My World & My Life Teacher’s Manual
My World and My Life
WELCOME!
CONTENTS 2
Welcome!
8
Lesson 1:
My World and My Life
17
Lesson 2:
Understanding Your Feelings
30
Lesson 3:
Your Body is Changing
37
Lesson 4:
Important People in Your Life
44
Lesson 5:
Boys & Girls, Men & Women
53
Lesson 6:
Your Rights and Responsibilities
62
Lesson 7:
Sexuality & Love
68
Lesson 8:
Pregnancy for Girls & for Boys
81
Lesson 9:
Protect Yourself: STIs, HIV and AIDS
91
Lesson 10:
HIV and AIDS: You Have a Role to Play
103
Lesson 11:
Love Shouldn’t Hurt
111
Lesson 12:
Early Marriage - a harmful cultural practice
120
Lesson 13:
Advocates for change to end early marriage
128
Lesson 14:
Your Future, Dreams & Plans
136
Lesson 15:
My Top Tip Peer Book
142
Lesson 16:
Exhibition
146
Glossary
167
Referral Centers, Working Group, Partner Addresses
Š 2014 Rutgers WPF, The Netherlands
My World and My Life:
WELCOME!
Thank you for your interest in the MWML program. Introduction In 2008, the first version of the My World and My Life (MWML) Programme was developed and implemented in Uganda, in collaboration with Ugandan implementing partners, by RutgersWPF. The methodology aims to improve social competencies among in-school and out-of-school youth aged between 9 and 14. Since its inception the programme has been adapted to and implemented in many countries across Africa and Asia. In 2014, EEDF has been involved in the adaptation of the My World and My Life curriculum to fit the Malawian context. Since 2015, EEDF is implementing the Malawian version of the MWML programme in primary schools in Malawi. EEDF is one of the partners in the Unite Against Child Marriages in Malawi supported by the Edukans Foundation which gets funding from the Dutch Government to improve the Sexual and Reproductive Health of young people. The MWML programme offers a unique opportunity for contemporary sexuality education. Human rights and a positive approach towards sexuality are the starting-points in developing technical and social competencies, such as negotiation skills, contraceptive use and the right to refuse sex. These competencies are needed for informed decision-making. The program is easy to use and can be adapted quickly, based on user feedback. The safe environment and the self-guided, pupil-driven learning process facilitates interactive education on sensitive issues. The uniform, systematic learning process ensures quality. Combining text, and visual effects effectively helps to shape knowledge, attitudes and skills in a process of social learning by modeling.
My World and My Life
WELCOME!
Program description MWML is a sexual health and HIV and AIDS prevention curriculum. There are sixteen lessons, whose learning competencies, assignments, warming ups, presentations, games, tools, guidelines and stories are all available in a pupil version and a teacher version.
The program is child friendly; it is however also friendly to the teachers in the sense that teachers will find all the materials and instructions they need, plus the assistance from the peer educators, who introduce detailed information on sexuality and sexual health.
In 2014, in collaboration with EEDF and FAWEMA, RutgersWPF adjusted the original My World and My Life curriculum and published a new version of My World and My Life suitable for the Malawi context. In the same year the Ministry of Education in Malawi gave EEDF the go ahead to the implementation of the My World and My life program. The programme was rolled out to 8 Primary Schools in two districts in Malawi.
My World and My Life
WELCOME!
Lesson Overview: 1: My World and My Life 2: Understanding our feelings 3: Your body is changing 4: Important people in your life 5: Boys and Girls, Men and Women 6: Your rights and responsibilities 7: Sexuality and Love 8: Pregnancy: 4 Girls รกnd 4 Boys! 9: Protect Yourself: STIs, HIV and AIDS 10: HIV and AIDS: You have a role to play 11: Love shouldn't Hurt 12: Early marriage - a harmful cultural practice 13: Advocates for change to end early marriage 14: Your Future, Dreams and Plans 15: My Top Tips peer book 16: Exhibition
Structure of each lesson The lessons usually start with a theme-based warming up, followed by a presentation by Tadala and Mangani, the peer educators. Tadala and Mangani are the main sources of knowledge in this curriculum. The next step is often a game (such as the body change game, the personality game, the who's responsible game or the safe sex quiz) which serves to help Learners internalize information and explore opinions. The next step and the main part of most lessons is the assignment. The assignment is always a creative activity. For example, the learners may have to create a storyboard, art work or do a role play.
My World and My Life
WELCOME!
Frequently asked questions Aren't there enough AIDS prevention programs already? There are many initiatives, tackling the issue of HIV and AIDS from many angles. Most people agree that prevention is better than cure. “My world and my life” (MWML) embeds HIV and AIDS prevention in a wide range of health issues, such as: knowing yourself better, self-esteem, relationships, sexuality, teenage pregnancy and sexual abuse, using a rights-based approach in line with RUTGERS WPFs’ and other international policies/treaties. This makes MWML a comprehensive sexuality education program. Is this program suitable for young people who are illiterate? The program has been developed for learners who can read English. We hope to broaden its reach by developing versions for illiterate people, in other languages. Are teachers equipped to teach/facilitate this program? Teachers of this program are given a one-week training session to learn more about sexual and reproductive health and rights and about using this program. To facilitate as broad a range of teachers as possible, teachers need not to be sexual health experts to teach/facilitate this program as it is very user-friendly and all necessary contents have been incorporated into the program.
How do young people participate in this project? The project was developed in co-operation with teachers, artists, sexual and reproductive health specialists and upper primary school children from Malawi. The form, content and usefulness of the program was extensively tested by the working group from 3 Malawian primary schools in Lilongwe.
My World and My Life
WELCOME!
Where did the name come from? The name was chosen for its implicit emphasis on personal choice and responsibility. Can this program be easily adapted to other settings and languages? This program can be adapted to any language or setting. We first need to look at the target group and adapt the contents to meet their needs.
Can anyone start using this program? Using the program is not restricted but even encouraged. Teachers using the program will receive an advance training session and will be backed up by sexual and reproductive health experts when they have questions. Further agreements will be made with a local youth-friendly, medical and counseling service to assist learners who come forward with problems the teachers are not equipped to deal with. If you are interested in using this program, please contact office@rutgerswpf.nl. How many people are currently using this program? In 2014, the MWML programme is fully updated and a new version is published. In the following year, the program is implemented in 8 primary schools in two districts in Malaiw, namely Mzimba and Mangochi. Contact If you are a teacher, headmaster, counselor, health worker or program manager and would like to receive information on how to incorporate MWML into your own work, we would like to hear from you. Please send us an e-mail on office@rutgerswpf.nl.
Youth Friendly Services: While learning about sexual and reproductive health and rights, learners might have more questions. They can always ask you, their teacher, parents or caretaker to answer them. If they are not comfortable doing this, or if they want to talk to a professional, they can contact or visit one of the following Youth Friendly Services: 1. Banja La Mtsogolo (BLM) 2. Youth Net and Councelling (YONECO) 3. Family Planning Association of Malawi (FPAM) 4. Government Hospital and Youth Friendly Clinics
Page 8
Lesson 1 My World and My Life
Lesson 1: My World and My life Page 9 Introduction As this lesson is the first of the course, we start with setting tone and atmosphere. You need to be able to tell the learners what the course is about, what is expected of them and what they can expect in return. Start by having the learners tell a little about themselves, and discuss the basic ground rules for the course, by giving them ownership of these rules. The main activity in this lesson is doing the personality test and using this as a basis for making a self-portrait or making a personal logo. Learning outcomes
Learners know why they are in class and feel welcome;
Learners know what will be expected from them and what they can expect in return;
Learners focus attention on themselves and on their own unique personalities and values;
Teacher and learners create an atmosphere that is conducive to open communication.
Competencies Learners can: Knowledge
Explain how they can contribute to a safe atmosphere for open communication
List five words to describe themselves and one characteristic that describes them most
Explain the difference between opinion and fact about life issues, health and life
Mention at least four values that are important to them
Understand the right to own decision-making and self-expression and how this differs from person to person.
Attitude
Show that they recognize themselves as a unique person
Argue their respect for others and their unique personalities
Argue the value of their own opinions and those of others
Show empathy with classmates
Experience respect from classmates.
Skills
Initiate a conversation in which they talk about their own personalities;
Demonstrate that they are able to reflect on their own personalities and characters.
Lesson 1: My World and My Life Page 10 Activities 1. Introduction: Acquaintance, Course, Ground Rules, Expectations (20 mins) 2. Personality Game (20 mins) 3. Personal Achievement (15 mins) 4. Making a self-portrait or personal logo (30 mins) 5. Presentation (15 mins) 6. Sing a Song (5 mins) 7. Reflection (5 mins) 8. Homework 1. Introduction (20 mins) Aim In this lesson, it is important for everyone to know why they are here, to feel welcome, and to agree on the ground rules for the course, to know what will be expected of them and what they can expect in return. The learners will be introduced to each other and the teacher starts with setting a safe atmosphere for open communication. Instructions Step 1 Present a rough outline of what the learners will be doing and learning throughout the course. Tell them the following: This course is about ‘growing up and everything that has to do with growing up. It is about you and your friends, about the changes of your body and about how to improve your sexual and reproductive health and to protect yourself against sexual and reproductive health issues like HIV and AIDS and unwanted pregnancies. Tell them a little about your own background, work and motivation. If you feel comfortable, you may decide to tell them something about your own puberty or sex education experiences.
Lesson 1: My World and My Life Page 11 Step 2 Ask learners to introduce themselves, telling their names, where they live, their age, their motivation for the course and their expectations. If the learners already know each other, you can have them provide other information such as their favourite foods, music or hobbies, what they did over the term break, or to name one thing that makes them feel special. Tip 1 A nice way to plan this is to give the learners a red match stick, let them light it and allow them speaking time while it burns. When the match goes out, their time is up. This makes it more fun and clearly times the exercise. If learners begin to produce fewer or more standard answers as the round progresses, or if a learner is shy, you can intervene by asking different or follow-up questions, for example, about what they hope to learn. Tip 2 If you have more time available, you can also divide the learners into pairs and ask them to interview each other (3 minutes per learner) and afterwards have each person present their partner to the group in two minutes. This is a very nice way to get started but takes longer than the above procedure. Step 3 Write the Ground Rules from the presentation in the Learners Book on the blackboard. Learners then vote on whether or not they agree with each rule, and suggest additional rules that are important for the group to vote on. It is important for each of these ground rules to be accepted by the entire group. The ground rules the learners have agreed upon form a set rules. You can refer to this list of rules at the start of each lesson. Step 4 Appoint or better: ask learners to nominate timekeepers, prayer leaders, or other possible group task performers. You may also decide to have a (male and/or female) trust agent, who is allowed by the learners to talk with you as the teacher about their individual or group wishes. Step 5 Conclude by telling the learners that we are together to learn, that everyone is welcome, that every opinion is valuable, that we will respect each other's ideas and that we will have fun.
Lesson 1: My World and My Life Page 12 2. Personality Game (30 mins) Learning outcomes
Learners are reminded that each person is unique and has his or her own specific personality;
Learners learn to talk openly about themselves;
Learners' attention is focused on themselves and their own personalities.
Instructions Learners take some minutes alone to do the Personality Game in their Learners Book. Personality Game Results guidelines Here are a few tips to help you introduce and guide learners in doing the Personality Game:
There are no wrong or right answers. The aim is to help them gain some understanding of their own character. When learners answer the question about one thing they consider important in life, we help them to formulate their own values in life. This can be useful in subsequent lessons. If learners find money or education important, they are reminded that they need to make good choices to maintain that value in their lives. It is alright for learners to choose a word to describe them that is not on the list in lesson one in the pupil’s book. However, it should be a character description (for example, caring or brave) rather than a visual description (for example, pretty or tall)
Here are some tips you can use if you have time to discuss the game in the group:
Have learners realized that everyone is different. Some people react quickly, take decisions or are very sociable. Others take their time, have a lot of friends or a vivid imagination. Emphasize that each person is unique and equal to every other.
Were learners surprised about any of the answers given to the questions?
Lesson 1: My World and My Life Page 13 There are three main groups of questions in the personality game in the learners book. You can discuss the kind of questions in the personality game, by making use of the explanation of the categories below: A. Questions about decision-making How quickly do you take a decision, do you feel comfortable once you have taken a decision or are you happy not to know the decision; questions about being influenced by your thoughts or feelings when you take a decision and questions about giving advice. B. Questions about friends and relationships Perhaps learners can say whether they are an outgoing sociable person who finds it easy to make new friends, for example, or a sensitive, quiet person who needs more time to get to know people. C. Questions about leadership and ambition. Do learners plan to work hard to achieve goals or do they find it more important to take it easy? Are they leaders, or do they prefer others to take the lead? Tip Please avoid polarization between learners. 3. Personal Achievements Each pupil writes on a paper or in his personal MWML notebook three achievements or positive qualities of him or herself. After writing the learners fold their papers and put them away. Tell the learners to use this folded paper as their treasure. They can have a look at it each time they feel down or have negative feelings.
Lesson 1: My World and My Life Page 14 4. Self-portrait or logo (30 mins) Learning outcomes
Learners produce an image or logo of themselves in a simple way;
Learners incorporate the word that describes them best, into an image of themselves or a logo.
Instructions Step 1 Learners make their picture or logo in their favourite colour (with pencils or cutting out of magazines). Step 2 Learners add the word or characteristics that came out of the list of positive achievements in the exercise ‘Personal Achievements’ on page 12. Step 3 Have the learners save their portrait or logo together with the list of achievements. 5. Presentation, reflection books, conclusion and homework (15 mins) Instructions Step 1 The group gathers together and looks at a few portraits or logos that have been made. Try to select a variety of work, inviting learners to show their work. Step 2 Talk about the differences between people, and illustrate this with personalities and self-portraits. Mention that each person is equally valued. Explain that, when we speak about ourselves, there are facts and opinions. An example of a fact is: 'I have brown eyes and curly hair. Facts can be tested and proven. An example of an opinion is: 'I am funny' or 'I am good at entertaining others'. Opinions may vary from person to person, cannot be tested or proven and are never right or wrong.
Lesson 1: My World and My Life Page 15 6. Sing a Song (see the lyrics in the pupil’s book or visit www.youtube.com and search for ‘I know I can’) Aim Learners feel empowered by this song to recognize themselves as a unique person. 7. Reflection Learners are advised to use a personal notebook during the lessons. The reflection notebooks will function as a personal journal or diary. At the end of each lesson, learners are given something to think about. They are asked to write down situations and/or thoughts they come across in the next few days which they feel are important to them in their daily life and are related to the lesson. Each pupil should have their own small MWML notebook to write down personal reflections. The aim is to help learners to make a link between what they learn in the lesson and what happens in their daily lives. Instructions Step 1 Explain the use of the reflection books for the duration of the programme and give the reflection exercise to the learners to do as homework or in their free time. Step 2 Ask learners to volunteer to share something they learned during the lesson, or to identify something they liked or did not like about the lesson. 8. Homework Ask learners to write down in their notebooks over the next few days when they are thinking about the value they mentioned as being important to them in their daily lives and when they are aware of it.
Instead of assigning this exercise as homework, it can be done as group work at the end of the lesson. (10 min)
Lesson 1: My World and My life Page 16 Alternative games for introduction 1. Name Game (10 mins) Learning outcomes Learners remember everyone’s name; Learners get active; Learners feel comfortable. Instructions The group makes a circle. Each person calls out his/her name. One pupil is chosen to start the game. He/she must call out the name of another pupil in the circle and immediately start to walk towards him/her. For example, John calls out Mary's name and starts to walk towards her, but before he reaches her, she has to select someone else (for example Tadala), call out Tadala's name, walks towards her and so on. When John reaches the place where Mary was standing, he stops and joins the circle again. As the game progresses, the speed of calling out names should be stepped up. The game should last as long as it takes for each pupil to remember the names of the other learners. 2. Find someone who....... Aim
Learners getting to know each other in a funny way.
Instructions This is an opportunity to find out similarities and differences about the others in the class. Ask learners to stand up and begin to mix together. Then ask them to find someone who… (pick one of the examples below). After they found someone, do it again, but pick a different category. Ask them to find someone else who: is the same height as you (they have to look and compare) has the same age as you (they have to ask people their age)/ has not the same age (younger/older) has the same color eyes as you loves school/ hates school likes to play sport/ likes to cook loves the color blue is a leader/ is a quiet person likes to work hard/ likes to relax ……………… (Invent other categories) After about 10 minutes ask the participants to sit down again and discuss what they found out about other people in the group.
Page 17
Lesson 2 Understanding Your Feelings
Lesson 2: Understanding Your Feelings Page 18 Introduction: In this lesson, learners read a presentation about the emotional challenges of being an adolescent. They reflect for themselves what issues they encounter and they do role plays about expressing and dealing with emotions. This is how you can introduce this lesson to the learners: ‘You may have noticed that some things change as you become an adult. While you go through quite drastic physical changes, the funny thing is that the emotional changes can be even more overwhelming. You will probably ask yourself: 'What is happening to me? Why do I find myself crying over small things? Why am I disagreeing with my parents, while before I just liked to be with them? I'm so much more aware of my body all of a sudden, I don't want people to look at me!' In this lesson, you will be informed about these emotional ups and downs. And you will practice talking about the emotional challenges of being an adolescent. In the next lesson, we will be looking at body changes in adolescents. But first…let's greet each other!’ Learning outcomes
Learners learn about emotional changes in adolescence;
Learners learn how they can deal with the challenging emotions at this stage of their lives.
Competencies Learners can: Knowledge
Explain why adolescence can be a confusing time (appearance, personality, future) and that this is a natural part of growing up;
Explain that most adolescents experience similar challenges and uncertainties;
List at least four changes during adolescence and explain that developing sexual feelings and feelings related to love is part of growing up;
List at least four emotions and how these can be expressed;
Identify some important emotions of their own;
Explain that fluctuating emotions are part of adolescence;
Explain the concepts of self-awareness and self-esteem;
Explain that most young people find it important what other people think of them, especially peers;
Explain that, in adolescence, young people become more independent from their parents and get more responsibilities as they grow older;
List at least five things for which an adolescent is gaining responsibility during adolescence;
Explain the right to their own decision-making;
Describe how peers and media (like TV programs, radio programs, and newspapers) can influence their opinion about themselves.
Lesson 2: Understanding Your Feelings Page 19 Attitude
Argue the importance of self-awareness and self-esteem;
Argue the importance of respect for each unique individual and of empathy with peers;
Show awareness of the right to their own decision-making;
Argue the importance of sharing with peers the difficulties involved in emotional changes;
Argue the relation between the influence of peers and the right to their own decision-making.
Skills
Provide a scenario for how to initiate a friendship and how to initiate support from friends;
Demonstrate social skills (listening to other people, complimenting other people);
Explain step by step how to solve a problem when they have a problem with other young people;
Demonstrate communication skills to communicate and share concerns with parents and friends.
Lesson 2: Understanding Your Feelings Page 20 Activities 1. Reflection & homework 2. Greeting Game (5 mins) 3. Ego Booster (15 mins) 4. Emotional Ups and Downs - Presentation (30 mins) 5. Factors that lower Self– esteem 6. Promoting Self– esteem 7. Role play (30 mins) 1. Reflection & homework Ask a few learners to tell something about their reflection activity from the previous lesson and their homework. 2. Greeting Game (5 mins) Aim
Learners move and interact with each other in a fun way.
