initial phase with fever and watery stools that can be very serious and cause dehydration and delirium especially in children. The latter phase is accompanied with loose, frequent stools containing blood and mucus and may cause severe discomfort and pain.

The only proven way of preventing infection and transmission of all types of Shigella dysentery is handwashing with soap (and breast-feeding for infants). Methods for preventing other forms of diarrhoea are also likely to reduce the transmission of dysentery.

Amoebic dysentery is the type of diarrhoea or dysentery (diarrhoea with blood) caused by the

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protozoac called Amoeba. Amoeba may also cause abscesses in the liver, which can cause extreme pain in the right upper belly. Usually the diarrhoea comes and goes and there may even be constipation. There are cramps in the belly anf the person experiences an urgent need to pass stools even when there is very little stool there. With amoebas there is usually no fever.

Cholera Cholera is caused by one particular type of bacteria called Vibreo cholera. Symptoms are usually mild but in a minority of cases there is a rapid onset of severe watery diarrhoea and vomiting and sometimes cramps in stomach, arms or legs. So much water and salts are lost from the body of a person with cholera that the person become thirsty, stops urinating, and quickly becomes weak and dehydrated. Dehydration can lead to circulatory collapse and death. To prevent dehydration, the person must drink at least the volume of fluid the body is losing. Drinking oral rehydration solution (ORS) will replace salts and sugars which have also been lost from the body. A vaccination against cholera is available but is not effective in controlling large outbreaks of cholera and is no longer recommended by the World Health Organisation.

Special measures to prevent the spread of cholera during an outbreak include: • Try to identify the source of the cholera and whether particular areas or people are affected.

• Prevent use of contaminated water sources.

• Intensify information campaign to promote hand washing, use of latrines and prompt identification and treatment (case finders may need to identify patients on home visits).

• Establish emergency isolation centres for sick patients (special precautions for disinfection should be in operation here).

• Establish ORS centres to provide rehydration of less severe cases.

Management of cholera patients in an outbreak: • Help them to drink plenty of fluid (preferably ORS ) to prevent the dehydration which kills.

• Help them get medical attention immediately.

• Dispose of faeces in a latrine, disinfect any areas where there has been feaces or vomit.

• Wash hands frequently and thoroughly with soap and water.

Typhoid Typhoid is a faecal-oral disease causing loose stools and a gradually increasing fever often accompanied by a relatively slow pulse. People with typhoid fever usually feel very unwell with generalised aches and pains and loss of appetite. Delirium (not being able to think clearly or make sense) may also be present as the illness progresses. The organism that causes typhoid is known as Salmonella typhi. The illness may often cause death if not treated.

Giardia Giardia is a faecal-oral disease. The symptoms are foul-smelling yellow diarrhoea which has bubbles in it. If blood or mucus is present it is probably not Giardia. In addition the belly is swollen and uncomfortable and produces lots of gas. Giardia can clear up without medical treatment but if the diarrhoea goes on for more than ten days it is best to seek medical advice. Long-term infection with Giardia can cause significant weight loss.

Hepatitis A Hepatitis A is another faecal-oral disease. The disease causes acute inflammation of the liver.

It usually starts with fever, chills, headaches and fatigue. A few days later there is often loss of

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appetite, vomiting, dark urine and light coloured faeces and jaundice of the skin or the outer coating of the eyeballs. In young children there may be few symptoms but in older people the jaundice may be severe and prolonged; complete liver failure may occur and the patient may lapse into a coma.

There are other forms of hepatitis with similar symptoms but which are not transmitted through the faecal oral route but through blood and sexual contact.

Roundworm As their name suggests these worms are round and can be up to 30 centimetres in length. They live in the intestines and feed off whatever food is ingested. This may make the person feel very weak as he/she is not getting enough food to eat. The worms may also block the intestine and cause problems with defecation.

The roundworm eggs follow the faecal oral route of transmission usually through unclean fingers or unwashed fruit and raw vegetables. Raw fruit and vegetables may become contaminated when people with roundworm defecate on the ground near to where vegetables or fruit are growing.

Because children often put their fingers and other objects in their mouths they are often more at risk.

Whip worm Whip worms are small thin worms and look like sewing threads. Infection occurs in a similar way to roundworm, but infection is less likely to be from eating contaminated fruit and raw vegetables as the eggs are more easily killed by drying or by direct sunlight.

Pin worm Pin worms are very small, thin worms. The worms live in the intestines and at night they emerge from the anus to lay eggs around the opening. Pin worms cause severe itching around the anus.

Whenever the person scratches, the eggs will contaminate the fingers and they may re-infect the person if they then put their fingers in their mouth.

Hookworm Hookworms are not strictly a faecal oral disease, instead they are a faecal-soil related disease.

It can be one of the most damaging diseases of childhood and thrives in overcrowded unsanitary conditions. Hookworms are small and red in colour. They live in the intestines and feed on the blood by hooking onto the wall of the gut. If there are many worms the person may become anaemic and feel very weak and tired. Hookworm eggs are excreted in the stools. Once outside the body they develop into tiny worms (larvae). If someone walks on the contaminated ground without any shoes, the worms will pierce the skin of the feet, enter the bloodstream and eventually find their way to the lungs where they develop and feed on blood. When they are mature, the worms are coughed up from the lungs and if the person swallows them in the sputum, they enter the intestine, lay their eggs and the new host then excretes their eggs and the life-cycle starts again.