Instructions Explain the different greetings and appoint/invite a leader and invite learners to move up and down and around within the space available, one pupil leading the game. This leading person does not participate in the game. Learners wander around with sort of a trotting movement while the leader keeps saying 'mingle, mingle'. Suddenly, the leader says 'find a partner' and calls out a type of greeting. Everyone greets the person they are with at that moment in the style appropriate to the greeting named. Repeat the game until everyone has practiced each greeting. Greeting 1 is 'Greet a good friend' Greeting 2 is 'Greet your mother or father' Greeting 3 is 'Greet a stranger' Greeting 4 is 'Greet your boyfriend or girlfriend'
Lesson 2: Understanding Your Feelings Page 21 3. Ego Booster (15 mins) Learning outcomes
Learners are reminded that everyone has good qualities.
Learners concentrate on their positive sides.
Learners feel empowered.
Instructions Step 1 Each pupil takes a piece of paper and writes his/her name at the top. Step 2 Each pupil passes the paper around the class. Each person who gets the paper writes something positive about this pupil at the bottom of the page, folds it from the bottom up to cover what they have written and then passes it on to another pupil. When all learners have had their turn, the paper returns to its owner. Step 3 Finally, all learners get their own papers back with a list of positive things about themselves. Step 4 Ask a few learners to share something on their paper with the group. 4. Emotional Ups and Downs - Presentation (30 mins) Learning outcomes
Learners are introduced to the topics of fluctuating emotions, heightened responsibility, rights and the importance of peers, and are given some advice and tips on how to deal with these changes;
Learners identify their own feelings as part of this period of growing up and recognize similarities with their peers.
Instructions Step 1 The learners read and answer the presentation (in their Learners Book) individually or preferably in pairs. Questions are not intended as a knowledge quiz but to help learners identify what they are presently dealing with.
Lesson 2: Understanding Your Feelings Page 22 5. Factors that lower self-esteem 1. Explain that there are reasons why there are (young) people that might have low self-esteem. Very often, the negative things about people are highlighted while the positive things are not spoken about. It gives you a low self-esteem when you are ‘put down’ by other people. 2. What is ‘put down’? Ask the learners to explain the meaning of the ‘put down’ and write it in large letters on the board. Put-down: a word, phrase, expression, statement, gesture, or situation that results in a person feeling not good enough, not important, not capable, or less valued or significant than before. 3. Ask Learners to give examples of put-downs and write them on the board. Examples include:
‘that’s a silly idea’
‘How can you do such a stupid thing?’
‘what idiot did do that?’
‘You foolish boy sit down!
You can also ask to discuss gestures or non-verbal messages as put-downs. 4. Put the responses on the board. Then ask the Learners to discuss whether it is only other people who put us down, or do we do it also ourselves, and how? Some examples to put ourselves down include:
Not accepting compliments: ‘Oh, I’m not really that good, I was just lucky’
By responding when someone says: ‘Hey stupid!’
By accepting nicknames like shorty, fatty, or thickhead
5. Divide the learners into groups and have them discuss the following questions:
How do put-downs affect us?
How are we likely to feel about ourselves if we believe put-downs?
If someone is continually being put down, how is he/she likely to behave towards him/herself and to others?
6. Emphasize that people who are used to being put-down:
Find it difficult to interact with others or meet new people because they are afraid of rejection
Are easily influenced or do things they do not want to do in order to be accepted
Cannot stand up for their rights
Lack confidence
Find it difficult to make decisions
7. Discuss with the learners what can be done to increase your self-esteem. Write a list on the board and ask learners to choose the best possibilities to write on a paper and keep his personal list for themselves.
Lesson 2: Understanding Your Feelings Page 23 6. Promoting self-esteem 1. Ask learners to fix a large piece of paper to each other’s back. Have everyone walk around the room looking at people and then write on the sheets on their backs any positive thing or feeling they have about them. There are 2 rules: it must be positive and it must be genuine. 2. Have learners take turns reading out three statements that have been written about them, beginning the sentence with: ‘I am ….’ 3. Discuss how it can be difficult to accept praise. And discuss the following questions:
How did this activity make you feel?
Were you afraid people would not have anything good to say about you?
How did it feel for you to write positive qualities to others?
What are you going to do with your paper? How are you going to use your positive qualities?
7. Role Play (30 mins) Learning outcomes
Learners play out roles in a given situation;
Learners learn some words to describe confusing feelings and changes;
Learners experience how it feels to talk about personal things;
Learners learn by watching how others handle difficult situations.
Instructions Step 1 Divide the class into four groups. Each group is given one story. The stories are written on the pages at the end of the lesson in the Teacher Manual. Learners take 10 minutes to:
Read the background information about the characters and the situation;
Divide the roles;
Think of what they are going to say to each other.
Step 2 The groups perform their role play in front of the group. The groups continue role-playing for a while until the scene comes to a conclusion.
Lesson 2: Understanding Your Feelings Page 24 Step 3 Decide how many role plays can be performed considering the time available. The other groups watch and afterwards comment on choices made and things said in the role plays. You can use suggested questions to help discussing each role play: What do you think of the situation? How did they respond? How could they improve their response to their team mates? How did they explain the situation? What could they have done or said differently? 8. Conclusion and homework (5 mins) Ask the groups for any general comments or remarks on the lesson and what they have learned. Homework Tell learners their homework activity for the coming week: ask learners to look out for situations related to this lesson and write down three examples they come across over the next few days when they or their peers are having difficulty being an adolescent.
Lesson 2: Understanding Your Feelings Page 25 Role play stories Story 1: Charity and Kelvin: Breasts? Learning outcomes
Learners learn that every young person changes in a different way and at a different pace;
Learners learn to talk about sensitive issues with someone of the opposite sex;
Learners practice assertiveness skills;
Learners experience support from health care provider.
Introduction to the role play and the characters Charity is a 13-year-old girl who is worried about her body and her appearance. Her breasts are bigger than those of all other girls in her class. Kelvin is one of Charity's classmates. He and some other boys tease Charity about her breast size. They say that her breasts are big because she has already had sexual intercourse. Charity knows she hasn't had sex yet, but she is worried why her breasts are much bigger than those of all other girls in her class. Charity's friend doesn't know either but advises her to ask a nurse who lives in the neighbourhood. Charity visits the nurse, an older lady, who explains that it is a myth that breast are bigger if you have had sexual intercourse. She tells her: 'Myths like these can be dangerous, mostly because they add to your worries. They make you think you can do things to change something that you just cannot control. The bodies of all adolescents change, some slower, some faster and all in different ways. There is nothing to be worried about, so tell your peers they are wrong!' Role play Kelvin sees Charity leaving the nurse's house and takes the opportunity to tease her: Kelvin: 'Hi Charity, are you worried about your sexual behaviour?', he sneers at her, pointing to the nurse's house. Charity: 'Let me explain to you...' Suggested questions for the observers: What do you think of the situation? How did Charity respond to Kelvin? What were the good points in her response? Are there any points she could have done differently in her response towards Kelvin? How did she explain the situation? What could she have done or said differently?
Lesson 2: Understanding Your Feelings Page 26 Story 2: Ann and Bernadette: mood swings Learning outcomes
Learners learn to share difficulties with peers;
Learners learn to talk about sensitive issues with someone they do not know very well;
Learners experience the importance of support by peers.
Introduction to the role play and the characters Ann is a 12-year-old girl with mood swings. Just like most adolescents, hormones affect her emotions. One minute she may feel happy and excited, but the next minute, she may feel like crying. She feels great about herself one day and bad the next. Bernadette is a 13- year-old girl. She looks quite secure about herself. Of course, she also feels less self-confident and shy sometimes. She thinks Ann is a nice girl, but she doesn't know her very well. Ann is in another class. A group of girls is hanging out together after school. Sometimes Ann is invited to join them. The other girls are nice but a bit 'cool'. Ann feels good when she is with them, but sometimes she feels insecure. One time, one of the girls made a joke about her looks. Ann just decided to laugh it off like the rest of the group. But this time Peter makes a joke saying 'I think Ann needs to sleep with someone, and then she'll be less shy.' Ann feels so bad and almost starts to cry and decides to walk away. Now she is ashamed. Why didn't she just laugh and respond to Peter with a joke? Ann doesn't want to go to school tomorrow. Her sister advises Ann to visit one of the girls in the group, Bernadette, to talk to her and explain that she sometimes feels insecure. Ann wants to explain her behaviour to Bernadette, so she will feel less ashamed. Role play Ann: 'Hi Bernadette, I wanted to talk to you about what happened yesterday.' Bernadette: '… Suggested questions for the observers: What do you think of the situation? Did Ann approach Bernadette well? How did Bernadette respond? Did Ann explain her situation well? What could both have done or said differently?
Lesson 2: Understanding Your Feelings Page 27 Story 3: Patrick and his mother: 'help, I have hair everywhere' Learning outcomes 
Learners learn to talk with parents about sensitive topics such as emotions and physical changes;

Learners experience the importance of support by parents.
Introduction to the role play and the characters Patrick is a 13-year-old boy. He likes sports such as soccer and swimming. He dreams of becoming a professional soccer player. Patrick looks like an average 13-year-old boy. Patrick's mother has ten children, seven of whom are still alive and living at home. Patrick's father died a year ago. Patrick's mother is always very busy because she has to provide food and clothes for the family. She also has to provide school needs for Patrick. Patrick is her eldest. Up till now, she hasn't seen any signs of puberty, but these days Patrick is not behaving the same way he did before. Patrick is shocked! Since a few months, hair has been growing on his private parts. He thinks he's sick and he feels ugly. He doesn't want to go swimming in the lake anymore and comes up with all kinds of excuses. Finally, he plucks up the courage to tell his mother. He thinks she won't make fun of him. He's afraid his friends will make fun of him and girls won't find him attractive if they find out about the hair. Role play Patrick decides to talk to his mother, hoping she will listen to him. Patrick: 'Mum, I have to tell you something.' Suggestions for questions for the observers: What do you think of the situation? What was good about the way Patrick turned to his mother? How could he have improved the way he talked to his mother? Did she explain about the pubic hair well? What could she have done or said differently?
Lesson 2: Understanding Your Feelings Page 28 Story 4: Charlotte and Faith: my friend smells Learning outcomes
Learners learn that there are ways to live hygienically;
Learners learn to talk about sensitive topics with friends;
Learners experience the importance of support from peers.
Introduction to the role play and the characters Charlotte is 10 years old. She talks a lot and is quite outgoing. Charlotte has two elder sisters. One of them is still living at home. Faith is one of Charlotte's friends. Charlotte is very fond of her. Faith is also 12 years old. She is a bit shy and quiet. Faith is the eldest in her family. Faith is sometimes jealous of Charlotte: she is so funny and sharp and she has elder sisters to talk to. Charlotte and Faith have been friends for a few years now. Faith is sometimes shy and doesn't find it easy to talk about herself. Lately, Charlotte has noticed that Faith smells sweaty and has a smelly breath coming from her mouth. Faith herself probably noticed it too because she's keeping her distance from other people, presses her arms to her body all the time and keeps her hand in front of her mouth when she talks. Charlotte's sister told Charlotte that there's roll-on you can use to avoid smelly arm pits or you can wash them with bicarbonate of soda or ash. A smelly breath could be avoided by brushing your teeth with tooth paste or ash. Charlotte wants Faith to feel more comfortable again and tries to talk about the subject. Role play Charlotte: 'Faith, you know what I have noticed among some of us lately ...' Faith: 'Tell me …' Suggested questions for the observers: What do you think of the situation? Did Charlotte introduce the subject well? Could she have improved the way she talked to Faith? Did Charlotte explain the situation well? Did Faith respond adequately? What could both Faith and Charlotte have done or said differently?
Lesson 2: Understanding Your Feelings Page 29 Story 5. Suzanne and Moses: giving positive support to each other Learning outcomes
Learners learn to deal with media influence;
Learners experience support from other people in accepting themselves;
Learners learn assertiveness skills.
Introduction to the role play and the characters Suzanne is 9 years old. She's curious and wants to live a life that's different from that of her mother. She dreams a lot and loves watching television: one day she will be on the catwalk! Moses, her brother, is 14 years old. He's the eldest one living at his parents' home and feels responsible for his brothers and sisters. Suzanne wants to become a model. Not just a model, no she really wants to become a star. She looks fine, but she thinks of herself as being too fat. Moses thinks it's ridiculous and even shameful that his sister wants to live a life as a model. He has heard some stories from Lilongwe about the kind of life models live. There is always alcohol and drugs involved. If he says something about this to Suzanne, she's strong headed and has only one problem on her mind: she thinks she's too fat and she doesn't want to eat normally anymore! Moses' parents will never allow Suzanne to live a life as a model. Moses wants to prevent his parents from knowing what Suzanne is dreaming of and tries to persuade Suzanne to eat and act normally again. Moses wants to confront her with the influence of the media on Suzanne's taste. He shows her pictures of Malawian models and pictures of Malawian models with a Western look. For him, it's obvious that Malawian models look much better, healthier and more decent. Besides, as a tiny model Suzanne will never find a husband. Role play One evening, Moses decides to talk to Suzanne about this. Moses: 'Suzanne, I want to show you an example of what beauty is.' Suzanne: '…' Suggested questions for the observers: What do you think of the situation? Did Moses try to change Suzanne's opinion well? How could Moses have improved his presentation? Did Suzanne respond to Moses well? How did Suzanne try to convince Moses of her future dream? What could both Moses and Suzanne have done or said differently?
Page 30
Lesson 3 Your Body is Changing
Lesson 3: Your Body is Changing Page 31 Introduction In this lesson, learners learn more about the body changes in boys and girls during puberty. Peer educators Mangani and Tadala guide the learners through the interactive presentation entitled The Body Change Game. The Body Change Game is followed by a presentation on Keeping Fit and Healthy. Afterwards, learners focus on body language by doing an exercise called Strike a Pose! Learners can take pictures of themselves in a pose expressing an emotion using a digital camera. If a digital camera is not available, learners freeze in a pose, expressing a certain emotion. When there is a digital camera available the exercise can be done by taking pictures of learners expressing a certain emotion. This is how you can introduce the lesson to the learners: ‘Just like a small tree grows, going through different stages until it is mature, so do humans. Today, we will explore our changing bodies and get some information about the physical changes in boys and girls during puberty. Peer educators Mangani and Tadala will guide you through an interactive presentation, called The Body Change Game, which also tests your knowledge. Afterwards, we will look at each other or take photos of each other (when there’s a camera available), expressing ourselves through body language! 'When I look in the mirror, I don't see an image that looks like…… (let the learners add a name of a local or national ‘hero’) What I do see, however, is a young Malawian who doesn't fit the mould of "standard' beauty". I'm fine with that and like the way I look and love who I am.' ‘Does this reflect your feelings? What do you think when you look in the mirror? Your body, your skin and your shape are all changing in puberty. Each of us changes at a different pace and in a unique way. How do you react? Are you happy with your changes and proud of becoming an adult? Are the changes happening too fast or too slow? Do you know what to expect?’ ‘Let's take a look at the world of body changes!’
Learning outcomes
Learners receive easy-to-read and enjoyable information about the body changes young people experience during puberty and how they can manage these, i.e. menstruation;
Learners realize that these changes are different for everyone and that changing is a normal and natural part of growing up;
Learners feel free to discuss their feelings about these changes with each other and with adults.
Lesson 3: Your Body is Changing Page 32 Competencies Learners can: Knowledge
Explain that boys and girls' bodies are different and that there are particular changes during puberty that are part of maturing and becoming an adult;
List three male and three female reproductive organs and describe their function;
List four changes in the body of a girl and four in the body of a boy during puberty;
Describe that everyone changes at a different pace and in a unique way;
List four general things adolescents can do to keep their bodies clean and list three specific things for boys and three specific things for girls they can do to keep their bodies clean;
List three types of food the body needs;
Describe two advantages of exercising;
Describe what body language is and explain that people communicate in a personal way through body language in addition to verbal communication;
List four emotions and demonstrate how these can be expressed;
Describe two aspects of their own body language;
Describe differences in body language between different people and for different emotions.
Attitude
Accept and understand their own body changes and show awareness that changes in the body are a normal part of growing up;
Argue that it is important to share their own worries with friends and/or trusted adults;
Show motivation to keep their own bodies clean, be hygienic, exercise sufficiently and eat well;
Show awareness of peers having similar body changes and possible difficulties in being an adolescent and give three examples;
Show awareness of how other people communicate emotions through body language;
Show awareness of interaction with and influences by other people and list six names of people they interact most with and six names of people who have the biggest influence on their lives.
Skills
Demonstrate that they can reflect on their own emotions in relation to body changes and their expression through body language;
Demonstrate (both boys and girls) how to make sanitary pads;
Express emotions through body language in a picture.
Lesson 3: Your Body is Changing Page 33 Activities 1. Reflection & homework 2. Warming Up - Coconut (5 mins) 3. The Body Change Game (30 mins) 4. Keeping Fit and Healthy - presentation (15 mins) 5. Strike a pose! I or II (35 mins) 6. Activity: Making Pads (35 mins) 7. Conclusion and homework (5 mins) Teaching and learning resources in this lesson 1. Two paper puppets: 1 of man and 1 of woman (to be used in activity 3) 2. Posters of male and female reproductive organs (to be used in activity 3) 3. If available, use a digital camera 4. Cotton fabrics to make sanitary pads (activity 6) 1. Reflection & homework Ask a few learners to talk about their reflection activities in the previous lesson and their homework.
2. Coconut (5 mins) Aim
Learners become energetic, laugh and have a positive feeling at the start of the lesson.
Instructions All learners stand in a circle. Tell the group how to play the Coconut game as a warming up exercise: We are going to spell the word COCONUT with our bodies:
Do the 'C' by moving your hips to the left and shaping your arms to a C above your head
Do the 'O' by making a circle with your arms above your head
Do the 'N' by bending over forward, arms hanging down
Do the 'U' by making a U with your arms above your head
Do the 'T' by spreading out both your arms to the side
Practise each letter with the group. Then spell the whole word with your bodies. Repeat the game and speed up.
Lesson 3: Your Body is Changing Page 34 3. The Body Change Game (30 mins) Aim
Learners find out more about the various body changes associated with puberty, in a fun way.
Instructions Learners need to see the reproductive organs on posters which can be borrowed from a health centre. The learners sit in small groups or pairs, draw body sketches of each other on big manila papers when they lay down on it with a marker! In each body sketch they draw the reproductive organs that develop during puberty. Examples of organs: See posters from the health centres or in the presentation in the learners book. Tip This game will probably cause a lot of hilarity or excitement in the classroom. Introduce the game by saying that it is OK to laugh but that we will get serious again afterwards. There is not much point in telling the learners not to laugh. Besides, laughing can release shy tensions and open up the atmosphere.
4. Keeping Fit and Healthy - presentation (15 mins) Aim
Learners learn basic tips for physical health.