HYGIENE PRACTICES THAT PREVENT ALL FAECAL-ORAL DISEASES The magnitude of risk varies with different hygiene practices. Three practices are considered to be the most significant and cost-effective in preventing faecal-oral diseases. These are: • Dispose of faeces safely.

• Use a latrine or bury faeces including young children’s and babies’.

• Clean hands frequently with soap or ashes especially after defecation and after clearing up

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•

babies’ faeces.

Maintaining drinking water free from faecal contamination.

Other less important prevention methods are related to food hygiene: • Wash hands with soap before preparing or eating food.

• Protect food from flies.

• Cook meals thoroughly.

• Wash raw vegetables and fruit in clean water before eating.

VECTOR-BORNE DISEASES Certain diseases are spread by insect vectors which live in, or breed near, water. This group includes such diseases as Malaria, Filariasis, Dengue fever, Yellow Fever, River Blindness, leishmaniasis, sleeping sickness and guinea worm infections.

Malaria Malaria is the single most important vector-borne disease. The malaria spreading mosquitoes are all types of Anopheles mosquitoes and can be distinguished from other mosquitoes because they rest at an angle. There are several species of Anopheles mosquitoes, most can breed in still, unpolluted water including swamps and containers. Until recently mosquitoes could not breed above 3000m altitude but recently have started to breed at higher altitudes. Anopheles feed on people at night. It is only the females that bite because they need a blood meal every 2-3 days to develop each batch of 100-200 eggs. When a mosquito bites its victim to suck blood, it first injects saliva to prevent the blood from clotting and blocking its mouth-parts. In malaria-infected mosquitoes, the saliva contains infective forms of the parasite (Plasmodium). Most Anopheles fly up to 2km from their breeding site to feed. The adults live for about 30 days and many are resistant to insecticides. Different types of Anopheles mosquitoes live in different habitats, for example Anopheles gambiae larvae prefer the sun or partial shade and do not like thick bush. Anopheles funestus and Anopheles mucheti, which can also spread malaria, may infest shaded waters such as lakes and swamps. Anopheles bwambae lives in hot salt springs in some places.

Control of Malaria Control of malaria and other mosquito borne infections is difficult and requires multiple measures.

One of the most important measures may be the choice of settlement. Other measures that can be taken locally include: • Removing anything that might collect stagnant water such as tin cans, broken bottles.

• Ensuring adequate drainage around shelters or houses and water collection points using ditches and soakaways.

• Cut grass and plants around the home or shelter where they may attract mosquitoes.

• Covering water storage jars, rainwater tanks.

• Draining or filling in places where rain and washing water collects, including ponds or small puddles.

• Distributing bed nets.

• Planting of neem trees (Azadriachta indica) which repel mosquitoes.

• Spraying the homes or water bodies in or around a camp or settlement may be an option but care must be taken to use trained personnel who are properly protected.

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Schistosomiasis (bilharzia) Blood flukes (Bilharzia, Schistosomiasis) is an infection caused by a kind of worm that gets into the bloodstream. It is becoming an increasingly common disease. In addition to being painful, causing weakness and fever, the kidneys or liver may be badly damaged, which can eventually cause death.

There are several types of blood flukes including: • Schistosoma haematobium which can cause blood in urine and is spread through infected urine; • Schistosoma mansoni which causes bloody diarrhoea and is spread through faeces.

Blood flukes are not spread directly from person to person. Part of their life must be spent inside a certain small water snail (Bulinus species or Biophalaria species). An infected person urinates or defecates in water, passing the worm eggs into the water too. Worm eggs hatch and pass into the snails. Young stages of the worm leave the snail and then bury into the skin of a person who enters the water. In this way, someone who washes or swims in water where an infected person has urinated or defecated also becomes infected. To prevent blood flukes, the life cycle of the blood fluke must be disrupted.

Prevention of Schistosomiasis Control and prevention of Schistosomiasis is difficult but measures include: • Safe disposal of faeces and urine by all members of the community. (Even if one infected person urinates in snail infested water, those snails will continue to produce worms for a long period of time) • Avoid skin contact with contaminated water. This means avoiding swimming, washing, clothes washing, walking or playing in contaminated water.

• If contaminated water is collected all the worms will die within forty eight hours providing all the snails are removed and will then be safe for washing in.

HYGIENE-RELATED SKIN AND EYE INFECTIONS These diseases are not caught by drinking or bathing in infected water but like the diarrhoeas and some of the worm infections they can be prevented by the use of an increased quantity of water for personal and household hygiene.

Scabies Scabies is a disease causing very itchy little bumps on the skin. The bumps can appear anywhere on the body but are most common between the fingers, on the wrists, around the waist, on the genitals and between the toes. The bumps are small mites living just under the skin which make it itch. Scratching the infected skin can help to spread the disease and may also lead to skin lesions that in turn can become infected with bacteria. Scabies is spread by touching the infected skin, clothes or bed-clothes of a person with scabies. The disease is very common in children and spreads most rapidly in overcrowded conditions.

Prevention of Scabies • Bathe and change clothes regularly.

• Wash all clothes and bedding regularly and hang them in the sun.

• If possible, don’t let untreated infected children have contact with uninfected children.

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Ringworm Ringworm is caused by a fungal infection. It appears as small rings on the skin usually on the head, between the legs, between the toes, and under the nails. If it appears on the head it often causes the hair to fall out and the scalp develops round scaly patches. Finger and toe nails infected with ringworm become rough and thick. The disease is very common in children and spreads most rapidly in overcrowded conditions.

Prevention of Ringworm • Bathe and wash clothes regularly.

• Do not let a child with ringworm sleep with others.

Trachoma Trachoma is a chronic eye infection that gets slowly worse. It may last for months or years and can cause blindness if not treated. Trachoma begins with red, watery eyes like conjunctivitis but after a month or more, small lumps develop inside the upper eyelids. These small lumps begin to disappear in a few years to leave scars which make the eyelids thick and may keep them from opening and closing all the way. The scarring may pull the eyelashes down into the eye, scratching the eye and causing blindness. Trachoma produces a discharge from the eyes and is usually spread when the discharge from an infected person comes into contact with another person by flies, contaminated fingers, cloths, towels or bedclothes. It is very common in dry, dusty areas where water is in short supply, particularly among young children.

Prevention of Trachoma • Wash the face every day with soap and water.

• Keep flies away from the face.

• The whole community practices good sanitation.

Conjunctivitis Conjunctivitis is another eye disease. It causes the eyes to become red and watery. The eye becomes sore. The eyelids often stick together after sleep. It is especially common in children. It is easily spread from one person to another person by flies, fingers, cloths, towels or bedclothes that have been contaminated by the eyes of an infected person.

Prevention of Conjunctivitis • Wash the face every day with soap and water.

• Keep flies away from the face.

Typhus and Plague Rats carry fleas which can spread diseases such as Thyphus. Typhus can also be spread by lice or ticks carried by other animals. Typhus begins like a bad cold and leads to fever and aches and pains in the head and muscles. A rash appears after a few days, first in the armpits and then on the body, then the arms and legs. The rash looks like small bruises. The plague is also spread by rodents. The symptoms include high fever, headache, muscular pains, shaking chills, and often pain in the groin or armpit. The fatality rate for people with plague is between 60-65%.

Prevention of Typhus and Plague • Bathe and wash clothes regularly. De-louse the whole family regularly.

• Hang clothes and bedding out in the sun frequently.

• Keep animals such as dogs out of dwellings.

• Discourage rats by burning or burying rubbish and protecting food supplies • Kill rats. Set traps and then drown or burn dead rats.

Poison should be used only if strict controls are possible as some rodents may be a source of human food or poison may be allowed to contaminate other food for human consumption.

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2. Game of good habits Standard I-II-III Each class will form groups of 8/10 members.

At least an educator and a teacher.

Inside the classroom.

About 1 hour.

• • •

Good/bad habits cards A1 2 baskets or buckets/containers 2 papers with the text GOOD and BAD

The objective of these activities is to understand what are the good and bad habits to be adopted that can facilitate or not the spreading of main diseases. Through a guided discussion, children will be able to explain the reasons why these habits are good or bad.

Phase 1: Setting preparation 1.

The educators will set the two baskets / buckets in the middle of the classroom or on the desk.

2.

Two papers with the written GOOD and BAD are positioned in front of the containers. It is important that the differentiation between the BAD basket and the GOOD basket is clearly visible, so it would be necessary to place them far enough apart from each other and that the two texts should be made in different colours.

3.

The children are divided into smaller groups (composed by 8/10 pupils) and an educator must be present for each.

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4.

Each group will be dealt 2 cards: one with a good habit and one with a bad one. The children have to classify it in the correct category. Each group will receive a pair of cards different from those of the other groups.

5.

For each group a child is chosen as "spokesperson" in the final phase of the activity.

Phase 2: Activities 6.

At this point the discussion begins. All the members of the group will have to give their opinion on where to place the two cards: this discussion will have to be followed by the educator who will help the conversation by making the children think carefully about their observations.

7.

After having decided with the whole group where to place the cards and why, the "spokesman" should be asked to bring the opinion of the group in front of the class.

The children are divided into smaller groups (composed by 8/10 pupils) and an educator must be present for each.

8.

In order, then one group at a time, the "spokesperson" of each team will move towards the two baskets and, showing all the cards, will place them in the correct container: in the same time he will explain aloud why they have made this choice.

9.

The activity ends when each group has motivated and placed their cards.

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3. The spread of disease Standard I-II-III-IV-V-VI-VII Complete class.

At least an educator and a teacher.

Outdoor.

About 1 hour.

•

1 piece of wood or an object to create the physical limits of the playing field on the ground.

The goal is to make children aware of how quickly disease can be spread and transmitted.

1.

Pupils form two teams: one will be initially made up of only one component, the other will be formed by the rest of the class.

2.

It is defined a playground area, a "field", large enough to run together but not excessively extended. It would be necessary to find two points of reference, like two trees, to delimit the playing area.

3.

The role of the two teams is established: the child alone will be the "bad" that must take the other children1.

4.

Each team is placed in one half of the playing field, under the tree (or the chosen reference).

5.

At the "Go" the game will start: children have to run to meet in a linear direction (they cannot run in circles), without leaving the field and without being able to go back

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1 This will symbolically identify the subject carrying a disease that "takes" even those who are not sick. This parallelism will however be explained at the end of the game.

and forth, until they touch the tree in the opposite side of the field.