Instructions The learners sit in pairs and read the Keeping Fit and Healthy presentation in their Learners Book. 5. Strike a pose! (with or without a camera) (35 mins) Aim
Learners discover more about body language and non-verbal communication.
Step 1 Introduce the topic of body language, using photos of young people (look in Lesson 3, in the Appendix, at the end of the learners’ book). The class considers together what kind of message is being conveyed through body language in the photos. Step 2 Ask one learner to volunteer to present two different emotions. He/she chooses two items from the list below. He/she doesn't tell which emotion is being portrayed. The rest of the group has to guess which emotions are being portrayed. The learner who guesses correctly takes the next turn in portraying two emotions. Continue for as long as there is time.
Lesson 3: Your Body is Changing Page 35 List
Masculine versus feminine;
Seducing versus rejecting someone who is seducing;
Falling in love versus having a broken heart;
Firm versus doubtful.
As you are going along, point out to the group that different learners might portray the same emotion in a different way, get learners to respond to the emotions portrayed and ask them whether they felt this was convincing or not and why they think so.
6. Activity: Making Sanitary Pads (35 mins) (See page 148 in the Pupils Book for the Instructions of this activity) Go through the instructions together with the learners. 7. Conclusion and homework (5 mins) Round off the session, ask some learners to summarize today's lesson and tell them about the subject of the next lesson. Ask all learners to stand up and dance to a song. Homework Ask learners to make a list of the six most important people in their lives, including family, friends, teachers or whoever they see the most or spend most time with and who have the greatest influence on their lives.
Lesson 3: Your Body is Changing Page 36 Instructions activity 6: How to make sanitary pads? Material needed:
Some piece of cotton, preferably soft cotton eg T-shirt material
A pair of scissors/a razor blade
Needle and thread
Instructions
Out of the big material of cotton, cut two small pieces of cloth: 16 by 7 cm (use a ruler to measure the size)
Sew the two pieces of cloth leaving an opening at the top.
Cut two or four small strings from the cloth.
Sew the strings to either side of the pad. The strings can be tied to the underwear/knickers to hold the pad.
Cut a strong polythene sheet in the shape of the pad.
Insert it at the bottom of the pad.
Get a small piece of cotton cloth and push it inside the sewed piece, on top of the polythene sheeting.
Insert as many small pieces of small cotton cloth into the sewed cloth to make it absorbent.
Now your home made sanitary pad is ready for use. Girls, listen up!
Make at least 6 home made pads for use, so you can also carry some clean ones with you to school for changing. Change them in time when they are filled with blood.
At school you can keep a used pad or cloth in a ‘Jumbo’ (plastic bag) until you get home and wash them.
Each time you have used a piece/pad, make sure you wash it very clean!
Remove and wash the inside materials seperatly from the outside material, using soap and enough water.
Dry all the materials in the sun and leave them to dry completely.
They will be ready for use again.
Another (emergency) method:
Just tear some clean pieces of cotton e.g. ‘Jinja’ material.
Fold them properly in such a way that they are thick enough to absorb blood and use them.
After using them: wash and dry (and iron) them. They will be ready for use again.
Change them in time when they are filled with blood.
At school you can keep a used pad or cloth in a ‘jumbo (plastic bag) until you get home and wash them.
Page 37
Lesson 4 Important People in Your Life
Lesson 4: Important People in Your Life Page 38 Introduction In the previous two lessons, the focus has been on the changes young people go through, physically and emotionally, when they mature to become adults with their own responsibilities. Young people become more independent from their parents and need their own social network of peers and friends. In this lesson, we will be focusing on friendships and relationships. In answering questions, learners learn from their peers Tadala and Mangani on this theme. The main exercise is called Me 'n My World. This exercise invites learners to make a map of their personal relationships with family and friends and characterizing these relationships. This exercise provides learners with an understanding of the pleasure, intimacy and support they get from relations and friendships. This is how you can introduce this lesson to the learners: ‘In the previous two lessons, we learned a lot about the changes you and your friends are going through, physically as well as emotionally, while growing up. There is another important change during the period you are going through: your friendships and relationships! Friends are becoming more important in your life and, in some ways, your parents seem to be getting less important. ‘This is the theme of today's lesson. You are going to explore what friendships and other relationships mean to you and how friendships can influence you. We will hear what Mangani and Tadala have to say about friendships and relationships. After that, we will create a visualization on paper of the people in your world. But before we continue the lesson, we are going to move our bodies!’ Learning outcomes
Learners explore the social environment they live in and the influence of people close to them;
Learners gain an understanding of the issues involved in being an adolescent in relation to their friends and family;
Learners are encouraged to look for support.
Competencies: Learners can: Knowledge
Describe the influence of their own social environment (family, friends, other people) on their opinions and behaviour;
Explain that all young people experience challenges and uncertainties during adolescence in their search for their own identity and autonomy;
Explain that having friendships is important and needs negotiation in taking their own decisions;
Describe at least 3 important positive aspects of friendship;
Describe at least 3 aspects that are NOT part of friendship (expecting material things, asking seducing to sexual behaviour, peer pressure);
Describe the support friends can provide during adolescence.
Lesson 4: Important People in Your Life Page 39
Describe the possible negative influence friends can have during adolescence;
Describe at least 3 qualities of a good friend;
Explain that friendship with the opposite sex is possible;
Describe that most young people become less dependent on their parents during adolescence, and that experimentation and disagreement with boundaries set by the parents is part of that.
Skills
Demonstrate how to negotiate with friends in taking their own decisions, without breaking off the friendship;
Explain how they would deal with any negative influence or pressure from peers;
Demonstrate that they can set boundaries for themselves and make these clear to peers, friends and parents;
Demonstrate how to ask for support from peers, friends and parents.
Attitude
Argue that other young people are dealing with the same autonomy issues, even if they look much more self-confident and mature
Value friendship and disapprove of bullying/teasing peers
Value the positive aspects of friendship and disapprove the negative aspects
Show awareness that friends can also have negative influences
Argue whether platonic (with no sexual contact) friendship with someone of the opposite sex is possible or impossible in their opinion and respect other people who have friendship with someone of the opposite sex
Respect parents' instructions and value their positive intentions and respect the need of maintaining a mutual understanding between parents and children.
Activities 1. Reflection & homework 2. Warming up - Trust (5 mins) 3. Activity: What is a good friend? (20 mins) 4. Presentation: 'Friendships and Relationships' (30 mins) 5. Me and My World (45 mins) 6. Activity: Looking for a friend (45 mins) 7. Conclusion and homework (5 mins)
Lesson 4: Important People in Your Life Page 40 1. Reflection & homework (some minutes) Ask a few learners to tell something about their reflection activities in the previous lesson and their homework. 2. Trust (5 mins) Aim In a physical way, learners experience how to trust their friends. Instructions
Learners work in groups of four.
They take turns to stand with three people behind one person.
This person lets him/herself fall backwards.
The other three must catch the person and NOT let him/her fall.
A way to make sure someone does not fall is to stand quite close behind this person; do not let him/her fall far before catching. It is not easy to close your eyes, let yourself fall backwards and have trust. But if you do it and your friends catch you, it feels great! That is what it is like to know you can trust your friends. 3. What is a good friend? (20 mins) Aim
Learners are aware of important qualities of their friends.
Instructions
Learners work individually
They write down in their personal MWML notebook three important characteristics of one of their best friends
They write down the same 3 characteristics on another paper
The teacher will stick all the papers on the wall.
The teacher discusses all the characteristics and qualities that are written on the papers with the learners.
The teacher asks learners to write down again (after the discussion) the 3 most important good qualities of a good friend and ask the learners what qualities they disapprove in a friendship (bullying, peer pressure, teasing).
Maybe they want to change the original list of 3 characteristics after listening to the discussion
Some learners are invited to share their selection with the class
Lesson 4: Important People in Your Life Page 41 4. Presentation: Friendship and Relationships (30 mins) Learning outcomes
Learners understand the importance of friends as part of the process of becoming adults.
Learners understand their changing relationship with their parents or guardians.
Learners understand the influence of peers/friends on their behaviour and opinions.
Instructions Learners read the dialog between Tadala and Mangani in their Learners Book together in pairs. Learners should address discussion points in the presentation together, before they continue with the presentation. The presentation covers the following topics:
The process of autonomy and its characteristics
The importance of friends
Testing boundaries and how to handle conflicts with parents
Influencing friends and being influenced by them
Peer pressure.
Conclude with a group discussion, in which you emphasize that learners have the right to take their own decisions 5. Me and My World on paper (45 mins) (Find the instructions in the hand-out at the end of this lesson and find an example at the back of the learners manual, Appendix with Examples, lesson 4) Instructions Provide each pupil with a sheet of paper to work on. The learners follow the guidelines to fill their 'World'. Depending on how familiar the learners are at drawing, they can use their creativity to decorate their drawing. 6. Looking for a friend; make an advertisement (45 mins) Instructions 1. Learners write 3 characteristics of themselves (look back at lesson one) down on a paper , for example: I’m a boy, who likes playing football, who is good at mathematics, and I’m a good listener. 2. Then they write what they are looking for: I’m looking for a friend with whom I can play football, who can help me with homework, and who likes to talk with me.
Lesson 4: Important People in Your Life Page 42 3. The learners make their advert as attractive as possible, with drawings, colours, or pictures, etc. 4. All the ad’s are stuck to the wall. 5. The teacher starts a discussion about important positive characteristics and qualities of a good friend and for friendship and what is not supposed to belong to friendship 7. Conclusion and homework (5 mins) Conclude the session by discussing with the learners what they have been doing. Talk with them and ask some of them to summarize what they have learned in making their personal 'Map of their world'. Homework 1. Instruct learners that, before the next lesson, they should choose two people from their map. 2. Ask the learners to give two practical examples that take place in the coming week, of the influence these two people have on their life. They can write down their responses in their personal notebooks. Possibly, learners feel shy to do this. Remind them that they do not necessarily have to do or write something very intimate but that they can also say something nice to those people. 3. Remind them of their map: ‘Look at the speech bubbles you wrote in your map, that show how the people in your world influence your life. What did you write? For instance: helps me with my homework; always comforts me when I’m sad; is fun to hang our with; cooks the best meals ever’.
Lesson 4: Important People in Your Life Page 43 Hand out 1 - Guidelines for making “Me and My World� on paper All learners: have a big sheet of paper to work on and are instructed as follows: 1. Place an image of yourself - a drawing or a picture - in the middle of the page 2. Write your own name, under the drawing of yourself 3. Draw two big circles around yourself 4. Fill this space to make a 'map' of your world: place six figures around you to represent the six people you have named as being closest to you. The middle ring is for those who are closest to you and so on 5. Write their names under each person 6. Draw an arrow to connect you to this person like a diagram and write who they are: mother, brother, friend etc. 7. Add a thought bubble for each person or group of people; write in this bubble how you think these people see you, what they think of you as a person 8. Add a speech bubble to yourself and write about the person or group of people to explain how they influence your life and the way you live. What role do they play in your life? Examples include: Breadwinner, love, role model, someone to talk to, to share problems, to have a laugh with, music, fashion, teaches me new words, influences my attitude towards the opposite sex, influences my attitude towards learning or school, influences my attitude towards your parents or grandparents and influences my future dreams. Choose your own categories, but be as specific as possible. Although there is always more to say, you have to keep it short due to available space. Learners can take a look in their book, in the Appendix Examples in lesson 4, to see below picture as example.
Page 44
Lesson 5 Boys & Girls, Men & Women
Lesson 5: Boys & Girls, Men & Women Page 45 Introduction This lesson is about gender and the role it plays in life. In this lesson, learners will work in groups. Each group, if possible, is made up of four learners (boys and girls together). Each group views the interactive presentation together, answering questions as a group. Having discussed some of the issues in the presentation, each group then makes its own text-based presentation about gender issues or compares statements about boys and girls. This is how you can introduce this lesson to the learners: ‘You probably know the physical difference between a boy and a girl, or between a man and a woman. This is a difference we have all learned to see. We call this sex. Gender is a term used to illustrate the role of women and men (boys and girls) in society. The roles women and men play in society can be very different. We are not always aware of this difference. We do not question the fact that mothers are the ones to take care of the children. We do not always wonder why men usually take the most important positions in government and management.’ You may have noticed that, these days, more women hold high office positions. More people ask themselves why men in general are more powerful than women. Have you ever wondered why the roles of women and men are different? Have you ever thought about the effect this may have on your future marriage or sexual relationship? To get us started, we will present some information about the issue of gender, followed by an exercise that allows you to examine your ideas about these issues. Finally, you will be creative in a small group, express your opinions and think of an action plan. The world wants to hear from you!’ Learning outcomes
Learners understand gender as a concept
Learners understand the difference between gender and sex
Learners understand the implications of gender on girls, boys, men and women
Learners understand the implications on SRH
Learners understand gender roles can change and that they can play a role in it
Competencies: Learners can: Knowledge
Explain the terms 'gender' and 'gender roles', their relation with rights and how they impact on themselves and on their social environment
Explain that males and females have equal rights but that women in Malawi are in a more vulnerable position than men and give some examples related to work, education and family planning issues .
Explain that inequality between males and females is one of the underlying causes of SRH problems, including violence (for example that young girls can get pregnant without wanting it, more women live with HIV and AIDS, many women and girls experience SGBV in Malawi)
List two stereotypical ideas about boys and two about girls and describe three situations in their own lives in which gender plays a role
Explain that sexual expectations in boys and girls can be different
Explain and appreciate that gender is transformable
Lesson 5: Boys & Girls, Men & Women Page 46 Attitude
Express that they are aware of their own values and standards in relation to gender issues and describe differences with others
Argue the right to an equal relationship between boys and girls and men and women and the advantages of sharing responsibilities
Reject inequality between boys and girls/men and women and force and violence in particular
Argue that girls and women should have equal opportunities in education and leadership as men and boys.
Show awareness of how peers, friends, the community and the media perceive gender roles.
Skills
Demonstrate how they can help to change social standards related to gender issues in their environment
Demonstrate how to discuss gender issues with others.
Activities 1. Reflection & homework 2. Warming Up - Do the Walk (5 mins) 3. Gender - Game - Who’s responsible in the family? and Presentation. (30 mins) 4. Group Work I: Gender issues (35 mins) or 5. Group Work II: Boys and Girls are ...(35 mins) 6. Conclusion and homework (5 mins) 1. Reflection & homework (some minutes) Ask a few learners to tell something about their reflection activities from the previous lesson and homework.
Lesson 5: Boys & Girls, Men & Women Page 47 2. Do the Walk (5 mins) Aim Learners get started on the theme of gender in a fun way. Instructions All learners pick a spot in the room so everybody can walk freely. Everyone starts walking at the same time. Call out different ways the learners should try to walk, such as : Walk like... you normally walk you just heard the greatest news you are a macho boy you are giggling girl you are an old woman carrying a heavy load you are an old man with a stick you are pregnant Eat like a girl Eat like a boy Laugh like a girl Laugh like a boy Stand like a girl Stand like a boy. Do: Discuss the above demonstrations with the learners 3. Game - Who's responsible in the family? (15 mins) Aim 
Learners explore some of their ideas on the theme of gender and gender roles.
Instructions In this game, learners have to decide for each task whether this should be the man's responsibility, the woman's responsibility, or both. Step 1: Write down on 3 papers: MEN
WOMEN
Step 2: Hang each paper on a separate or different wall
THE COUPLE
Lesson 5: Boys & Girls, Men & Women Page 48 Step 3: Read out loud one of the tasks written below: Ask the learners to walk to one of the 3 papers (Men, Women or The couple) if they think this task is the responsibility of either the Men, Women or The couple. Step 4: Discuss with the learners why they have chosen their position.
Tasks
Spending family money
Planning the future
Cultivating the land
Looking after the children
Taking care of sick relatives
Earning the money
Domestic work
Deciding how many children
Deciding what crops to grow
Lesson 5: Boys & Girls, Men & Women Page 49 3. Presentation: Gender: the issues and a discussion (35 mins) Learning outcomes 
Learners are introduced to the term 'gender', its meaning and some of the main issues associated with gender.

Learners discuss in small groups and form their own opinions.
Instructions Introduction to the presentation Ask the learners to give some examples of differences between girls and boys in the table below on a paper: Discuss with the learners which characteristics or differences are biological i.e. girls can get pregnant and boys cannot. (This is a biological difference between boys and girls) and, which ones are social/ emotional/ cultural i.e. girls can better cook than boys. The biological differences/ characteristics cannot be changed and this is the case all over the world. We call this sex differences. Biological characteristics do not mean they are better or worse. Social/ emotional/ cultural differences are set by a society or culture. Sometimes it means there is a gender inequality. Can you see which of the characteristics in the list show gender inequality? Gender differences set by culture can be changed. Which ones would you like to change? What ideas about you as a girl/boy would you like to change? And what can you do to change them? Girls
1 2 3 4 5 6
Boys
Is the difference social, emotional or biological
Lesson 5: Boys & Girls, Men & Women Page 50 Ask learners to read the presentation. It includes some discussion points, which learners should address together before continuing with the next slides. The presentation covers the following topics:
A definition of gender;
Gender roles;
Leadership;
Education;
The position of women;
A Gender Equality Quiz on topics such as wife beating and virginity.
Learners work in small groups for the entire lesson. If possible, these should be mixed-sex groups. Learners do not need paper to write their conclusions down. The goal is to discuss the issues. When learners get to the Gender Equality Quiz, the aim of the quiz is to discuss the different points of view as a group before continuing to the next point; each person should choose a viewpoint they agree with. This can help learners to understand their peers' attitudes towards gender issues. 4. Group Work I - Gender issues Can be done on paper (35 mins) Learning outcomes
Learners make their own presentation using paper.
Learners clarify their ideas and opinions on gender.
Make different mixed groups of not more than 6 learners each
Each group chooses a name for their group Assign each group with one of the following subjects: 1. Gender lifelines 2. Role models/famous people 3. SRH issues linked to gender 4. What can be your solutions to gender related issues?