Or "lasts", educators can also decide that the winners are a group of 3/4 children.

2

6.

The "bad" child during this race must touch as many members as possible of the opposing team.

7.

All the children who will be touched will also become "bad" and become members of the other team. The turn starts again.

8.

As the "bad" team members increase, it will be increasingly difficult not to be touched.

The last2 remaining will be the winner of the game.

9.

At the end of the game the pupils will be reunited at the centre of the field and the educator will explain to them the parallelism between the two teams and the spread of diseases: a sick person, without the right precautions, also becomes a bearer to those who are not. The spread and transmission of diseases is very rapid and we are not always aware of it. For this reason it is very important to keep in mind prevention and to have the right knowledge of how these diseases spread and can be treated.

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4. Knowing the diseases Standard IV-V-VI-VII Complete class.

At least 2 educators and a teacher.

Inside the classroom.

About 2 hours.

• • • • •

1 blackboard 1 chalk Papers Pens/pencils 1 small container

The main theme is malaria, but the same activity can be applied to other types of diseases. The goal is to make children aware of how the disease can be caught and transmitted and how to prevent them.

Phase 1: introduction to the topic 1.

Two papers are placed on a wall of the class: one with the inscription 0 and one with 1001. The 0 will be stick on the left side of the wall (in case there is no way to stick it, it will be held by an educator) and 100 on the right, at least 6 meters apart, so that all students can participate to the activity.

1 These numbers will represent percentages by which children will cast their vote.

2.

Educators start to ask questions to the children: initially more personal, then gradually more technical and related to the topic (S1). Pupils don’t have to answer with word: they will have to position themselves up to the percentage they consider correct2.

Educators will be able to mark the average answer on the blackboard.

This phase will be useful on the one hand to the children to start approaching the activity, on the other to the educators to understand the basic level of awareness of the class on the issues treated.

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2

3.

Once this first part of the activity is finished, students can return to their seats.

Phase 2: interactive lesson

Through this interactive lesson the sections on the blackboard will be completed and at the same time the main topics to be discussed will be transmitted.

3

4.

The educator divides the blackboard into three sections and writes a title for each of them: SYMPTOMS / CAUSES / PREVENTION.

5.

At this point they must start a discussion with the students: they must be the ones to give the answers to be written on the blackboard, guided by the educators who will facilitate dialogue. Starting from a specific theme, let's consider malaria as a specific case (but the topic can be applied to all the main most widespread diseases), they can ask the children, starting from everyday experiences or from what they have studied at school or that they talked about with their family, to try completing the tables3.

Phase 3: feedback 6.

To conclude the activity, students can be asked to write down questions anonymously to the educator.

7.

Once written they will be folding the papers and insert them into the container, which will be on the desk. Everyone will have to put the sheets in the bin, also if it is white. In this way all the students will be on the same level.

8.

At this point the educator will extract some random papers, read the questions aloud and answer. Even if there won’t be enough time to read all the questions, this feedback will have to be held by the educators in order to understand the questions that the children bring with them and how these could help them in the formulation of the activities in the following years.

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SHEET 1

Personal questions (some examples): • how much do you feel good today?

• how happy are you?

• how tired are you?

• how much fun did you have today?

• how often do you have fever?

Technical questions: • how dangerous are mosquitoes?

• how important is washing your hands?

• how dangerous is drinking stagnant water?

• how important is it to use bed nets?

• do you know what malaria is?

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5. Poster Standard IV-V-VI-VII Complete class.

At least 2 educators and a teacher.

Inside the classroom.

About 2 hours.

• • • • • •

Small papers (about format A6): one for each student Colored pencils or markers 1 big card 1 glue or scotch tape or thumbtack 1 blackboard 1 chalk

The main theme is malaria, but the same activity can be applied to other types of diseases. The goal is to make children aware of the good and bad actions that facilitate or not the spreading of the disease. At the same time, we also want to make the students participate personally in transmitting the message to other students.

Phase 1: introductory lesson 1.

Educators will take care of explaining to students the symptoms, the causes and how to prevent the spreading of the disease through concrete and daily examples1.

2.

To make the lesson more interactive, students will be asked to give examples of what they think can be good and bad habits to adopt. In this way they will deal directly with their daily experience.

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1 This activity can be directly related to the previous "Knowing diseases". If the latter were not carried out, the first part should be a theoretical introduction to the disease treated during the theme of the day.

Phase 2: drawing 3.

When this introductory part is concluded, educator can mark on the blackboard the ideas on the habits (GOOD or BAD) that have been explained by the students and integrate them with other observations.

4.

At this point the children will be asked to illustrate one of the situations written in the blackboard, having clear which fall into the positive category and which are negative ones2. Educators will pass through the desks and distribute the papers and pencils / markers. Moreover, during the start of the activity they will ask random which activities they intend to illustrate: if few actions were chosen, they can be given some indications on which to choose or which subjects to change. In this way all, or almost all the activities written on the blackboard are then drawn.

Children can also decide to develop messages, not just illustrate specific actions.

2

Phase 3: the poster 5.

The last phase of this activity requires that all illustrations and messages compose a mega-poster. This poster will be created by educators on a large piece of cardboard with a title (e.g. MALARIA) and two sections: GOOD and BAD.

6.

This board will be placed on the ground or on the desk and the boys, one by one, will place their drawings in the correct section.

7.

At the end of this operation all the papers will be attached to the cardboard (with scotch tape, thumbtack or glue) that will be hung in the corridors of the school, to be visible to all students.

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5.5.

PERIOD/PUBERTY

P

uberty is a delicate period for a child, where numerous radical changes occur regarding the lives of individuals and their families daily. Attention should be given to young girls when they face the menstrual cycle for the first time. Sensitizing them to the need of a good personal hygiene especially in those days is essential to prevent the spreading of bacteria and diseases, but also help them in daily management, in order to prevent the school absenteeism.

These activities are aimed at the older students, who will be divided by gender to facilitate interaction especially for girls, and need special attention, because this is a theme still very linked to cultural taboos.

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1. Flash cards Standard V-VI-VII Complete class.

At least an educator and a teacher.

Inside the classroom.

About 1 hour.

• •

1 flash card about body changes A1 1 scotch tape

The activity is structured as a lecture on the changes that occur in girls and boys during puberty, to make them aware of what happens to their body and why.

1.

First, it is necessary to prepare the poster in such a way that it is clearly visible to the whole class1.

2.

At this point the educator will introduce the topic "puberty" asking if they know how children are born. The educator doesn’t need to receive an answer2.

3.

At this point the educator will begin to explain the individual changes in boys and girls and what they also imply in the relationship between the two sexes.

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1 The ideal would be to attach it to the board with scotch tape, but if this is not possible it will be an educator himself to hold it in his hand while the other takes the lesson.

2 This question is useful to introduce a taboo topic but at the same time to implicitly explain the reason why all these changes take place in their bodies.

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2. Changes 1 After dividing the males from the females.

Standard V-VI-VII, males Complete class1.

At least an educator and a teacher (both males).

Inside the classroom.

About 1 hour.

• • • •

1 billboard with illustrated silhouette of the male body A2 1 blackboard 1 chalk 1 scotch tape

To make children aware of the changes that take place in their bodies: to understand their signs and motivations and to understand the physical and emotional consequences.

It is important that they start from their direct or indirect daily experience, for example if they have seen these changes in a brother or in a friend.

2

1.

The silhouette of the male body is stuck on the blackboard.

2.

The educator begins the conversation by asking them what are the points of the body in which they perceive changes2.

3.

On the blackboard, at the height of the indicated parts, the observations made by the boys will be reported.

4.

Personal questions can be set up to make them aware of what is happening to their body3.

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For example the questions are: • Do they feel they have already started all these changes?

• Do they perceive only some of them?

• Are there any moments when these changes have caused discomfort / shame at school or at home?

• Why did this happen?

3

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3. Circle time 1 After dividing the males from the females.

Standard V-VI-VII, males Complete class1.

At least an educator and a teacher (both males).

The activity can also be carried out in the classroom, but it would be preferable to have the space to create a circle in which to let the students sit.

About 1-2 hours.

•

/

Introduce children to the topic of affectivity and sexual prevention.

1.

The boys will be seated in a circle: at the center will sit the educator who will begin to direct the conversation.

For example the questions are: • Do they perceive it differently?

• What do they feel emotionally and physically when they are in contact with a girl or are they attracted to her?

• Do they feel new sensations?

• How would they describe them in words?

2

2.

First, the students will be asked to express their opinion on how they think they are changing their relationship with the girls2.

3.

The topic of sexuality is introduced: • Do they know what they are talking about?

• Have they already heard about it from friends or relatives?

• What does it mean according to them to have a sexual relationship with a girl?

• Are they aware that the changes that are taking place in their bodies and in that of females lead to the possibility of generating children?

• What, then, do they think are attitudes that entail the risk of procreating?

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In this case, some examples should be given to which children will have to respond positively or negatively to the use of precautions and the behaviours to be adopted or not.

4.

In conclusion, the theme of sexually transmitted diseases will be introduced.

• Do they know any?

• Do they know what they mean?

• Do they know how they can avoid them?

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4. Vipindi vya Maisha 1 After dividing the males from the females.

Standard V-VI-VII, females Complete class1.

At least an educator and a teacher (both females).

The activity can also be carried out in the classroom, but it would be preferable to have the space to create a circle in which to let the students sit, to create a more intimate and circumscribed space.

About 1-2 hours.

•

2 copies of the manual "Vipindi vya Maisha"

Making girls aware of what the pubertal period entails in them and what consequences it has from a physical, emotional and affective point of view.

1.

The girls sitting in a circle will be arranged: at the center will be the educator who will begin to direct the conversation.

2.

The first phase foresees the reading of some chapters of the book "Vipindi vya Maisha"2. The ideal would be for each girl, in turn, to read a paragraph aloud and then be passed to the next girl.

At the end of each chapter a dialogue will begin: • Do the girls have to ask specific questions?

• Do they want to add observations on their daily experience?

3.

At the end of the reading a dialogue will

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Specifically pages 1-13 and 26-27.

2

For example the questions are: • Are you ashamed to talk about the menstrual cycle with your friends?

• And in the family is it an argument with which you have never related?

• Is it considered a taboo in your home?

• When do you have doubts with those who talk about it?

• Do you suffer pain during the cycle?

• Little, medium, a lot?

• Do you feel to going to school during those days?

If not, why?

• What causes this discomfort?