MWML Teacher’s MWML Manual Teacher’s Manual
© 2014
Rutgers WPF © 2010 RUTGERS EEDF WPF Malawi and Save the Children in
Lesson 5: Boys & Girls, Men & Women Page 51 Instructions Step 1 Learners start writing in the content of their presentation. They choose a name for their group and write this name at the top of their group work. . Step 2 This presentation can be done using paper and pen/markers Each group works on the subject assigned to the group: 1. Gender lifelines 2. Role models/famous people 3. Issues linked to gender inequality 4. What can you do as a person? 1. Gender lifelines. Each pupil in the group presents one example of the first time in their lives when they were aware they were a boy or a girl. If they feel comfortable talking about this, they can tell how this made them feel. 2. Role models Learners think of two categories of people in their society who are important in the area of gender. Together, they decide who they choose to include in their presentation: two role models for men and two role models for women; these role models can be people of the family or community or they can be famous people. In their presentation they can explain why these people are role models to them 3. Issues linked to gender inequality Learners make a list of social issues, related to gender inequality which they feel are causing problems either for women and men or girls and boys. For example, normally a pregnant girl is expelled from school and cannot continue with education while the boy can. 4. What can you as a person do? Learners come up with solutions to gender-related issues within their close environments The groups present their ideas. Group Work II - Boys and Girls are... (35 mins) Learning outcomes 
Learners learn to question stereotypical ideas about boys and girls. Roles are not sex specific. They can be interchanged

Learners are able to positively live and even feel comfortable with their own opinion or behaviours
Lesson 5: Boys & Girls, Men & Women Page 52 Instructions Divide the learners into small groups. Give each group the list of statements about boys and girls: Statements about boys and girls Boys Boys don't cry Only boys want sex Boys already know everything about sex Boys are strong Boys don't need help Boys who don't drink alcohol are no real boys Boys are taller than girls. Boys squat. Boys are more intelligent /Science subjects are for boys. Girls Girls shouldn't know everything about sex Girls are quiet Girls should be passive Girls should be ladylike/ Girls kneel Girls shouldn't ask a boy for a date Girls are cleaner than boys. Learners go through the list of statements, asking themselves the following questions: Do you think it is true? Do you know an example showing that this is not always true? Each group selects one group member to present the outcomes of the group exercise. 7. Conclusion and homework (5 mins) Round off the session and ask some learners to summarize the highlights of today's lesson. The most important conclusion of this lesson is that sex is biological and can not be changed. Gender is socially constructed and can be changed. Men and women are not similar, but they are equal. We should appreciate these differences and divide the burden. Other differences between men and women are cultural and differ from culture to culture. Some of these differences are unequal especially for girls and women. These differences can be changed. Homework Learners write down in their books events in their lives in which gender played a positive role and one event in which gender played a negative role. 
This exercise can also be done in group work at the end of this lesson. (10 min)
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Lesson 6 Your Rights and Responsibilities
MWML Teacher’s Manual MWML Teacher’s Manual
© 2014
Rutgers © 2010 WPF RUTGERSEEDF– WPF and Malawi Save the Children in
Lesson 6: Your Rights and Responsibilities Page 54 Introduction The theme of this lesson is Children’s Rights. This means: knowing your rights, respecting other peoples' rights and supporting rights in the community. The aim of this lesson is for learners to become aware of their rights, realize that these rights have been accorded to them by the United Nations. These rights are human rights and given to them because they are humans. Rights are entitled and are protected and supported by them. The learners are introduced to Children’s Rights by means of a brief presentation. They discuss whether and why they think these rights are not as common as they should be. Learners are divided into pairs. Each pair chooses one right they believe would benefit their community. They make a poster to advocate this right. This is how you can introduce the lesson to the learners: ‘This lesson is about Children’s Rights. Our rights are the freedoms that should naturally be ours – like our freedom to live, to be happy and to feel safe. All governments agreed that everyone in the world has the same rights, called human rights. This is as a matter of fairness and justice, because we are all human beings. Human Rights are based on respect for the individual: we all deserve to be treated with dignity. When you know about these rights, you might ask yourself: 'This is all very fine, but what good are they to me when the current situation does not give us young people those rights?' Well, if you know them, you know what you are entitled to and what you can fight for. You know what all of us - Malawi and 190 other countries - are trying to achieve. In a short presentation on Children’s Rights, you will learn about these rights. Then we will discuss why you think these rights are not fulfilled as well as they should be. After that, it is time to get cracking: together with a classmate, you are going to advocate one of the rights that you feel is very important. Make a poster and go tell the community about it! But remember, rights come with responsibilities. This is what you will also learn in this lesson. In brief: know your rights, respect other peoples' rights and support rights in the community!’ Learning outcomes
Learners know their rights and responsibilities as a human being.
Learners understand some of the issues that hinder the implementation of these rights.
Learners think about how they can introduce Children’s Rights into their lives and communities.
Competencies Learners can: Knowledge
Explain what Children’s Rights are, who have formulated these rights, where they come from, who is responsible for implementing these rights and acknowledge that every human being in the world has these rights, young people too
List at least four rights and responsibilities related to sexual and reproductive health for young people
Give three reasons why Children’s Rights have not yet been fully fulfilled in Malawi
Describe how rights and responsibilities are related and list two responsibilities
Acknowledge that all young people, both boys and girls, have the right to education and youth-friendly, non-judgemental health services.
Lesson 6: Your Rights and Responsibilities Page 55 Attitude
Argue the importance of Children’s Rights for young people and of standing up for your rights
Argue that all people, including themselves, have the right to be supported, helped, protected and cared for by their families, the community and the government
Value and respect their own rights and those of other people
Recognize how these rights apply to their own life and community and to act if these rights are violated.
Appreciate their responsibilities in promoting and protecting their rights.
Skills
Provide a scenario for how they would defend their rights and advocate their own rights
Demonstrate to protect and promote their rights
Activities 1. Reflection & homework 2. Warming up - The best time in my life (5 mins) 3. Children’s Rights - Presentation (40 mins) 4. Poster-making (30 mins) 5. Gallery walk and homework (10 mins) 1. Reflection & homework (some minutes) Ask a few Learners whether they have noticed any situations in the past few days in which gender played a positive or negative role. Ask them to reflect on their homework assignment as well.
Lesson 6: Your Rights and Responsibilities Page 56 2. The best time in my life (warm up - 5 mins) Aim
Learners learn more about each other and share happy memories.
Instructions Step 1 Make all Learners stand or sit in a circle. Ask the Learners about the best moment of their lives so far. Depending on time, ask a few or all Learners to tell something about it. 3. Children’s Rights Presentation (40 mins) Learning outcomes
Learners learn about the rights all human beings are entitled to in the area of reproductive health;
Learners feel empowered.
Instructions Step 1 The Learners read the presentation in their Learners Book. Discussion points are included in the presentation. Before continuing with the next slides, Learners should address these points together. The presentation covers the following topics:
What is a right?
Where do these rights come from?;
Who are these rights for?;
Why do we have these rights?;
What rights are there and what do they mean?;
Rights and responsibilities.
The presentation promotes the Learners' awareness of what their rights are and that they should feel responsible for upholding these rights. The presentation concludes with questions to be answered by the entire group in a group discussion. Plan 30 minutes for reading the presentation and 10 minutes for the group discussion.
Lesson 6: Your Rights and Responsibilities Page 57 4. Poster-making 30 mins). Learning outcomes
Learners internalize the information on Children’s Rights and consider which of these rights they feel would be beneficial to their community and explain why.
Encourage the Learners to advocate Children’s Rights locally.
This exercise should be done using papers and pencils: Show Learners the information on how to make a poster: Guidelines for making poster: For text Keep it simple. Think in catchy slogans. For layout To get some ideas, see the examples at the end of the learners book. A good poster is catchy to the eye and easy to read, has a clear and understandable message with convincing arguments and/or slogan. Learners can also insert symbols, smileys or other kinds of signs that may be appropriate to liven up their posters. You can draw a poster or cut fragments from magazines and make a collection. Instructions Step 1 Learners work in pairs for this exercise. Each pair chooses the right they wish to promote or advocate in their community by making a poster. Step 2 Learners write down some reasons why they think this right is so important and try to summarize the most important arguments for this right. Step 3 Learners design the best layout for their poster in order to communicate their message most effectively. The poster should fit one A4 page. Learners make their posters on paper. Step 4 Learners can paint or shade their posters.
Lesson 6: Your Rights and Responsibilities Page 58 5. Gallery walk and homework (10 mins) Discussion Instructions
Learners gather around and look at all the posters that have been made.
Learners discuss which poster might be the most effective and explain why they think it is the most effective.
Learners suggest places where their posters can be put up for people to see their messages on rights.
Check whether the places suggested by Learners for putting up their posters are appropriate.
Homework 1. Each pupil should note in his/her notebook when Children’s Rights are not being fulfilled in his/her community. This exercise can be done as group work at the end of this lesson. (10 min) 2. Learners should find places where they could hang their posters.
Hand-outs: On the next page you will see some hand-outs about important laws in Malawi that have reference to sexual reproductive health and children’s rights. It is advised that teachers read the hand-outs as background information.
Lesson 6: Your Rights and Responsibilities Page 59
Children’s rights
Lesson 6: Your Rights and Responsibilities Page 60 Handout: Reproductive Health Related Laws and Issues in Malawi
Definition of age of consent: Age of consent is the age at which a person is legally considered competent to consent to sexual intercourse or have marriage. According to the constitution of the Republic of Malawi, the age of consent is between 15-18 years with consent from parents or guardians.
Art 22(3) of the constitution: All men and women have the right to marry and found a family. (4) No per-
son shall be forced to enter into marriage. (5) Sub-sections (3) and (4) shall apply to all marriages at law, custom and marriages by repute or by permanent cohabitation. (6) No person over the age of eighteen years shall be prevented from entering into marriage. (7). For persons between the age of fifteen and eighteen years a marriage shall only be entered into with the consent of their parents or guardians. (8). The State shall actually discourage marriage between persons where either of them is under the age of fifteen years.
Definition of rape: Sec. 132 of the Penal Code in Malawi states: Any person who has unlawful carnal knowledge of a woman or girl, without her consent, or with her consent if the consent is obtained by force or means of threats or intimidation of any kind, or by fear of bodily harm, or by means of false representations as to the nature of the act, or in the case of a married woman, by personating her husband, shall be guilty of the felony termed rape. Sec 132. Punishment for rape: Any person who commits the offence of rape shall be liable to be punished with death or with imprisonment for life, with or without corporal punishment. Sec 132. Attempt to commit rape: Any person who attempts to commit rape shall be guilty of a felony and liable to imprisonment for life, with or without corporal punishment.
Definition of defilement Sec 138 (1): Any person who unlawfully and carnally knows any girl under the age of thirteen years shall be guilty of a felony and shall be liable to imprisonment for life, with or without corporal punishment. Punishment for Defilement Sec 138 (2): Any person who attempts to have unlawful carnal knowledge of any girl under the age of thirteen years shall be guilty of felony and shall be liable to imprisonment for fourteen years, with or without corporal punishment: Provided that it shall be a sufficient defense to any charge under this section if it shall be made to appear to the court, jury or assessors before whom the charge shall be brought that the person so charged had reasonable cause to believe and did in fact believe that the girl was of or above the age of thirteen years. Definition of abortion: abortion is an intentional removal of unborn foetus from the mothers’ womb before nine months at which a child is expected.
Lesson 6: Your Rights and Responsibilities Page 61 The Law in Malawi also prohibits this practice and Sec 149 of the Penal Code states that: Any person who, with intent to procure a miscarriage of a woman, whether she is or is not with child, unlawfully administers to her or causes her to take any poison or other noxious thing, or uses any force of any kind, or uses any other means whatever, shall be guilty of a felony and shall be liable to imprisonment for fourteen years. Inheritance Section 28 (2) of the Constitution states: No person shall be arbitrarily deprived of property. Sec 24 (b) on the dissolution of marriage—women have the right: I.
To a fair disposition of property that is held jointly with a husband;
and I.
To fair maintenance, taking into consideration all the circumstances and, in particular, the means of the former husband and the needs of any children.
The articles below from the Wills and Inheritance Act on inheritance of property by both males and females.
Art 16 If a person dies without having left a will valid under section 6, there shall be an intestacy in respect of the property to which he or she was entitled at the date of his or her death: Provided that if the deceased person left a will which does not dispose of all his or her property there shall be an intestacy in respect of the property which is not disposed of by will. Art 17 (1) Upon intestacy the persons entitled to inherit the intestate property shall be the members of the immediate family and dependents of the intestate and their shares shall be ascertained upon the following principles of fair distribution (a) protection shall be provided for members of the immediate family and dependents from hardship so far as the property available for distribution can provide such protection; (b) every spouse of the intestate shall be entitled to retain all the household belongings which belong to his or her household; (c) if any property shall remain after paragraphs (a) and (b) have been complied with, the remaining property shall be divided between the surviving spouse or spouses and the children of the intestate;
Page 62
Lesson 7 Sexuality and Love
Lesson 7: Sexuality and Love Page 63 Introduction In this lesson, the learners will learn about sexuality, sexual feelings and sexual practices, including sexual intercourse, and the differences between these. The emphasis is on the meaning of sexuality, knowing the importance of sexuality in their life and knowing that becoming sexually active too young can have several consequences. Learners learn that they have the right and the responsibility to take their own decisions. Learners are encouraged to see sexuality as a positive source in human life. Attention is paid to decision-making in becoming sexually active, particularly regarding sexual intercourse. Learners are encouraged to take this seriously. This lesson takes probably more time than is scheduled for. A suggestion is, to break this lesson in two parts. The first part of the lesson starts with the introduction and ends after reading the presentation. This can be done in the first session of the two. The second part of the lesson starts with the activities after the presentation and ends with homework. This can be done in the second session of the two. This how you can introduce this lesson to the learners: ‘Sexuality, love, sex, and intimacy: what are they or are they all the same? How are sexuality, intimacy and love connected? More importantly: it is up to you whether sex and love go together and how intimate you want to be and with whom. Maybe you have lots of questions on the subject of sexuality and love. Maybe you have not thought about it yet. There are some basic things that are valuable for you to know about this subject. Let us help you get one step ahead in your decision-making process today. You will make your own storyboard and discuss with your classmates different situations that young people may find themselves in. We will talk about young people's dilemmas and solutions. But first … what's your favourite music and your favourite love song and why?’ Learning outcomes
Learners are introduced to the concept of sexuality and understand that sexuality is more than just sexual intercourse.
Learners learn about different ways of having healthy relationships without having sexual intercourse.
Learners will focus on sexuality-related interactions between boys and girls and gain an understanding of ways of communicating and negotiating as well as assertiveness.
Lesson 7: Sexuality and Love Page 64 Competencies Learners can: Knowledge
Describe the concepts of sexuality, sex, sexual intercourse, sexual feelings and the differences between them
Describe the differences between sexual attraction, friendship, sex and love
Describe 4 situations that lead to sexual excitement/feelings
List three situations that might be leading to sexual contact when they are together with someone of the opposite sex, and describe how to avoid such situations;
Explain the possible consequences of having sexual feelings and how to manage these feelings when you are not yet ready for sex
Explain what abstinence and secondary abstinence is in a clear and detailed way
Describe ways of how to delay sexual intercourse
List five ways of being intimate without having sexual intercourse
Describe different ways of having healthy relationships
Explain unhealthy/unequal sexual relations as cross-generational sex, pressuring others into sex
Describe the meaning of some sensitive issues
Explain that healthy sex requires personal decision-making and that sex is not an uncontrollable force for either boys or girls
List four arguments often used by young boys or young girls to pressurize another person into having sexual intercourse.
Attitude
Acknowledge that every person is a sexual being, either within or without a sexual relationship
Show awareness of their rights and feel empowered to make their own healthy choices relating to sexuality at the time they are ready for it, regardless of peer pressure
Respect other people's rights and decisions related to sexuality
Recognize that sexuality can be a positive force in their own lives and in other people's lives
Recognize that lovers should communicate with each other about sexuality
Reject pressurizing someone into having sex, including the exchange of sex for gifts or money
Express awareness of the influence of peers, the media and the community on sexuality-related decision-making.
Lesson 7: Sexuality and Love Page 65 Skills
Explain negotiation, assertiveness and refusal skills step by step;
Provide a scenario in which you are pressured by peers and how to deal with that
Activities 1. Reflection & homework 2. Warming up - My Music (5 mins) 3. Sexuality is! - Presentation (40 mins) 4. Sharing ideas (35 mins) 5. Conclusion and homework (5 mins) 1. Reflection & homework (some minutes) Ask a few learners to tell something about their reflection activities from the previous lesson and their homework. 2. Warming up - My Music (5 mins) Aim
Learners share some information about themselves to start off the lesson.
Instructions
All learners sit or stand in a circle.
Invite each student to say what their favourite music or artist is and why.
One or more learners may sing their favourite song.
Let learners tell which is their favourite song about love.
Let’s sing together one of the love songs.
3. Sexuality is! - Presentation (40 mins) Learning outcomes
Learners grasp the meaning of sexuality and its role in their lives.
Learners think about different ways of enjoying relationships without having sexual intercourse.
Learners are aware of the major issues in determining when and why they may have a relationship with someone.
Lesson 7: Sexuality and Love Page 66 Instructions Learners read the presentation in pairs in their Learners Book, lesson 7. The presentation includes some discussion points which learners should address before continuing with the next slides. At the end of the presentation, there is the R U Ready Test, which helps learners to clarify whether they are ready for sex or sexual intercourse. You decide whether learners do this separately on paper or in their heads while they go through the slides. Before starting this presentation it is advised to teachers to read the presentation in the learners book. It contains lots of information that can lead to discussion. The presentation covers the following topics:
what is sexuality, what is sex and what are sexual feelings;
how to manage sexual feelings
Different ways of intimacy;
what is a loving relationship;
what is abstinence?
myths about sex;
gifts and relationships;
virginity;
arguments young people use to pressurize each other into sex;
the decision is yours.
Note for the teacher: In Presentation ‘Sexuality is?’- slide 21 in the Learners Book- it is explained about the difference between heterosexuality and homosexuality. If learners have more questions about this issue, here is some information you can consider them to give: The majority of the people are attracted towards people of the opposite sex. This is called heterosexuality. A small group of people feel attracted to people of the same sex (or both). This is called homosexuality (or bisexuality). Homosexuality is against the law in Malawi. However if people are forced or feel forced to have sex with someone of the same sex (i.e in prison or in boarding schools) this is not homosexuality, but sexual abuse. Sex should never be forced.
Lesson 7: Sexuality and Love Page 67 4. Sharing ideas Tell the learners to sit in pairs (girls together and boys together). In pairs they make a list of 4 situations that lead young people to sexual excitement. Then all the papers are given to the pairs next to them. They write next to this list (of another pair of classmates) advises to young people how to manage these situations. Tell the learners to keep in mind that sexual feelings are normal and healthy at this age, but that you do not have to react on these feelings. You can accept and enjoy these feelings without having a relationship with another person (if you are not yet ready for it). For example: one of the situations that can lead to sexual excitement is watching X-rated videos (these are videos with sexual content that are not suitable for particular ages like children) . The advice you can give to young people how to avoid this situation could be: walk away when someone asks you to watch together porn videos. Other situations might be:
Talking and sitting next to a pretty boy or girl can make you sexual excited
Having sexy talks on the phone or personal with your boy– or girlfriend
Swimming together
Texting each other sexy messages
Sending each other sexy photos via phone or email
The advice could be: it is not wrong to be excited, it is normal and healthy, but if you are not ready for a sexual relationship, you better do not go beyond the line of talking and sitting. When the pieces of advice are given, each group reads the advice to their own list. Discuss if each pair is satisfied with the advice that was given. If not, ask the whole group to think of another advice. 5. Conclusion and homework (5 mins) Instruct the learners to reflect on everyday situations in which they can apply the negotiation, assertiveness and refusal skills they learned. They have to choose one situation for each of these three skills. In their notebooks, they can give advice to other people on how to apply these skills.
This homework assignment can also be done as group work at the end of this lesson. (20 min)
Lesson 7: Sexuality and Love Page 68
Lesson 8 Pregnancy for Girls & Boys
Lesson 8: Pregnancy for Girls & Boys Page 69 Introduction In this lesson, Learners will deal with the issue of pregnancy and will come to understand that pregnancy is a beautiful thing if it happens at the right time and in the right circumstances. Learners gain knowledge and facts through the interactive presentation called Pregnancy: for Girls and for Boys!. They then explore these issues in a role play exercise. In the third part of the lesson, they will be making a slogan about their feelings on pregnancy and will be advocating action in the community. The lesson rounds off with deciding which slogan is the best. This lesson takes probably more time than is scheduled for. A suggestion is, to break this lesson in two parts. The first part of the lesson starts with the introduction and ends after reading the presentation. This can be done in the first session of the two. The second part of the lesson starts with the activities after the presentation and ends with homework. This can be done in the second session of the two. This is how you can introduce this lesson to your learners: ‘Why would we want to talk about pregnancy? Because 24% of all pregnancies in Malawi are teenage pregnancies; This is quite a high figure, don't you think? Are you going to be one of these? Or are you going to wait until the time and circumstances are right for you? So that you can fully enjoy and raise your baby in a way that feels right. What are your options when you get pregnant before you are ready? Besides the information you need, we will ask you to think about your situation. You will read the interactive presentation, followed by a quick quiz to see whether you are ready for pregnancy. You will be exploring the issues in a role play. To finish this session, we will make personal statements with photos. Pregnancy is a beautiful thing, as long as the time and conditions are right! ‘ Learning outcomes
Learners learn the most relevant facts about pregnancy.
Learners are aware of the reasons and pressures involved in getting pregnant and how they can resist pressure.
Learners are aware of the advantages of waiting until grown up to get pregnant.
Competencies Learners can: Knowledge
Describe the monthly menstruation cycle, including fertile days, and the fact that the menstruation cycle of teenage girls is not yet regular;
Describe fertilization, pregnancy and pregnancy tests, as well as the physical and social implications of early pregnancy;
List two signs of pregnancy in the girl's body and explain that a missing menstrual period does not always mean a girl is pregnant;
Mention at least one place or clinic where a girl can take a pregnancy test;
List three options for people in case of an unintended pregnancy;
Explain three ways of preventing pregnancy of which abstinence is the safest way for young people;
Lesson 8: Pregnancy for Girls & Boys Page 70
Explain that condom use is a safe contraception method in terms of protection against both pregnancy, STIs and HIV;
Explain the health consequences of teen pregnancy
Describe what contraceptives are, what their function is, list two kinds of contraceptives, give one example of each kind and explain how they prevent pregnancy;
Explain the risks involved in 'withdrawal before ejaculation' for boys, and the 'safe-days method' for young people
Bust myths related to pregnancy and abortion;
Define 'emergency contraception';
Describe the fact that illegal abortions are often unsafe and done in unhygienic circumstances and list three negative consequences for girls when they have a 'secret' abortion.
Explain what to do in case of an unintended pregnancy
Attitude
Emphasize that both boys and girls are responsible for getting pregnant, during pregnancy and delivery and when they have a baby
Show they are advised to use effective contraceptive methods, including condoms, when they have sexual intercourse to avoid unsafe abortion
(Male Learners) show they realize it is also their responsibility to offer support if their partner happens to be pregnant
Show they are motivated to seek help if a girl's pregnancy is unexpected and unintended
Show they are aware of social standards, peer pressure and influences of people around them in the matters of pregnancy and abortion.
Skills
Provide a scenario for talking about pregnancy with a friend
Demonstrate how to discuss teenage pregnancy in the community.
Activities 1. Reflection & homework 2. Warming Up - Notable Names (5 mins) 3. Pregnancy: 4 Girls ánd 4 Boys! - Presentation (40 mins) 4. Group Work I: Role Play (40 mins) 5. Group Work II: Slogan Art (40 mins) 6. Conclusion and homework (5 mins)
Lesson 8: Pregnancy for Girls & Boys Page 71 1. Reflection & homework (some minutes) Ask a few Learners to tell something about their reflection activities from the previous lesson and their homework. 2. Notable Names (warm up - 5 mins) Aim Learners have a positive feeling and some fun. Instructions Step 1 All Learners stand in a circle. Instruct everyone to think of a positive adjective that starts with the same first letter as his or her own name. For example, if your name is Frederick, your adjective might be 'Fabulous'. Everyone takes a minute to come up with a positive adjective and then Learners take turns to call out their name to the group, e.g., Fabulous Fred, Princely Patrick, etc. Maybe Learners can remember these names and use them in the remainder of this session. 3. Pregnancy: 4 Girls and 4 Boys! - Presentation (20 mins) Aim
Learners are familiarized with facts about getting pregnant and some of the issues involved in dealing with early pregnancy.
Instructions Learners read the presentation together in pairs in their Learners Book. The presentation includes some discussion points, which Learners should address together before continuing with the next slides. Once the Learners have worked through this presentation, they can do the pregnancy quiz. The presentation covers the following topics:
how you get pregnant;
signs and symptoms of pregnancy;
pressures on getting pregnant;
physical and social disadvantages of getting pregnant at an early age and of being single;
contraceptive methods: their use and effectiveness, their advantages and disadvantages;
myths about getting pregnant;
Lesson 8: Pregnancy for Girls & Boys Page 72
Options in the case of unintended pregnancy and the advantages and disadvantages of each solution;
Unsafe abortion.
The presentation advocates responsible behaviour for boys and girls.
Discuss with the learners the presentation about pregnancy, contraceptives, abortion and raising a child. Also discuss with them the Pregnancy Quiz. Explain where Learners can take a pregnancy test and where they can go for support in case of pregnancy. During the discussion you can use the following materials:
Model of the reproductive system of a woman (on paper or poster)
Model of the reproductive system of a man (on paper or poster)
Models of examples of contraceptives to demonstrate (IUD, pill strip, etc)
ALL THESE CAN BE OBTAINED FROM A HEALTH CENTER FREE OF CHARGE
When discussing correct condom use, remember the six steps of correct condom use (see hand out 1): Step 1: check the date Step 2: open carefully Step 3: check the right side Step 4: squeeze the top Step 5: roll off to the end of the erect penis (while squeezing the top) Step 6: hold the condom when removing the penis after ejaculation Tip It is important that boys should also feel responsible for avoiding pregnancy, but they should not feel accused. Not all boys act irresponsibly: sometimes the girl is the careless one or the one pushing for sex without a condom. 4. Role Play (40 mins) Aim
Learners practice talking about some of the issues involved in young people's pregnancies (skill building);
Learners digest the information from the presentation into the role play (knowledge increase);
Learners form an opinion on different aspects of teenage pregnancy and the options for young people in case of pregnancy (attitude building).
Lesson 8: Pregnancy for Girls & Boys Page 73 Instructions Step 1 Use the two stories in the role plays. See end of this lesson. The themes of the two stories are:
A girl has just found out she is pregnant and goes to her auntie
A girl has a child on her own and wants to go back to school
Learners are divided into groups of four. Each group is given a story to work with. Each group takes 10 minutes to read the situation, to decide who will play which character and to decide what they should say to each other. Each role play should take a maximum of 5 minutes. Step 2 The groups perform their role play before the whole group. Their play should continue for a while until the scene comes to a particular conclusion. Keep an eye on the time so all groups get a chance to participate. The other groups watch and afterwards comment on choices made and things said in the role play. Decide how many role plays can be done in the time available. Explain to the groups that the most important part in the role play is the conversation (see instructions). Emphasize that the learners should only use the information of the role play as background information on their characters. The conversation is the starting point of the role play. Guide the discussion of each role play with questions such as:
what do you think of the situation?
how did he/she negotiate?
how could she/he improve her/his approach?
how did he/she respond?
what do you think of both their arguments?
what argument would you use if you were one of them?
Lesson 8: Pregnancy for Girls & Boys Page 74 5. Slogan Art exercise should be done on paper (40 mins) Aim
Learners clarify what they think about teenage pregnancy and what they believe is important.
How Step 1 Learners choose a slogan for the front page of a newspaper to express their views of teenage pregnancy to the community. Learners write the slogan in different sizes and colours using paper and pencils. Have Learners look at the examples at the end of the learners book while you explain the assignment. Step 2 In thinking about their personal slogan, message or statement, Learners should choose an aspect of the issues involved in teenage pregnancy they feel is important to say something about and then try to reduce that statement to one sentence. Step 3 All Learners should write their slogan or statement, plus their name and age, in a size and colour of their choice using paper and pencils: Step 4 When Learners have finished producing their slogans, the group can look at them and discuss what they have come up with
Have Learners chosen different slogans?
Which slogans are the most effective?
Does anyone not agree with someone else's slogan, why?
Could you present these slogans to the community and would this be a good idea?
Tip Learners can choose the best slogan to be used for their school's presentation. 6. Conclusion and homework (5 mins) Round off the session, reminding Learners of the importance of what we have been discussing today. Homework Invite learners to go and visit an age-mate they know who has had a baby and ask them how they feel about it; perhaps they can offer to help in some way.
Lesson 8: Pregnancy for Girls & Boys Page 75
Hand out1 :
Male condom instruction (l)
Lesson 8: Pregnancy for Girls & Boys Page 76
Male condom instruction (ll) What can go wrong?
The condom may burst or tear. This can happen if the tip was not squeezed properly and air managed to get in. The condom may slip off. This can happen if you wait too long before withdrawing the penis from the vagina.
What to do when it went wrong? If you find out the condom tore during sexual intercourse, you and your partner should visit a health clinic to discuss emergency contraception (only applicable within 72 hours after the incident) or get a pregnancy test. You and your partner both need to get tested for STIs and HIV. More you should know….
Never use two condoms at the same time. The rubber might tear. Use a condom only once. You can’t unroll it? Take a new condom. Use a condom with extra lubricant for anal sex (never oil!). Use water-based lubricant. Oil will damage the rubber. Keep condoms away from sun, heat and light. This can dry them out and condoms might break easily. Don't use oils or lotions with a condom. Oils and lotions weaken condoms and make them more susceptible to tearing.
And: always use a new condom, every time you are going to have sexual intercourse. Never use a condom twice.
Lesson 8: Pregnancy for Girls & Boys Page 77
Hand out 2:
Female condom instruction (l)
Lesson 8: Pregnancy for Girls & Boys Page 78
Female condom instruction (ll) What can go wrong?
Occasionally, female condoms can slip out, just as a male condom can slip off a penis.
The penis can be inserted on the outside of the condom, instead of inside it. So pay good attention when the penis enters the vagina, it enters IN the female condom, and not outside
What to do when it went wrong? If something went wrong during sexual intercourse, you and your partner should visit a health clinic to discuss emergency contraception (only applicable within 72 hours after the incident) or get a pregnancy test. You and your partner both need to get tested for STIs and HIV. What more you should know….
Never use a male condom and female condom together. The friction may cause both condoms to tear! Use a condom only once. Use a condom with extra lubricant for anal sex. Use water-based lubricant. Oil will damage the rubber. Keep a condom away from heat and light. This can dry the condom out and it might tear easily. Don't use oils or lotions with a condom. Oils and lotions weaken condoms and make them more susceptible to tearing.
Lesson 8: Pregnancy for Girls & Boys Page 79 Story 1: Discovering that you are pregnant Learning outcomes
Learners learn what a boy and a girl can do when they find out that the girl is pregnant.
Learners can experience what it would be like to be pregnant.
Introduction to the role play and the characters Olivia is 14 years old. She lives with her aunt. Auntie Christine is the sister of her mother, who died several years ago. Christine is a strong, wise woman, who has taken care of her sister's children since she died, in addition to her own six Learners. Olivia has known for a while that Moses, a friend of her brother, likes her. He wrote her letters. She likes him too, but she was not ready yet for having sex. Olivia didn't dare to refuse to have sex with Moses even though she had wanted to wait until she was older. Somehow Olivia was afraid of losing his attention because she felt proud that an older boy like Moses was interested in her. Nor did she want to spoil the relationship between Moses and her brother. Now she hasn't had a period for three months. She thinks she is pregnant and it wasn't even nice to sleep with him. In two months' time, she will be taking her final Primary Leaving exams. If the school management finds out she is pregnant, they won't allow her to take the exams. What should she do? Abortion is illegal and dangerous, but having a child will ruin her plans for the future. The pregnancy starts to show and she definitely needs some support. Olivia goes to her aunt for advice. Role play Olivia: 'Auntie Christine, I feel so terrible, I think I'm pregnant. I don't know what to do. Can you help me please?' Aunt: 'Oh Olivia …' Suggestions for observers' questions
What do you think of the situation?
How did Olivia approach her aunt?
How could she improve her approach?
How did Aunt Christine respond?
What do you think of the solutions the two came up with?
What would you do if you were in Olivia's situation?
Lesson 8: Pregnancy for Girls & Boys Page 80 Story 2: A single mother wants to go back to school Learning outcomes
Learners learn assertiveness skills;
Learners learn to advocate their rights.
Introduction to the role play and the characters Janet is 14 years old. She has a one-year-old son. Janet has always had a dream of becoming a doctor. Janet was thirteen and still in Primary six when she gave birth. She thought her future vanished at the age of thirteen, but she has never given up her dream. The headmaster is an old, well-respected man. He believes in discipline and hard work. He feels that a single mother is a bad example to the other learners. The father of the baby was a boy she dated. When they were alone, he expected more than she wanted to give and he took it. Unfortunately, she was pregnant and forced to leave school, to give birth and to take care of her son. Janet is still living with her mother, who helps her out. Up until now, Janet has silently had her doubts about the things that happened to her, although she loves her son very much. What does she have to offer to him? Lately, Janet has increasingly felt the urge to try and set things right in her life, to fight for a second chance, to pick up her old dream. Janet decided to apply for a second chance at her old school. She wrote a letter to explain her situation, express her motivation and ask for a second chance. The headmaster invites her for an interview. Role play Janet: 'Thank you for the opportunity you have given me to explain my case.' Headmaster: 'It is not as simple as you may think, young lady. How would you suggest we could give you the chance to graduate without breaking our own rules?' Janet: 'You know ...' Suggestions for observers' questions
What do you think of the situation?
How did Janet defend her case?
What do you think of her arguments and her proposal?
How did the headmaster respond?
What could Janet have done or said better?
What solutions or arguments would you have thought of in this situation?
Page 81
Lesson 9 Protect Yourself: STIs, HIV and AIDS
Lesson 9: Protect Yourself: STIs, HIV and AIDS Page 82 Introduction This lesson is all about risk and choice. Sex can and should be a wonderful part of life, but it is not without risks. The aim of this lesson is to help learners be aware of the real and present dangers of unsafe sex because of Sexually Transmitted Infections (STIs) and HIV and AIDS. The lesson starts with a presentation explaining the risks involved in unsafe sex and how to deal with them, including an activity that helps learners to choose their own personal path. The presentation acknowledges abstinence as the safest method to prevent STIs and HIV and AIDS. However, given the large percentage of young people who are sexually active, the advantages of correct and consistent use of condoms are also explained. After the presentation, learners can play the Safe Sex Quiz to test their knowledge. Other activities in the lesson are a discussion on STIs and HIV and AIDS and role plays to practise requisite negotiation skills. This is how you can introduce this lesson to the learners: ‘Sex is a fact of life! Sooner or later, we will all be confronted with the fact that adults and, to a certain degree, adolescents have sex. This lesson aims to help you get the right information on sex, risks, dangers and choices. Today we are going to stand up for our choices. If you decide to have sex, whenever that might be, you need to know what the risks are and how to avoid them. At the end of this lesson, we will all be aware of the real and present dangers of unsafe sex and sexually transmitted infections. Maybe you think you already know about this, but it is always a good idea to repeat an important message, to read and hear it again. In the presentation, you will be informed about risks and STIs; you will get Instructions on how to use condoms. Then we will be dealing with decision-making. At the end of the presentation, you will be quizzed on your knowledge and opinions. And you will practise negotiating safe sex. This lesson is all about risks, but, above all, it is about your choices.’
Learning outcomes
Learners appreciate sex as a positive part of life when certain conditions are met (like the right age, consent and safe) and know how to make safe decisions;
Learners are aware of some of the severe risks of having unprotected sexual intercourse;
Learners will get information on consistent and correct use of condom.
Lesson 9: Protect Yourself: STIs, HIV and AIDS Page 83 Competencies Learners can: Knowledge
Describe what the abbreviation STI stands for, explain what an STI is, mention the three most important STIs( syphilis, chlamydia, gonorrhoea) and are aware that these are curable
List three signs or symptoms of an STI and explain that it is possible to have an STI without having symptoms and explain that, on the outside, it is impossible to tell whether someone has an STI or HIV
List three ways in which STIs, including HIV, can be transmitted and explain how STIs are not transmitted
Explain that an STI - except HIV and AIDS - can be cured if it is detected in time
List two reasons why it is easier for girls to be infected with STIs than for boys
List three negative consequences of catching an STI and explain that they have to go to a health clinic or HTC centre in time to be tested for STIs or HIV and get treatment for an STI and that they must tell their sexual partners
Explain that HIV is a sexually transmitted infection and that HIV causes AIDS
Explain that AIDS causes the body's immune system to malfunction
Explain that STIs can increase the likelihood of HIV entering the body
Explain what ABC means and explain that abstinence from sexual intercourse means not having penetrative (vaginal or anal) sex
Explain that faithfulness to a partner can only protect you against STIs and HIV if both partners are 100% faithful and can prove that their previous partners were not infected
Describe that, every time they have sexual intercourse, they have to use a condom from start to finish of the sexual act
Explain that a condom can be used only once, has to be stored in a cool, dark and dry place, that a condom should not be used after the expiry date and that a condom should not be used if either the condom or the package is torn or damaged
Bust myths about not using condoms and provide counterarguments for disadvantages
Mention the name of one person they would talk to if they had an STI or suspected they might have HIV or AIDS
Describe what happens in a health clinic if they went for STI or HIV testing and name one place where they can go for STI testing
List two places where they can obtain condoms
Explain that sexual partners have to talk 'at the right time' (not in a romantic setting or when sexually aroused) about condom use or sexuality and that it is important to give a clear message to their sexual partner about what they do or do not want.
Lesson 9: Protect Yourself: STIs, HIV and AIDS Page 84 Attitude
Show they are convinced of the necessity of having safe sex and the efficacy of abstinence, monogamy or condom use to prevent STIs, including HIV and AIDS;
Show they are aware of the right to their own decision-making and respect the decisions of their sexual partner as equals;
Show a positive attitude towards condoms and show they are convinced that the disadvantages of using a condom do not outweigh the disadvantages of getting infected with an STI or HIV;
See using condoms as a sign of trust, respect and care;
Show they are convinced of the need to communicate what they want in sex with a partner;
Show they are aware of the right to confidential health services, have a positive attitude towards health centres and subscribe to the need for in-time testing and treatment in case of risk behaviour or symptoms;
Show they are convinced that they have to test for STIs and HIV when they are starting a new sexual relationship.
Skills
Choose their own method to prevent STIs/HIV;
Provide a scenario for buying, carrying and storing a condom;
Explain in four steps how to put on and remove a condom correctly;
Give Instructions how to negotiate with a sexual partner on abstaining from sex or on only having sexual intercourse with a condom;
Express confidently that they are able to negotiate and take their own decision and stick to their decision, regardless of what their sexual partner will say;
Provide a scenario for communicating and standing up for their rights in dealing with health service providers.