• Are there any methods to be shared to deal with some of these difficulties and overcome them?

3

have to be established between the girls and the educator that will create the opportunity for the girls themselves to share some of their experiences, fears and doubts on the theme of menstruation. The educator can ask some questions to start the comparison3.

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5. Kit bag 1 After dividing the males from the females.

Standard V-VI-VII, females Complete class1.

At least an educator and a teacher (both females).

The activity can also be carried out in the classroom, but it would be preferable to have the space to create a circle in which to let the students sit, to create a more intimate and circumscribed space.

About 1 hour.

• • • •

4 cards about the types of pads A3 1 card about a complete kit bag A4 Papers Pens / pencils / markers

Facilitate the girls to face up better to the days of the period, through a good organization and awareness of their physical rhythms.

1.

The girls are be arranged in a circle: at the center will be the educator who will begin to direct the conversation.

2.

In the core of the circle will be spread the cards with the different types of sanitary pads and ask them if they know them and indicate those that they usually use.

Otherwise the educator will take care to explain the differences in both their use and effectiveness.

3.

At this point the educator will show them an example of a complete kit bag: do they know what it is? Are they aware of what materials are needed to better cope with the days of the cycle?

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In creating their own kit bag educators will have to make the girls reflect on some topics: • Their cycle is abundant?

• How many days does it last on average?

• How often does he arrive?

• How many hours pass out of the house?

• How much pain do they feel and for how many days?

2

4.

They will be asked to describe what elements are represented within the illustration and why they think it is necessary to have them during the menstrual days.

5.

A paper will be distributed to each girl, on which they will have to draw their ideal kit bag: every month they must take care, before leaving the house, to make sure that they have all the elements shown on the paper2.

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5.6.

CLEAN UP

O

ne of the main challenges related to the hygiene theme is the children awareness about the use of solar toilets and the consequences of a lack of cleanliness of the bathroom. This sensitization makes sure that the single actions that the students perform in the management of the bathrooms are not only the result of an "imposed" teaching but is a direct and conscious gesture linked to the internalization of these delicate themes. Through the discovery of the functioning of the solar toilets system and the cycle of waste produced daily, pupils will be helped to understand the value of their single gesture and their common actions.

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1. Puppet show Standard I-II-III Complete class1.

At least an educator and a teacher.

Outdoor, to represent the puppet show. The final discussion can be carried out both outdoor and into the classroom, according to the educators’ needs.

About 1/2 hours.

• • • • • • • • •

2 puppets: Luuf and Timiro (coloured socks with faces) 2 puppets: a demon (black sock) and a fairy (white sock) 1 stage (with a curtain or a board to hide behind) 1 box, representing the toilet 1 small bottle filled with water 1 bar of soap Crayons / markers Papers Puppet show "Toilet ghost" S1

Being able to recognize good hygiene practices and the importance of their correct application.

1.

Seat the children in a circle with the facilitators.

2.

Introduce the theme that will be performed during the show: the good hygiene practices to be adopted when going to the bathroom and how it must be left before exit.

3.

The two protagonists of the show are presented to the children: Luuf and Timiro.

4.

The puppet show is held (S1).

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1 Two classes can also be grouped during the theatrical performance, while for the discussion smaller subgroups of 10/15 pupils should be created.

SHEET 1

5.

After the show, the facilitators should divide the children into smaller groups and give out the drawings and crayons: they should explain the proper means of using the toilet and how to keep it clean.

6.

Invite the children to discuss their own fears of toilets (the presence of insects, the dirty environment, etc.) and to ask any other questions they may have.

PUPPET SHOW "TOILET GHOST" •

Duration: 10/15 minutes

•

Notes for facilitators: two facilitators each take one of the puppets Luuf and Timiro and sit behind a curtain or a board, so that the audience cannot see their faces. During the dialogue, the puppets should face each other so it is obvious that they are addressing each other. The facilitators should not try to disguise their voices completely, but should raise or lower them according to the character they are playing. When the Demon and Fairy puppets arrive, each of the facilitators will play one of them with their other hand.

•

Sequence: The two puppets greet the audience “Hello everybody, how are you today?” and wait for them to reply.

Luuf turns towards Timiro and touches him: Hello Timiro, what’s wrong with you? You look like you’ve seen a ghost! What happened?

Timiro looks around nervously before whispering: Oh Luuf, I’m so happy to see you. I did see a ghost - inside the toilet!

Timiro hugs Luuf and points to the toilet, shouting: I was in there when a huge dark ghost showed up and talked to me!

Luuf pulls Timiro into a corner and whispers: Are you sure - I mean, really sure?

The toilet door moves slightly and a soft moaning noise comes from it. Luuf and Timiro start shaking and Timiro tries to hide behind Luuf. The Demon is seen inside the toilet, and he starts a loud deep moaning: Whuuur! Whuuuuuuuur!!

Timiro whispers to the audience: You see - there is a ghost there, and he stinks! Can’t you smell him?

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Both puppets hold their noses. The children should have time to react.

The Fairy puppet appears on the stage with a bottle of water and a bar of soap. Timiro again tries to hide behind Luuf. The Fairy greets them in a friendly voice: Hello Luuf! How are you? What’s wrong with your friend? He looks very scared.

Suddenly, the Demon starts crying: Whuuur! Oh no! I can smell soap and water! Urghh! Save me! I hate soap and water!

The Fairy turns to Luuf and Timiro and says: Are you scared of that ugly, stinking toilet ghost? You mustn’t be!

It’s so easy to get rid of him!

The Fairy starts spraying water over the Demon. The Demon yells out and shrinks back into the toilet. His cries become softer and softer, eventually fading away completely.

Timiro becomes very excited: Luuf! Luuf! Did you see that! The ghost just disappeared! Just by using soap and water! Do you think it’s safe now? I still have to pee - right now!!

Luuf and the Fairy walk towards the toilet and have a careful look inside: Yes, Timiro, he’s gone. You can use the toilet without being scared now!

Timiro disappears inside the toilet and closes the door.

The facilitator playing Luuf emerges from behind the curtain.

The Fairy turns to the audience and calls out: I hope you lot know how to use the toilet properly! Do you?

The children will probably answer: Yes! The Fairy continues: And you know how important it is to wash your hands carefully after going to the toilet. Tell me why!

The children call out their answers. Luuf praises the best of the answers: Very good! Yes, that’s right! Very good!

The door of the toilet opens and Timiro returns to the stage.

The Fairy walks towards him, sprays some water onto Timiro’s hands and hands him the soap. Timiro takes the soap and washes his hands at length.

The facilitator playing Luuf leaves the stage and with Luuf in his/her hand he/she stands in front of the children. Luuf turns to the audience and says: Now, let’s go to the toilet all together. My friend here [pointing to the facilitator] will show you how to use the toilet properly. OK? Follow me!

The facilitator takes Luuf and the children to the toilet.

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2. Where do I throw it?

Standard I-II-III Each class will form groups of 8/10 members.

An educator or teacher, who will direct the game, and the others to manage the dynamics of the individual groups.

1

At least 3 educators and a teacher .

1

Inside the classroom.

About 2 hours.

• • • • •

2 baskets or buckets Papers Pencils / markers 1 blackboard 1 chalk

Being able to understand how waste is correctly disposed and why.

Phase 1: game preparation 1.

First, the two baskets / buckets must be positioned on the desk or in a position that is clearly visible to all students.

2.

A paper with a drawing will be placed in front of each container: a picture of a basket on one side and a tree on the other one.

3.

The children will be divided into teams of 8/10 members.

4.

On the blackboard will be shown the names of the individual teams2 and under each name there will be some space to write the points scored at the end of the game.

5.

A paper with a pencil will be distributed to each child.

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2

Educators can decide to let the group choosing their name by themselves or assign it to them.

Phase 2: where do I throw it?

The number of objects said must correspond to the number of members of the teams: if the teams are 8 members then 8 objects will be listed and so on.

3

For example the objects are: • Leaves • Sheet of paper • Branches • Apple core • Plastic bottle • Paper bag • Broken pen • Dirty water

For example, all the children who are holding the illustration of the plastic bottle.

4

6.

At this point, the educator will say the name of 8/10 objects3.

7.

Each group member will have to draw a different subject: educators who will go by the desks to check the progress of the activity will ensure that this distribution takes place regularly.

8.

Once the drawings have been completed (after about 15/20 minutes from the beginning of the activity) the individual groups will be asked to compare themselves on the illustrations produced: • Where are these objects to be cast according to them?

• In the trash or they left it in the wild?

9.

After a brief discussion each child passes his own illustration to the one on his right.

10. The teacher at the chair will call together all the children of each team who are holding the same subject4. When they arrive at the chair they will have to put the object in the right basket and explaining the reason for their choice.

11. At the end of the turn, the correct answer will be given and on the chalkboard a point will be scored for all the teams that answered correctly.

12. At the end of the game the team that has scored the most points win.

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3. The garbage relay Standard I-II-III-IV-V-VI-VII Complete class.

An educator or teacher, who will direct the game, and the others to manage the dynamics of the individual groups.

1

At least 3 educators and a teacher .

1

Outdoor.

About 1 hour.

• • •

2 containers with a cover 40 papers of two different colours2 1 stick or an object to trace the starting line

Being able to understand the importance of correctly disposing of waste.

Phase 1: field preparation 1.

First, it will be necessary to identify a game area: after having delimited a perimeter, a starting line must be drawn and the two baskets with the covers must be positioned about 5 meters from it.

2.

The pupils will be divided into two teams (equally distributed with males and females) who will have to position themselves behind the starting line in single row.

3.

Next to each team will be placed the pile of pieces of paper that will have to be thrown into the trash.

Phase 2: the relay 4.

At the "Go" the two teams will start the challenge: the first player will pick up a piece of paper, take a shot up to the basket, open it, throw the card inside, close it with the cover and run again until the departure.

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Or coloured cardboard or colored by hand: the important thing is that the difference between the two colours is very evident.

2

It is essential that the rules are respected in their totality: the pieces of paper must be collected only when the previous player has beaten the hand to the one in departures and every time the cover must be closed well. It will be up to the educators to check that everything is respected: if a player does not perform the action correctly, the piece of paper he collected is eliminated and as a punishment the team will have to wait, before starting again, an entire round-basket of the opposing team.

3

5.

Once the previous player has finished the round he will beat the hand to the next one and he will position himself at the bottom of the row. Restart the turn for the next player and so on3.

6.

The game will be won by the team that will first throw all the pieces of paper into the appropriate containers.