Lesson 9: Protect Yourself: STIs, HIV and AIDS Page 85 Design and creative skills 
Do the Safe Sex Quiz;
Activities 1. Reflection & homework 2. Warming Up - Bodyguards and Secret Agents (5 mins) 3. Protect Yourself! - Presentation (35 mins) 4. Safe Sex Quiz (15 mins) 5. Discussion and Negotiation skills role play (35 mins) 6. Conclusion and homework (5 mins) 1. Reflection & homework Ask a few learners to tell something about their reflection activities from the previous lesson and their homework. 2. Bodyguards and Secret Agents (warm up - 5 mins) Aim  Learners get active to start off the lesson with energy. How Step 1 All learners stand in a circle; they need some space to play. Tell the learners that there is someone in the group who is out to get them - a 'secret agent' (The Virus)- and there is also someone in the group who is their 'bodyguard' ( the White Blood Cells). Step 2 All learners have to pick a person for themselves, without pointing or telling anyone, who is their 'secret agent' for this game. After everyone has made a selection, all learners should select another individual, again quietly and without pointing or telling anyone, who will be their 'bodyguard' during this game. Step 3 After everyone has made their selections, tell the learners that they are now free to move around. However, all learners have to try and keep their 'bodyguards' between themselves and their 'secret agents' at all times. This can get pretty funny and chaotic as people are moving about trying to keep themselves protected from the secret agents. Stop the game when you feel it is over.
Lesson 9: Protect Yourself: STIs, HIV and AIDS Page 86 3. Protect yourself from STIs and HIV and AIDS - Presentation (35 mins) Learning outcomes
Learners get to know facts about the risks of STIs and HIV and AIDS.
Learners reflect on the issues and on their options and then make their own choices on how best to protect themselves.
Instructions Tell the learners that this presentation is about STIs, including HIV and AIDS, and safe sex. Lesson 10 will go more deeply into the issue of HIV and AIDS and living with HIV and AIDS. The learners read the presentation in their Learners Book. Some discussion points included in the presentation should be addressed by the learners before they continue with the next slides. At the end of the presentation, the learners are given an individual exercise to be done on paper. The presentation covers the following topics:
What are STIs?
How do you know if you have an STI?
What must you do if you have an STI?
Cure for STIs
How to avoid STIs
Getting tested for HIV and AIDS
Myths about condoms
The presentation underscores responsible behaviour for both boys and girls.
4. Test your knowledge - Safe sex Quiz (15 mins) (in the Learners Book) Aim Learners reflect on what they know, what they have learned from the presentation and what they think about some issues. Instructions Step 1 Learners have learned some facts about STIs and HIV and AIDS. In this quiz (in their Learners Book), they can test their knowledge. The quiz consists of questions that test what they have learned at a factual level but also includes questions about their attitude towards certain topics and dilemmas. At the end, they get a score and the correct answers are explained.
Lesson 9: Protect Yourself: STIs, HIV and AIDS Page 87 5. Discussion and Negotiation skills (35 mins) Aim
Learners share what they have learned from the presentation and Safe Sex Quiz and what they think about some of the issues.
Instructions Step 1 Lead the discussion with questions such as: 1. Do you think we need to talk about safe sex in school? Why or why not? 2. If you had an STI, who would you talk to? 3. Are there any other myths or questions you are wondering about? 4. Where can we get more information on these topics? Negotiation skills Learning outcomes
Learners are supported in putting their chosen path into practice;
Learners are able to negotiate.
Instructions Step 1 Use the Negotiation skills to do the role play. See guidelines for negotiation skills in Hand out. 1. Timing - Choose your time well; 2. Give a clear message; 3. Be Firm; 4. Stick to your decision. Step 2 Divide learners into pairs. Each pair practises the negotiation skills in a brief role play, using all guidelines (see hand out). For each pair, the story is the same: a boy and girl are on a date. One of them wishes to have unsafe sex with the other. But the other does not want to have sex at all or only wants to have safe sex. Each pair decides on the exact story. The story itself has little importance; it is more important that each student gets to practise the negotiation skills. The learners can all be in the same room, playing at the same time. Step 3 When all pairs have completed their role play, ask a few learners to demonstrate the negotiation skills in front of the class. Lead the class discussion: how did it go? What have they learned? Will they put this into practice? What difficulties do they think will arise?
Lesson 9: Protect Yourself: STIs, HIV and AIDS Page 88 Optional: Step 1 Visit to a health care centre. In the health care centre ask a doctor or nurse to do a condom demonstration for the learners. It is also possible to invite a staff member of a health clinic over to your school. Remember a condom demonstration in primary schools is not allowed in Malawi. 6. Conclusion and homework (5 mins) To conclude this session, remind learners of the importance of what they have learned today: sex can and should be a wonderful part of life when both partners are ready for it, but it comes with a big responsibility to both partners. Optional: Give learners a hand out with tips for talking about condom use and ways of talking to a partner (Negotiation Skills Guidelines). Homework Ask learners to write down in their book - each day for an entire week - something they did that day that would prevent a person from being infected with an STI or HIV.
Lesson 9: Protect Yourself: STIs, HIV and AIDS Page 89 Hand out 1:
Negotiation skills guidelines
When you want to talk to your boyfriend or girlfriend about delaying or abstaining from sexual intercourse, engaging in an alternative sexual activity or using condoms or contraceptives, keep the following points in mind:
1. Timing: choose your time well Have your talk at a moment when you are not in the middle of a romantic or sexual situation. It is difficult to talk about your decision and your feelings in the heat of the moment. For example, while you are taking a walk or having lunch together might be a good time. If you do happen to be in the heat of the moment, stick to the following guidelines. 2. Give a clear message Keep your message clear and to the point. For example, you might say, 'I have decided not to have sex because I don't feel ready or I don't want to risk getting an STI or getting pregnant.' Or you could say, 'I would like to have sex with you, but I won't unless we use protection.' Use clear non-verbal language: look serious and do not smile to please the other person. If your partner insists or pressurizes you, it often works to repeat the message and give further explanation. For example, you might say, 'I decided not to have sex yet because I like to concentrate on my studies and sex distracts me' or 'I like to wait till I feel that our relationship is strong enough for having sex.' If your partner still insists or pressurizes you, tell your partner how you feel. For example, you might say, 'I feel like you do not hear what I'm saying', 'You're not listening to me and all you're thinking about is your own desires' or 'Because you're not listening to me, I'm not sure if you really love me.' 3. Be Firm Once you've made the decision that is right for you, be firm about it - and remember: there is no need to feel guilty. This can be difficult because we often want to please the people we care about, but being firm is not the same as being rude or mean. 4. Stick to your decision Following through on your decision will be an on-going process. If you are in a romantic relationship, the decision about sex and protection will come up many times. If your decision has been 'no sex', you will need to back up your commitment in spite of your own sexual feelings or pressure from your partner. If you choose to use condoms, you will always need to have a supply on hand and use them each and every time you have sex.
Lesson 9: Protect Yourself: STIs, HIV and AIDS Page 90 Hand out 2: STI HIV
Most COMMON STi’s Which STI’s are most common amongst young people in Malawi? Symptoms Most people infected with HIV don’t know that they have become infected. They do not feel ill immediately after infection. However, some people may experience symptoms like they have a bad flu, fever, a rash, night sweats, muscle aches, sore throat and fatigue. A person infected with HIV may have no symptoms for a long time. This can be from a few months up to more than 15 years.
What could happen if you don’t go to the doctor When HIV is left untreated it will cause AIDS. Without treatment the HIV-virus starts to destroy your immune system. This means that your body can no longer defend itself properly against bacteria and viruses and you will get ill. Many people still die from AIDS because they found out about their HIV infection too late or did not access treatment (ART). HIV cannot be cured, but there is medication that prevents AIDS (ART). Today there are people living with HIV who have lived a healthy life for more than 30 years thanks to these drugs.
Chlamydia
Discharge from penis, vagina or anus. Sometimes burning sensation when urinating or lower abdominal pain. Often there are no symptoms.
When chlamydia is not treated it can cause an infection in the pelvic area, the ovaries which can cause infertility.
Genital warts (Njelewele za kumaliseche)
Warts in or near the penis, vagina or anus.
Warts can be treated. If untreated they may spread and be transmitted to others. After healing, they may come back again.
Genital herpes
Blisters, sores, spots on around or in the penis, vagina or anus. Burning sensation near the genitals and when urinating.
Herpes cannot be cured, but the blisters can be treated. They can come back again (just like cold sores). That often happens when you’re tired or ill.
Gonorrhoea (Chindoko)
Discharge from penis, vagina or anus. Sometimes burning sensation when urinating or lower abdominal pain. But there are not always symptoms.
You could develop inflammations and there is a small chance of becoming infertile.
Hepatitis B (inflammation of the liver)
Tiredness, nausea and abdominal pain. But there are often no symptoms.
Your liver doesn’t function properly anymore. Eventually you may even get liver cancer.
Syphilis (Chizonono)
The first symptoms appear within the first three months after infection: a painless sore or ulcer appears in or on the penis, vagina, anus, cervix, mouth or breasts. body rash, often on the palms of the hands and the soles of the feet Flue like symptoms, headache, a sore throat, fatigue.
Syphilis stays in your body if it is not treated. Over time, it can silently damage your nervous system and organs (e.g. heart, brain, spinal cord) which can lead to numbness, blindness, dementia and eventually death.
Canchroid
Painful sores on the genitalia. You may also have swollen glands in the groin area. Fever. May also be called Zilonda za kumaliseche – Nsungu.
Sometimes genital ulcers can go away on their own but in some instances might lead to more serious infections. Visit a doctor once symptoms are suspected.
Lesson 9: Protect Yourself: STIs, HIV and AIDS Page 91
If you think you might be infected with an STI, you……
Go immediately to the Health Clinic to get tested in order to find out if you have an STI. Tests are trustworthy, simple and usually for free. Make sure you get treatment if you are infected. Treatment cures the bacterial STI’s and symptoms of viral STIs. You no longer experience health problems and you can’t infect your partner any more. If infected, do NOT have sex until the STI is treated. Tell your partner(s), so they can get tested as well. Keep on using condoms every time you have sexual intercourse (vaginal, anal).
TIP: Always use a condom when practicing sexual intercourse. This is the only way to prevent STI’s when having sex.
WS WM Malawi , Les son 7: STI’ s/ HIV
Page 92
Lesson 10 HIV and AIDS: You have a Role to Play
Lesson 10: HIV and AIDS: You Have a Role to Play Page 93 Introduction After lesson 9, focusing on Sexually Transmitted Infections (STIs) in general, this lesson is completely dedicated to HIV and AIDS. This is because HIV and AIDS are such a serious disease and has many personal and social consequences. To get started, the learners will look at the facts about HIV and AIDS . Then they will listen to some short interviews with people who are infected with or affected by HIV and AIDS . The learners then work in groups to think about what action young people can take. Finally, they make a postcard to support people living with HIV and AIDS . There are three optional exercises. It would be useful to take the learners to a health clinic where they get information or to invite a health service provider to come to the school to give information. Another option is to have people affected by HIV and AIDS come and talk to the learners, or, as a group, to go and visit a place that assists HIV and AIDS -affected people or learners. The third optional activity is to acquire information related to HIV and AIDS from newspaper articles. This is how you can introduce this lesson to the learners: ‘In the previous lesson, you learned about the risks, your choices and about safe sex. Today's lesson will specifically deal with the STI which has consequences for people all over the world: HIV and AIDS. Although HIV and AIDS can be prevented by using condoms, abstinence or monogamy, many Malawian people living with HIV or AIDS. They need our support. You have probably heard and read a lot about this subject already. Maybe you know someone who is living with HIV and AIDS . But have you got all the facts? Do you know the impact HIV and AIDS has on your community? Have you considered taking an HIV test yourself? How do you support people living with HIV and AIDS? Let's ask ourselves what we can do about it, because U have a role to play too!’ Learning outcomes
Learners get to know the basic facts about HIV and AIDS , including ways of getting infected, and about the impact of the disease on people in physical and social ways;
Learners learn about the magnitude and trends of HIV in Malawi;
Learners are encouraged to seek testing before having a relationship (in the future);
Learners develop empathy for those living with and affected by HIV and AIDS .
Lesson 10: HIV and AIDS: You Have a Role to Play Page 94 Competencies Learners can: Knowledge
Explain the concepts of being seropositive or HIV-positive, HIV test, the window period, the difference between HIV and AIDS, stigma and explain that the virus damages the immune system;
List the four bodily fluids in which contain HIV;
List the three main ways for HIV to enter a person's body;
Correct myths about HIV transmission;
List four high-risk behaviours for HIV transmission and two low-risk sexual practices;
List two infections/diseases that people with HIV and AIDS often get;
Explain the difference between cure and treatment and show awareness that there is no cure for HIV and AIDS ;
Explain that it can take any time between several months up to fifteen years for people living with HIV to develop the first symptoms that can indicate AIDS;
Explain that people living with HIV should practice the same prevention methods against STI’s and HIV as everyone else
Explain that with medicine and a healthy lifestyle, people living with HIV live long and productive lives;
Explain how STIs and rape increase the risk of HIV transmission;
Explain that antiretroviral drugs reduce the chance of mother-to-child HIV infection;
Explain that taking a blood test is the only way to find out whether someone is infected with HIV;
Explain how HIV testing takes place, that HIV testing is anonymous and describe where they can get HIV testing and counselling;
List two consequences for people living with HIV and AIDS if they are not treated well or stigmatized and list two things you can do for people living with HIV;
Describe where and how you can find information, support, advice and services related to HIV and AIDS prevention, testing, care and treatment;
Describe the role of government, NGOs and communities in fighting HIV and AIDS .
Attitude
Show they are motivated to prevent HIV and AIDS and to contribute to the fight against HIV and AIDS ;
Show empathy with people living with HIV or AIDS, endorse their right to support and health care and are motivated to support them;
Show they are convinced of the importance of visiting a HTC centre if necessary.
Lesson 10: HIV and AIDS: You Have a Role to Play Page 95 Skills
Provide a scenario on how to provide other people with information and support to prevent them from being infected with HIV and AIDS
Explain step by step how to prevent HIV infection
Provide a realistic plan to advocate for the rights of People Living with HIV and AIDS (PLHIV)
Optional
Demonstrate they can judge whether information is valuable or not.
Design and creative skills
Present themselves to the public - make and send an HIV and AIDS postcard
Choose a person to write to and compose a personal message for them
Create a short and powerful message
Create a postcard by cutting and pasting from printed materials, drawing or painting
Select relevant information from newspaper articles.
Activities 1. Reflection, homework & results expedition 2. Warming Up - Stand Alone (5 mins) 3. Presentation - U have a role to play (30 mins) 4. Group work: discuss what you can do (30 mins) Or: Individual work: make and send a postcard (30 mins) 5. Conclusion and homework (5 mins) 6. Optional activities: Option 1: Visit an HTC clinic (e.g. MACRO, CBO), an AIDS support group, an orphanage or invite a health provider Option 2: Invite someone living with or affected by HIV to visit the school Option 3: HIV and AIDS in the news (45 mins)
Lesson 10: HIV and AIDS: You Have a Role to Play Page 96 1. Results expedition Check with learners the challenges involved in trying to obtain a condom. Depending on in-class safety, you might invite learners to tell something about their experiences in attempting to get a condom: how they went about it, whether they were successful, what difficulties they experienced. 2. Stand-alone (warm up 5 mins) Aim 
Learners develop a sense of how important it is to be part of a group and how it feels to stand alone.
Instructions All learners stand in a circle. Call out a series of questions. If learners answer 'yes', they go to the centre of the circle. If they say 'no', they stay where they are. During the game, the questions are getting increasingly personal. Questions: everyone who likes the colour red stand in the middle everyone who comes from a rural area stand in the middle everyone who is the first-born stand in the middle everyone who is the last-born stand in the middle everyone who plays sports stand in the middle everyone who would like to be a peer educator stand in the middle everyone who knows someone who has HIV stand in the middle everyone who wants to go to university stand in the middle everyone who loves music stand in the middle; and so on... You can make the questions as personal as you or the learners feel comfortable with. Add as many questions as you like. 3. Presentation - U have a role to play (30 mins) Aim 
Learners acquire knowledge and facts about HIV and AIDS .
Instructions The learners read the presentation in their Learners Book. The presentation covers the following topics: basic information about HIV and AIDS ; how to avoid it; what to do if you are HIV-positive; what to do if you are not; helping people living with HIV and AIDS ; taking an HIV test.
Lesson 10: HIV and AIDS: You Have a Role to Play Page 97 Discuss with learners whether they think AIDS is a major problem in Malawi as well. 4. Group work: discuss what you can do (30 mins). Learning outcomes
Learners have a discussion to help them internalize these stories and their knowledge of HIV and AIDS ;
Learners think about what role they can play in supporting people infected with HIV and AIDS or affected by it.
Instructions Having read the presentation, the learners discuss in four groups what they think they can do for people infected with HIV and AIDS or affected by it in their own neighbourhood. Learners make a realistic action plan, addressing the following questions:
what activity is the group going to undertake?
who will benefit from it?
what do they want to achieve?
when are they going to do it?
If there is time, ask some learners what they came up with. Each group can decide what activity they will carry out in the week to come. Individual work: make and send a postcard (30 mins) Learning outcomes
Learners are encouraged to take personal responsibility for themselves and for their environment regarding the HIV and AIDS endemic;
Learners select a message they feel will support a person infected with or affected by HIV and AIDS .
Instructions Learners choose a person who is infected with HIV and AIDS or affected by it, someone they feel needs some support. This can be a friend, family member, parent, teacher, but also someone they do not know, such as a person with HIV and AIDS in a clinic or an AIDS orphan (someone who has lost parents or guardians due to AIDS). Learners frame a message to support this person and will make them feel less isolated or otherwise. Learners produce a postcard with this message and decorate it: keep it short and powerful! This postcard can be created by cutting and pasting from printed materials, drawing, newspapers or painting.
Lesson 10: HIV and AIDS: You Have a Role to Play Page 98 5. Conclusion and homework (5 mins) Round off the session, reminding learners why we are together, summarizing the new things we have learned about HIV and AIDS and about reading newspapers and tell them what we will be doing in the next session. Homework 1. Learners make a start with their action plan (perhaps they may visit a patient, an orphanage, etc.). Or they can post their postcard or deliver it to someone. 2. Ask learners to find out whether there is an organization in their community that is working to fight AIDS, be it prevention, counselling or help for people living with HIV or AIDS. Specifically, learners should find out where there is a HIV Testing and Counseling (HTC) centre which they could visit.