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4. How many toilets!

Standard IV-V-VI-VII Complete class.

An educator or teacher, who will direct the game, and the others to manage the dynamics of the individual groups.

1

At least 2 educators and a teacher1.

The activity can be carried out in the classroom but, to make it more interactive, it would be preferable to place the students in a circle outdoor.

About 1 hour.

•

3 cards with the three types of toilets A1

Being able to understand the difference between the different types of toilets, both on a structural and functional level; to be aware of their correct use and the most appropriate management.

1.

The boys will be distributed in a circle and the educator will sit in the middle. He will distribute the images with the three types of toilets in front of them and ask them to observe them carefully.

2.

At this point it will be started a conversation about the differences between the types of latrines2.

3.

Conversation must be as free as possible: each student must make observations according to his own critical and perceptive point of view. The educator has the main task of confirming or refuting their thesis by asking him some questions.

4.

In the end, after all these observations, they will ask themselves if they are able to classify the bathrooms that they have available in their familiar surroundings (home, school, village...) among the newly discovered categories.

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For example the questions are: • Have you ever realized that there were many types?

• If so, would you know how to recognize them?

• What are the structural differences between them?

• How do they work according to you?

• What are the bad habits that could damage the functioning of these systems?

2

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5. Looking for water Standard IV-V-VI-VII Complete class.

At least an educator and a teacher.

Inside the classroom.

About 1 hour.

• • •

1 school plan 1 blackboard 3 chalks (white + 2 other colours)1

Assume awareness on what are healthy and harmful sources of water in environments frequented daily and why they are considered as such.

1.

First, the educator will reproduce on the blackboard the simplified school plan, inserting appropriate references in order to allow all the students to read the drawing.

2.

The theme water sources is then introduced: • Which and how many are they?

• Where are they located?

Random students are asked to get up and illustrate them on the blackboard above the plan.

3.

After having identified all of them, the educator asks the pupils some questions: • For which activities are they used?

• Which are the usual places to go to drink?

• Are there any that they voluntarily avoid?

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Otherwise the elements will be identified using different patterns.

1

4.

At this point, students are asked to identify, in their opinion, which are the healthy and the unhealthy sources of water.

Why? A debate is opened about what may be the causes that make a source more dangerous than others and which are the examples of water pollution that they see more frequently in their everyday life.

5.

In conclusion, identify the two types of sources on the map, using different colours or patterns: those from which to drink and those that may endanger their health.

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6.

R E F E R E N C E S

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United Republic of Tanzania, Toolkit 3: Sanitation and Hygiene Education for Primary Schools. Handbook for Teachers. Part 1 of 2.

First Draft for Piloting & Consultation, Tanzania, 2010, PDF e-book.

This document was prepared as one of the toolkit in the School WASH package specifically to help Sanitation and Hygiene (S&H) teachers at pre and primary schools in Tanzania to be able to perform or deliver S&H knowledge to children from age of 4 to 12. It is detailing approaches for child learning themes of sanitation and hygiene education for Standards: pre-primary to primary school; and Standard IV to VI/VII; and their respective lesson plans.

M. Sommer for Water Supply & Sanitation Collaborative Council, Vipindi vya maisha. Growth and changes, Dar es Salaam (Tanzania), Macmillan Education, 2009.

This booklet is intended to be a guide to educate girls about puberty, menstrual hygiene, and health. It discusses puberty and the physical changes that take place in girls, including menstruation. It shares stories written by Tanzanian girls about when they first menstruated, how they felt, and what happened. It also provides practical "how to" tips.

Zambia Ministry of Education, Menstrual Hygiene Management (MHM) toolkit, Zambia, 2016, PDF e-book.

This is a practical guide providing information on MHM at schools, developed by the MHM Thematic Working Group under the lead of the Ministry of General Education (MoGE). The toolkit aims at improving MHM through the provision of basic practical solutions to the challenges girls face at school when they start their menstruation.

The toolkit has been designed for use at the school level by teachers, male and female pupils, and at the zonal and district levels by the relevant trained facilitator. It is organized into four modules, or sessions, and each module has a set of activities that the pupils and/or teachers have to work through to meet the module objectives.

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Live & Learn Environmental Education, Discover Healthy Living Flipchart. Participatory Hygiene and Sanitation Transformation (PHAST) in Pacific communities, Australia, 2011, PDF e-book.

This flipchart is a simple ‘tool’ that can be used to improve sanitation and hygiene practices and reduce conditions such as diarrhoea. It can be used by NGO workers, government extension officers or health workers for use in Pacific communities.

It seeks to help communities improve hygiene behaviour and encourage better community management of water and sanitation facilities. It achieves this by demonstrating the relationships between sanitation and health, building confidence and empowering community members to take ownership of water and sanitation facilities, and to plan improvements.

ANNEX IMAGES The majority of the images used for the creation of the Annex have been extrapolated by these manuals.

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This manual is part of the project Improving sanitation and hygiene in the Mtua-Ikuvala Primary School in Ilula, Tanzania.

This project has been developed by the Hygiene First Student Team, Architects and Designers from Polytechnic of Turin, and coordinated by the PVS, the Research and Documentation Center in Technology, Architecture and Cities in Developing Countries.

In collaboration with IOP Italy, the Ilula Orphan Program organization.

October 2018