Lesson 10: HIV and AIDS: You Have a Role to Play Page 99 6. Optional Activities Option I: visit a HTC If it is possible for the group to pay a visit to a HCT, this would be highly beneficial. Research has shown that this can be an effective way of getting young people to stay safe. or Option II: health worker from a HTC Ask a health worker from a clinic or HTC to visit the group. They do not need to spend long but just show their face to tell the group that they would be welcome there. This can be very helpful for young people with doubts and worries. The trip can be undertaken in any lesson after lesson 7. or Option III: HIV and AIDS in the news (45 mins) Finding the main points of articles, judging the value of information, summarizing the main points and possibly, rewriting the scenarios or views. Learning outcomes
Learners learn to judge the value of information;
Learners deal with the problem hands-on;
Learners become aware of the extent of the problem: how and how many people are affected by HIV and AIDS
Instructions Learners study and work with newspaper articles that you select from local new sources
Lesson 10: HIV and AIDS: You Have a Role to Play Page 100 The different articles cover the following areas in relation to HIV and AIDS :
facts about HIV and AIDS in Malawi;
infection or transmission of HIV and AIDS and prevention;
the physical progression of HIV and AIDS ;
the social and economic effects of HIV and AIDS ;
steps being taken by the government, NGOs or the community to combat HIV and AIDS .
You can begin by pointing out that there is an enormous number of items about HIV and AIDS in the newspaper and radio programs every day. Many of them are letters sent to the editor by readers or articles by journalists presenting points of view and commentary. Explain the different types of articles that can be found in a newspaper, such as news articles written by journalists on national issues, regional issues and local issues and TV and radio programmes. Besides, there is the opinion page, which presents commentary articles also written by journalists, and finally, there is a letter-to -the-editor section. Divide learners into groups of three or four and give each group a Straight Talk or Young Talk news letter or print to work with. Each group should sit down together and take their time to read the news paper. Give the groups about 10 minutes reading time and 10 - 15 minutes discussion time to formulate answers to the questions relating to the article. If the questions are too difficult for the learners, perhaps you can simplify them or formulate other questions. You can also select your own articles from the local paper, if it is at hand. Presentation and Discussion The groups gather together and each group presents its results. The groups discuss the findings of each group. For guidelines to this discussion: Each group should choose two speakers to present their answers. The first speaker should read the five main points of the article for the whole group. The second speaker should then read the questions from the assignment relating to the article. The first speaker can present the answers the group has given. The whole group should be asked for their reactions and be encouraged to discuss points that come up. You can ask the group if they agree with the statements made.
Lesson 10: HIV and AIDS: You Have a Role to Play Page 101 Hand out 1:
Lesson 10: HIV and AIDS: You Have a Role to Play Page 102
Lesson 10: HIV and AIDS: You Have a Role to Play Page 103 Hand out 2:
Facts about HIV and AIDS and Malawi
Do you have questions? Of course there are still so many question to ask about HIV and AIDS . Do you have one? Let's look at more facts and some frequently asked questions to see if you can find your answers! 1. Facts about HIV and AIDS in Malawi The 2010 DSH Survey results show that 10.3 percent of Malawian adults age 15-49 tested HIV-positive. In Malawi, both male and female adults are not infected in equal numbers: females are especially at risk. HIV prevalence is higher for women than men; overall, 10.8 percent of women have HIV compared with 9.6 percent of men. Prevalence for women is higher than for men at every age group except in the 40-44 age group, where it is marginally lower. For both sexes, HIV infection levels are highest among those in their thirties and forties and are lowest in the 15-19 age group (4.2 percent among girls and 1.3 percent among boys). Prevalence of HIV for both women and men increases with age until it reaches a peak, which for women is attained at age 35 -39 (21.0 percent) and for men at age 40-44 (20.9 percent). 2. Did you know that …
Experts estimate that 1 million people living with HIV in Malawi, which includes 170,000 children. An estimated 48,000 people died from AIDS in 2013 and 700,000 children have been orphaned by Malawi's devastating epidemic.
HIV infection appears to have peaked in and around many cities in Malawi.
The rate of mother-to-child transmission is estimated at 15-45%. There are medicines for the infected mother to take to reduce the chance of her baby getting infected.
Worldwide, it is estimated that more than 16 million children under 18 have been orphaned by AIDS. Around 14.8 million of these children live in sub-Saharan Africa. An estimated 60,000 learners in Malawi below the age of 18 have lost one or both parents to AIDS. It is feared that the traditional family systems can no longer cope with this increasing burden if it continues to grow.
The mean age of Malawian is 15 years old? About 49% of the population is younger than 15 years old. Life expectance in Malawi is 61.9 years old for women and 58.0 years old for men. The average number of children women deliver is almost 6.
Malawi's response to the threat of HIV AIDS in all sectors and levels of society has had positive effects since 1998. There is great potential for success in the on-going battle against HIV AIDS , as the country has demonstrated. Unfortunately it is feared the numbers of HIV infections are again slowly rising since 2009 because of many factors called ‘Aids-fatigue’.
3. What do the government and NGOs do to combat the infection? The main task of the Government and NGOs is to make sure that all Malawians in all districts, towns and villages are informed about HIV AIDS :
what it is and what it is not;
what to do when you (think) you have been infected;
how you can prevent getting it;
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Hand out 3:
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Lesson 11 Love Shouldn’t Hurt
Lesson 11: Love Shouldn’t Hurt Page 106 Introduction This lesson deals with a difficult and sensitive issue: sexual harassment and abuse. It is a difficult issue because forced sex occurs in many ways that may be very complex. It is sensitive because many girls and also boys have had similar bad experiences. We will be touching on subjects that learners might find very hard to discuss. This lesson aims to teach learners about the situations in which harassment and abuse may occur, to explore some of the myths people have regarding the pressures on them to have sex and to teach learners skills for coping with difficult situations. The presentation advocates for young people to prevent and avoid harassment and abuse and not to be a perpetrator of harassment, abuse or violence. Learning outcomes:
Learners agree that sex should never be forced
Learners learn some ways to avoid the dangers of abuse
Learners explore some myths about sexual abuse
Learners feel sympathy for survivors of sexual abuse
Competencies Learners can: Knowledge
Describe what unwanted sex, sexual harassment, sexual abuse and rape is, as well as their consequences and state that sexual harassment and abuse are a crime
Explain that girls or women generally are, but boys and men also can be, survivors of sexual harassment and abuse
List some features of someone who could possibly force you to have sex, some risky situations and three signs of a situation that could become risky
Explain that most rapists are usually not strangers but people known to the survivor
List three risky situations and three defense tips to escape risky situations
Explain that accepting gifts, money and services from someone and using alcohol or drugs are co-factors involved in sexual abuse and rape
correct myths concerning rape, emphasizing that survivors are never to blame
List three ways that can help them to avoid sexual abuse
Explain what to do if someone has been harassed, abused or raped and where someone who has been harassed, abused or raped, can find help
Describe three ways in which a sexual partner can pressurize them into having sex and list three tactics of people who sexually abuse young people
Lesson 11: Love Shouldn’t Hurt Page 107 Attitude
Show respect for the physical and mental integrity of themselves and other people; Show they are convinced that sexual harassment, forced sex or violence, sexual abuse and rape are violations of human rights; Show they are convinced that someone who loves them would never pressurize them into doing something they do not want or that is wrong for them, including giving or expecting gifts in exchange for sex; Show they are convinced that a survivor of sexual harassment or abuse is never to blame; Show they are convinced of the need for support and help if someone has been harassed, abused or raped; Trust their own judgment and gut feeling in case of a risky situation; Show empathy with people who have been abused or violated.
Skills
Provide a scenario for finding support in the case of harassment, abuse and rape; Provide a scenario for communicating their limits in the matter of sexuality to someone they are dating; Explain step by step how to refuse someone who is pressurizing them into having sex; Provide a scenario for what to do when they find themselves in a risky situation; Demonstrate three ways of defending and protecting themselves physically when in a rape situation.
Design and creative skills
Express their own opinion Write an attractive, powerful story on paper Use and include relevant photos or pictures on paper
Activities 1. 2. 3. 4. 5. 6.
Reflection & homework Don't stand so close to me (5 mins) Love shouldn't Hurt - Presentation (30 mins) Refusal and protection skills (20 mins) My opinion! (30 mins) Conclusion and homework (5 mins)
Reflection
Ask a few learners to tell something about their reflection activities from the previous lesson and their homework.
Warm up: Don't stand so close to me (5 mins) Aim
Learners get a sense of their personal space and when someone gets too close.
Instructions Simple exercise in which learners stand alone in the space available and draw an imaginary circle around themselves. Learners take turns getting increasingly closer to one another and experiencing when this is too close and when it feels OK.
Lesson 11: Love Shouldn’t Hurt Page 108 Presentation: Love shouldn't Hurt (30 mins) Aim To give learners information To teach learners not to accept sexual abuse Instructions The learners read the presentation in their Learners Book. The learners should address some discussion points included in the presentation together before continuing. The presentation covers the following topics:
What is forced sex?; when does forced sex occur?; by whom?; boyfriends and girlfriends; adults, sugar daddies; relatives like aunties, uncles, cousins.
The difference between harassment, abuse and rape; abusers' tactics; how to avoid abuse; clear dating code;
How to say NO; physical tips for dangerous situations; myths about rape; what to do in the case of rape;
Effects on the rape survivor.
The presentation advocates for young people to prevent and avoid harassment and abuse and not to be a perpetrator of abuse or violence. Discuss the main points of the presentation with the learners. Be alert to survivors of sexual harassment and abuse and offer them support if needed. Refusal skills and protection skills (20 mins) Aim
Learners practice refusal skills: how to say 'NO'
Instructions Step1: Learners remind themselves of the refusal skills (saying NO) from the presentation in their learners book. See also Handout 1. Step 2: In pairs, learners practice refusal skills with each other. Each pair can role play a boy and a girl on a date, one of them pressurizing the other into sex. This may involve either the boy or the girl being the one who pressurizes. Each pupil should practice saying NO. Step 3: A few volunteer learners can perform their refusal skills before the group. Ask the group to say if these are convincing and why or why not. This will help learners to clarify how to say NO well. Step 4: Learners look at the list of techniques how to escape if they find themselves in a dangerous situation. See Handout 1.
Lesson 11: Love Shouldn’t Hurt Page 109 My opinion! (30 mins) Aim  For learners to realize the weight of the subject they are dealing with by formulating some of their thoughts on the subject Instructions All learners write down a very short story or an opinion on how they feel about sexual harassment and abuse. They write down what they have learned, what they think is the main point of the issue and what they think can be done about it. Stories or opinions should be about one half of an A4 page. Papers can be used in the exhibition in lesson 14. Conclusion and homework (5 mins) Round off the lesson, reminding learners that sexual abuse and sexual harassment are serious issues that can affect all of us severely. Advise learners that, if they know someone who is experiencing or has experienced harassment, encourage him/her to look for help. Homework Give learners the assignment to write down in their notebooks when and how they say NO in different situations over the next few days until the next lesson.
Lesson 11: Love Shouldn’t Hurt Page 110 Hand out 1:
Refusal Skills: “How to say NO”
If someone is pressurizing you, it is very important that you are able to say NO in a clear and strong way These are the four steps in saying NO: Step 1: Speak up! Say NO quietly and clearly with appropriate non-verbal language Step 2: Use strong non-verbal communication If your NO is not accepted, repeat your refusal in a strong and loud tone of voice
Don’t leave any doubt that you mean yes when you say NO
Look your partner straight in the eye
Do not smile or look away shyly
Do not give your partner the impression that you need to be convinced or coerced
Step 3: Leave the situation If your NO is still not being accepted, leave the situation immediately Step 4: Scream or use force If this person refuses to allow you to leave, scream or use force
Physical tips for dangerous situations
If rape is common in your area, carry a mixture of sand and pepper to throw into your attacker’s eyes.
Yell and scream for help loudly and continuously.
Use your fingers and fingernails. Stab the offender as hard as you can into his/her eyes . Do not worry about hurting him/her: he/ she means to hurt you.
Use your knee to give a hard kick in the attacker’s private parts. If you kick hard enough, this will hurt him/ her a lot, causing him or her to double up with pain.
If the person is on top of you holding your face down to the ground, use your heel to kick him/her into the bones of the lower back, just at the top of the buttocks.
If you are being overpowered, relax and try to fool the attacker into carelessness. Then stab the eyes or hit the groin. Run away when the rapist pauses due to pain.
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Lesson 12 Early Marriage A harmful cultural practice
Lesson 12: Early marriage - a harmful cultural practice! Page 112 Introduction In this lesson students will learn that the issue on gender, relationships and rights in the previous lessons all relate to culture and our cultural practices. All these three concepts (gender, relationships and human rights) influence the way we live our lives and the decisions we make. Students will learn that their culture is a set of attitudes, values, views and behaviour that they share with the rest of the community or society at large. This includes customs and rituals to celebrate life events, like birth, adulthood, marriage, death and becoming a parent. Culture gives us a sense of identity and belonging. Students become aware that their culture will adapt to new developments over time as understandings and needs of communities change. They familiarise themselves with different cultural views on marriage. Early marriage is introduced as an example of a (harmful) cultural practice. Learners explore the reasons for marrying before the age of 18 and how these are outweighed by its negative consequences on health, wellbeing, laws, human rights including gender equality, poverty levels and education/illiteracy. A story of a young person delaying marriage till after 18, reflecting ways to overcome challenges motivates and empowers learners to do the same. The lesson is wrapped up by having learners explore their own future plans with regard to education, jobs and family size. They share their plans with people in their lives who could support them to achieve their goals. Learning outcomes
Learners know about the positive aspects of culture and understand its importance. Learners see culture as a dynamic concept, differing all over the world and adapting to new developments over time. Learners investigate the impact of early marriage on young people, both boys and girls, and society at large. Learners know the negative consequences (e.g. early pregnancy, illiteracy, cycle of poverty, breaking laws, violation of rights, marital pressures and obligations) and how they outweigh the perceived benefits (e.g. bride price, social security, reflection of adulthood). Learners explore the importance of education and having a future goal to break the cycle of poverty.
Competencies Learners can: Knowledge
Explain what culture is and why it is important in a community or society Understand that culture varies across the world. Understand that culture is dynamic and changes over time as needs and understanding of communities change. Mention two human rights that are violated when a young person is pressurized into marriage without their consent. Mention two consequences on a girl’s health when she marries before the age of 18 (early pregnancy, sexual violence, HIV/Aids infection). Mention two consequences for boys’ and girls’ well-being when they marry before the age of 18 (responsibilities of marriage, illiteracy, violation of rights). Mention two ways of generating money or being provided with money or materials to meet the basic needs of the family.
Lesson 12: Early marriage - a harmful cultural practice! Page 113 Attitude
Explain the importance of having (at least) a secondary education to break the cycle of poverty in their lives and community. Show that they are aware of their human right to choose, if/when and who to marry and respect the right of others. Show that they are aware of their human right to choose if and when to have children and respect the right of others. Acknowledge that the number of children you choose has to be in balance with your financial situation and the support you can provide for them. This is to break the cycle of poverty and ensure a bright future for all in the family. Show that they are aware of the importance of preventing pregnancy before the age of 18 by using contraceptives. Emphasize the benefits of the available financial or material support by government and NGOs to be able to stay in school and get an education. Emphasize the importance of returning to school after a pregnancy to break the cycle of illiteracy and poverty. Show they are convinced that they have to resist pressure from parents and/or peers to marry before the age of 18. Provide counter arguments to correct misconceptions around CM with correct information. Provide counter arguments to reasons for young people get married before the age of 18 years.
Skills Explain which steps to take and where to seek financial support to finish (at least) their secondary education. Explain which steps to take and how to gain extra income to meet the basic needs of the family, also in the case of a child headed household. Lesson Outline 1. Reflection & Homework (5 min) 2. Warming up - African Greeting Game (10 min) 3. Presentation - Early marriage: a harmful cultural practice!(30 min) 4. Mastery story – Sarah waits for marriage till after 18 (30 min) 5. Planning your future (15 min) Teaching and learning resources in this lesson Worksheet: Interview with Sarah – Sarah, an advocate for change! Worksheet: Future plans Reflection & Homework Ask a few learners about their reflection activities in the previous lesson and their homework.
Lesson 12: Early marriage - a harmful cultural practice! Page 114 African Greeting Game (warming up) (10 min) Aim Learners look at their own cultural practice by reflecting on how young people show respect to their elders in their communities. Methodology Learners choose a partner with whom to play this game. One learner plays the role of a young person and the other acts as an elder. The young person shows respect to the elder appropriate to their culture. The partners swap roles and come up with another way to show respect to an elder. Tip The boys should be encouraged to choose a girl as partner in this game and show their respect to them while playing the role of elder. Reflect at the end of the exercise how it felt doing this game with someone from the opposite sex. Boys may feel challenged in having to show their respect to girls. Emphasize that everyone deserves to be treated with respect whether you are a man or a woman, rich or poor etc. At the end, learners may discuss briefly ways in which old people can show respect to young people in Malawi. If some learners are shy, let the best two students give a demonstration. Presentation: Early marriage - a harmful cultural practice! (40 minutes) Learning outcomes: Students learn about the positive aspects of culture and its function. Students learn that some of their cultural practices are harmful to young people, both boys and girls and society at large. Students learn the negative consequences of marrying before the age of 18 and how these outweigh the perceived ‘benefits’. Methodology Step 1: The learners read the presentation ‘Early Marriage – a harmful cultural practice!’ in their Learners Book. Discussion points are included in the presentation. Before continuing with the next slide, learners should address these points together. The presentation covers the following topics: What is culture and why is it important? Important aspects of Malawian culture. Early marriage as a harmful cultural practice in Malawi that needs to change. The different reasons for others to ‘force’ young people to marry before the age of 18. Consequences for both boys and girls of marrying before the age of 18. Human rights that are violated when forcing young people to get married and start a family before the age of 18. Laws that are broken when practicing early marriage and the revision of the current laws. Actions that can help young people to delay marriage till after 18 years.
Lesson 12: Early marriage - a harmful cultural practice! Page 115 Sarah: an advocate for change! Learning outcomes Students are aware of the risks involved in marrying before the age of 18 and understand it could happen to them. Students learn how to prevent being married off before the age of 18 and find other solutions to the family if necessary. Students feel empowered to take these steps as they understand the challenges and learn how to overcome these challenges. Methodology In plenary, read the interview with Sarah in the learner book. Ask students if they have any questions about the story. Ask them if they have a success story to share about a girl or boy that convinced their parents to wait for marriage till after 18 and first get a good education. Divide the class up in groups of 4 students and allow them to answer the reflective questions at the end of the story in their learner book. My future plans (15 min) Learning outcomes Students understand the importance of education and having a future goal to break the cycle of poverty. Students understand that they can choose if, when and how many children they want to have in their lives by using family planning methods. Students explore how much a baby costs and how much money they need to earn to be able to provide for a child. Methodology Step 1: Remind students of Sarah’s story in which she talks about creating a better future for herself, her family and Malawi by having a good education and working towards a goal. Sarah also wants to plan the number of children based on the money she will earn. Brainstorm for a few minutes about what a baby needs in the first years of its life and how much money that will cost. Thus, learners will get a good impression of how expensive babies are. Discuss ways of preventing a pregnancy and space the number of children you want to have once you are married. Use the information from lesson 8 ‘Pregnancy for boys and girls’ to lead the discussion. Now, let’s have a look at your own goals for the future and who could help you to achieve them. Step 2: Ask students to fill in worksheet ‘My future plans’ or have them write the questions in their notebook to answer. Conclusion and homework Round off the session, ask some learners to summarize today’s lesson and tell them about the subject of the next lesson. Ask learners to write in their notebook who in their lives would motivate and support them to achieve their future plans. Share your exciting future plans with these people and ask for their support in the coming years.
Lesson 12: Early marriage - a harmful cultural practice! Page 116
Interview between reporter of local newspaper and Sarah Sarah, and advocate for change! Hello Sarah, can you tell me something about yourself? I am 16 years old and I live in Monkey Bay together with my parents and my four brothers and sisters. One day I would like to marry and start my own family. But for now I love going to school. I want to finish my education as I want to become a nurse! I am passionate about helping people when they are sick and help young people to make healthy choices. I want to help making Malawi a better place for all of us!
Source: Africaw.com
What is the situation in your community regarding girls marrying before the age of 18? Well, I am worried about what I see in my community. A lot of girls marry before the age of 18. Sometimes because they are pregnant or want to run away from bad situations at home. Sometimes because initiation counsellors push a young girl to marry after she started menstruation to show that she is now a woman. But also because parents marry them off because of money. Parents are in great need of money to buy food and pay school needs for the other children, especially their sons. These young girls and boys that get married drop out of school and never return. They are uneducated and end up having a lot of children without money to feed them or meet their school needs. This is wrong, because every child deserves an education, boys and girls! Without an education, they don’t have a bright future as they stay as poor as their own parents. My 16 year old cousin even died while giving birth. The doctor told me this is because she was too young to be pregnant. Even though she was menstruating, a girls’ body is not ready to have a baby at such a tender age. A lot of people in my community don’t know this, something has to be done! I heard a school programme was introduced in your school that helps young people not getting married before 18. Is there something young people can do about it? At first I didn’t think I could! My parents with some pressure from the initiation counsellor wanted to marry me off to an older man when I was 14 years old. They couldn’t pay food and school needs anymore and they thought it was the right thing to do. I thought I just had to accept it since I didn’t know enough about it to say no. Luckily, this school programme taught me that I have the right to choose if, when and who to marry. I also learned that marrying too young would spoil my future plans of becoming a nurse. It would be the end of my education and I might fall pregnant while my body and mind were not yet ready to be a mother. This would be bad for my health and well-being and I could even die. I spoke to a male teacher about my worries and he was very supportive. Together we contacted an organization in our community that helped my parents to pay for my school needs. They also had a vegetable garden in which my father and mother started working. They make some money this way and I am still in school. I am very happy! But what did you do to convince your parents not to marry you off? At first, I was nervous and scared for their reaction. But I knew I had to do it to make sure we could all have a better future. I know I have to finish my education if I want to become a nurse and have a paid job later on in life. Once I told them about the organization that could help with school needs and a job for my parents they were open to listen to me. I told them what can happen to girls when they have babies at a young age. And how we will always live in poverty if we don’t get a good education. I told them that I (as a girl) also have the right to education and I can help build a poverty free Malawi, just like our previous lady President.
Lesson 12: Early marriage - a harmful cultural practice! Page 117 How do other community members feel about you marrying after you have turned 18? Some people in my community don’t understand. Often, these people don’t know about the negative effects of early marriage on us young people. They don’t see the bigger picture of the future and don’t understand that a good education for boys and girls is the way to get Malawi out of poverty. Luckily, the boys in my class are learning to see this as well. We, as boys and girls, talk together about the good things that come out of postponing marriage. Together we have decided that we want to wait for children and marriage till we are older and mature enough to deal with the responsibilities. So, I am not worried about my future. I know I will find a man that will respect me for who I am, the boys in my class do already. Together with a human rights organization in my community we spread the word amongst our religious leaders, initiation counsellors, fathers and mothers and other boys and girls. Hopefully it will make them understand why young people should wait for marriage till after 18. “Together we are the change we want to see in Malawi”. Reflective questions: How did Sarah convince her parents not to marry her off at the age of 14? What future plans does Sarah have? Why? What are your future plans? What would you do if your parents would force you to marry someone before the age of 18? What would you tell a friend if they were forced to marry someone before the age of 18? What can you learn from Sarah’s experiences that could help you to deal with pressure from your parents to marry before the age of 18?
Lesson 12: Early marriage - a harmful cultural practice! Page 118
Worksheet: Future plans
A. What do you want to be? Write down a list of your skills and interests: Interests/hobbies
Skills/Talents
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
Write down three jobs that interest you: 1) 2) 3) What difference will the work you make to the lives of others? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ How much money do you want to make? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ How big a family do you want to have? ___________________________________________________________________________
Lesson 12: Early marriage - a harmful cultural practice! Page 119
B. How will you get there?
Brainstorm about steps to take in the next 5 years to get where you want to be: ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
What education or training do I need to get there? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
What support do I need to take these steps? (e.g. a mentor, money, materials) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
Who could I ask for help to take these steps and achieve my goal? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
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Lesson 13 Advocates for change to end early marriage
Lesson 13: Advocates for change to end early marriage Page 121 Lesson 13: What can you do to end early marriage? Introduction This lesson is all about becoming promoters of positive cultural practices and advocates for changing harmful practices! Learners will first read some quotes from leaders in Malawi about Early Marriage and why it should be changed. Once inspired by their local leaders, learners will make their own posters in which they advocate to change the practice of early marriage in their own community and promote some positive cultural practices. This will be followed by a role play in which they will practice their debating skills in promoting to end early marriage and come up with alternatives. By poster making and playing a trial in court, students will get a clear understanding of the fact that early marriage stems from other times and other circumstances. They reflect on the need to adapt this practice because we are now having a better understanding of its negative consequences and the fact that it is in conflict with human rights. These activities provide learners with skills to advocate for ending early marriage in their own community. Learning outcomes
Learners are inspired to become promoters of positive cultural practices and advocates to change harmful practices in Malawian culture. Learners practice negotiation and debating skills during a law suit to learn to deal with (parental) pressure. Learners think about their role to end early marriage in their own community.
Competencies Learners can:
Mention 2 positive cultural practices. Explain that early marriage as a cultural practice has many negative consequences and therefore needs to change.
Attitude
Acknowledge that early marriage is a harmful cultural practice due to its negative consequences that has to end. Show that they are aware of their human right to choose, if/when and who to marry and respect the right of others. Show that they are aware of their human right to choose if and when to have children and respect the right of others. Show that they are aware of their right to education and the right to protect and be protected from harm. Provide counter arguments to demystify misperceptions around early marriage. Provide counter arguments for reasons why young people get married before the age of 18 years.
Skills
Express confidently that they are able to discuss their choice to delay marriage till after 18 and finish their education and stick to this decision regardless of what their parents or others say.
Lesson 13: Advocates for change to end early marriage Page 122
Lesson Outline 1. 2. 3. 4.
Reflection & Homework (5 min) Quotes of advocates for change (5 min) Poster (40 min) Law Suit (40 min)
Teaching and learning resources in this lesson
Hand-out: Quotes from Village Heads Big sheets of paper to make a poster Markers, pens
1. Reflection & Homework (5 min) Ask a few learners to tell something about their reflection activities in the previous lesson and to share how the selected people in their lives responded to their future plans. 2. Quotes of advocates for change (5 min) Aim
Learners get inspired by quotes from Village Heads in Malawi reflecting why children before the age of 18 should not get married or be forced to do so.
Methodology
Write the quotes from the various village heads in Malawi (see hand-out ‘quotes from Village Heads’) on the black board or read the quotes in plenary from the hand-out in the learner guide. Discuss the following: Which quote is most striking for you? Why? Do you know of other (religious, village, community) leaders that want to stop children from getting married before the age of 18? How can we work together with these leaders and together advocate to stop children from getting married at a tender age in your community?
3. Poster (40 min) Learning outcomes
Learners discuss the need to promote positive cultural practices and to advocate ending negative cultural practices, like marrying before the age of 18. Learners make a poster on selected cultural practices.
Methodology Step 1 (15 min): Discuss with learners the most positive and most negative cultural practices in Malawi based on what they have learned in lesson 12. Write them in two columns on the black board. Explore in which way they would like to fight for delaying marriage. Please also use information from lesson
Lesson 13: Advocates for change to end early marriage Page 123 5 on gender and lesson 6 on Human Rights in this discussion. Tip: It is important that both boys and girls are involved in the discussion. If not, encourage their participation by asking questions as ‘What would you do if a young girl (your cousin, sister, neighbour) is forced to marry before the age of 18’ or ‘…. Step 2 (20 min): Divide learners up in groups of 4 and ask them to make ONE poster to promote a positive cultural practice and ONE poster to advocate against marriage before the age of 18 as one of the harmful cultural practices that need to change. Allow them to select one positive cultural practice that they would like to promote on their poster as it reflects the positive aspects of Malawian culture as discussed in the presentation. Instructions for their poster: Select your target group The message on the poster should be attractive, complete, factual, convincing and should reach the target group’s heart. The poster should fit an A4 paper. The design and layout should fit the purpose of the poster: promoting a positive practice OR fighting/ending a negative practice. Step 3 (5 min): Learners identify the best places in their community to hang the poster. In the meantime, collect the posters and let them be fixed on the wall for other students to look at and correct possible incorrect information on the posters when needed. 4. Playing a Law Suit in court (40 min) Learning outcome Learners get arguments to fight early marriage as a harmful cultural practice. Methodology Step 1 (5 min) Divide students into 5 groups: Group 1: father Group 2: girl Group 3: lawyer Group 4: public prosecutor Group 5: judge Step 2 (10 min) Each group represents a person in the law suit. Let each group read the description of this person on the handout in the learner book. Each group chooses one person who will play the role. Each group prepares their role together, while supporting the player with arguments and anticipating other players’ arguments. Use 10 minutes for this step. Tip Let the groups read again the last slides of the presentation Early Marriage – a harmful practice!’ or their notes
Lesson 13: Advocates for change to end early marriage Page 124 with negative consequences in their notebooks if they need arguments. Step 3 (20 min) Make an appropriate setting for the law suit and invite players to take their places. Let the players play their role and try to get a clear case, to be judged by the judge. Each group can ask for a time out to help their own player with better arguments. If the case is clear, let the judge be supported by his group in making his final decision. Use 20 minutes for this step. Step 4 (5 min) End the play, dismiss all players and have a group discussion to discuss the strength of the arguments used and the lessons learned. Encourage students to share their ‘Lessons Learned’ with friends, parents or other people in their communities. 5. Conclusion and homework Round up the session, ask some learners to summarize today’s lesson and tell them about the subject of the next lesson. Ask learners to think of people with whom they want to share the things they learned in this lesson, their poster, and their lessons learned from the Law Suit etcetera.
Lesson 13: Advocates for change to end early marriage Page 125
Hand-out: Quotes from Village heads Quotes to stop Early Marriage from various Village heads
1
Village Headman Chakupompha
‘’I want to campaign against Child marriage. My heart is always in pain if I see young girls staying at home. My heart is full of pity if I see them getting married at a tender age’’.
2
Village Headman Chisalanda
‘Most children in my village get married while they are still very young , I will argue that children continue going to school’’..
3
Village Head Manjawira
‘’I want to advocate to parents that children should not get married before 18 years so that they may continue with school ‘’.
4
Village Head man Zakumanapo Many children stay at home from school because of psychological abuse from male teachers; “Mwakula mukatengwe” (meaning “You are grown up you should go and get married”). From today onwards I will seriously do my best to prevent child marriages.
Lesson 13: Advocates for change to end early marriage Page 126 Hand-out: Role playing a Law Suit in court Roles for law suit 1. Father: Mr.Banda You are a father of 40 years old and head of a big family. Together with your wife you have two boys, aged 5 and 7, and six girls, ranging in age from 3 up to 15. Because of the drought of last year, you did not harvest enough, your family is not doing well and your income is just enough to survive. You would be happy if your oldest daughter, Grace, aged 15, would marry. All girls in the community marry at such an age; it is cultural to do so. Grace just finished primary school and she is in your view ready to marry. You know the oldest son of a family in the neighbouring village, Fatsani, is interested in Grace. Fatsani is now 25 years old and is looking for a wife. His family has a bigger farm and more cattle than yours and you belief Grace will have a better life there. Fatsani loves to marry Grace, but Grace doesn't want to marry him. 2. Girl: Grace You are the daughter of a 40 years old man. Together with your Mum and Dad, you live with two brothers, aged 5 and 7, and five sisters, ranging in age from 3 up to 13 at the farm. Because of the drought of last season, your family does not have much income, just enough to survive. Your father proposed you to Fatsani. Now you have finished primary school, your father thinks it is time to marry. Fatsani the son of the family in the neighbouring village, has already made a proposal, but you are not yet ready to marry. You also think Fatsani is too old for you. You want to go to secondary school and become a teacher. You think your aunt may help you with that. 3. Public prosecuter You are confronted with a father of 40 years old and head of a big family. Together with his wife he has two boys, aged 5 and 7, and six girls, ranging in age from 3 up to 15. Because of the drought of last season, his family is not doing so well and his income is just enough to survive. He wants his oldest daughter Grace aged 15, as is common in the local culture, to marry a young man of a neighbouring village, Fatsani, 25 years old. Fatsani is very interested in Grace and even proposed to her. Fatsani's family has some money and Grace will have a better life there, but Grace doesn't want to marry Fatsani. She thinks she is not yet ready to marry. She also thinks Fatsani is too old for her. Grace wants to go to the secondary school and become a teacher. Her aunt may help her with that. You agree with Grace. Grace is not old enough to make such a decision yet. She should continue her school and prepare a better future for herself and the family. 4. Lawyer of the father You as a lawyer have to defend Mr. Banda, father of 40 years old and head of a big family. Together with his wife he has two boys, aged 5 and 7, and six girls, ranging in age from 3 up to 15. Because of the drought of last season, his family is not doing so well and his income is just enough to survive. He wants his oldest daughter, Grace, aged 15, to marry a young man of a neighbouring village, Fatsani, 25 years old. Fatsani is very interested in Grace and even proposed to her. Fatsani's family has more cows than the father and he beliefs Grace will have a better life there, but Grace doesn't want to marry Fatsani. She thinks she is not yet ready to marry. She also thinks Fatsani is too old for her. Grace loves to go to the secondary school and become a teacher. Her aunt may help her with that.
Lesson 13: Advocates for change to end early marriage Page 127 5. Judge You as a judge has to decide who is right. Mr. Banda, father of 40 years old and head of a big family, lives with his wife, two sons, aged 5 and 7, and six daughters, ranging in age from 3 up to 15, at a farm. Because of the drought of last season, his family is not doing so well and his income is just enough to survive. He wants his oldest daughter, Grace aged 15 - as is common in the local culture - to marry a young men from a neighbouring village, Fatsani, aged 25 years. Fatsani is very interested in Grace and even proposed to her. Fatsani's family has more cows and Grace will have a good life there, but Grace doesn't want to marry Fatsani. She thinks she is not yet ready to marry. She also thinks Fatsani is too old for her. Grace loves to go to the secondary school and become a teacher. Her aunt may help her with that.
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Lesson 14 Your Future, Dreams and Plans
Lesson 14: Your Future, Dreams and Plans Page 129 Introduction Today, we focus on the learners' future, dreams and plans. In the previous lessons, learners have learned about many different aspects relating to their personal well-being and issues of sexual health. Now is the time to focus on the future and how all these issues come together in a practical way. Learners do three exercises. The first exercise is to remind themselves of their strengths and weaknesses, the second is about setting goals, and the third is to complete their Me 'n My World Map by adding their dreams. The lesson ends with a standing in honor. Learning outcomes: Learners start thinking about the future and feel empowered in being able and allowed to have dreams and make plans;
Learners learn how to achieve their goals in a practical way;
Learners identify those who will help to make their dreams come true by filling in their Me 'n My World Map.
Competencies Learners can: Knowledge State that every person has the right to dream of a bright future and to build up a good life
State that they have the right to get support from other people to realize their goals
State that all people are different, that nobody is perfect, but that everybody has something to be proud of
Describe their dream of the future and explain a plan of action to realize this dream
List two physical, personal and social strengths, specify two ways of improving themselves and explain that the choices they make now have a big impact on their future
Explain that, to a large extent, it is up to themselves to make their dreams come true
Explain that they need a plan of action to make their dreams come true
Skills
Indicate, in an action plan, which goal can be achieved in what way and with whose support
Provide a scenario for requesting assistance of people who can help in achieving their own goals
Imagine themselves in the future and how they would like to live
Distinguish between what they can and cannot control
Lesson 14: Your Future, Dreams and Plans Page 130 Attitude
Show they are proud of their personality and strong points and show awareness of their points for improvement;
Respect other people who have different characters, their own strong points and their own points for improvement;
Emphasize that it is important to have dreams for the future, even if it will take a lot of effort and strength to achieve them;
Show motivation to support other people in achieving their dreams and to support them in achieving these dreams.
Activities 1. 2. 3. 4. 5. 6.
Reflection & homework Warming Up - I am (5 mins) Let’s focus on my positive points (30 mins) Setting goals (20 mins) Me & My world II (30 mins) Conclusion - Standing Ovation and homework (5 mins)
1. Reflection Ask a few learners to tell something about their reflection activities from the previous lesson and their homework. 2.Warm up: I am .... (5 mins) Aim
Learners exercise presentation skills Learners overcome shyness
Instructions Step 1 The group is seated on a line of chairs with a wide-open space in front of them. This wide-open space becomes a stage. Each pupil in turn must go to the side of the stage and then walk to the center of the stage while being observed by their fellow learners sitting in front of them. When they reach the center, they must stop and face their audience, make eye contact with them and then say in a loud voice 'MY NAME IS…', pause and then exit the stage. Step 2 Say some small words of encouragement to the learners, especially those who are shy. Remind them that standing up before a group is a nerve-racking experience for most people. The learners will be brave to succeed. If you have extra time, you could have every learner go a second time and add a positive aspect of themselves, saying, for example: 'I am good at …' Now that the learners have loosened up, they might perform better.
Lesson 14: Your Future, Dreams and Plans Page 131
3.Let's Focus on my Positive Points (30 mins) Aim Learners identify their own characteristics and are proud of them; Learners identify changes they themselves have to make to improve themselves. Instructions Step 1 Explain that, in order to have a good and healthy life, learners should first of all be able to identify their strengths. Give each pupil one printed exercise file and ask them to fill in the blanks. See Handout 1 for exercise file. Or let the learners write in their notebooks. Step 2 Ask some learners to present their positive points to the group. Tip Here are some questions you could ask learners who are presenting:
how does it feel to think about personal qualities you are pleased with? how does it feel to talk about personal qualities you are pleased with? what do you think of other people when they talk about personal qualities they are pleased with? do you know someone who is perfect, without any weaknesses?
Draw conclusions, such as:
we differ from person to person, but all of us have something to be proud of and be pleased with it is nice to be self-confident, have self-respect, and not to feel timid or inferior the important thing is to know how to develop our strengths and overcome our weaknesses so we can improve ourselves we should also respect other people: other people may have different characters but all of them certainly have interesting aspects to be proud of
4.Setting goals (20 mins) Learning outcomes Learners practice setting goals; Learners get a sense of planning and realizing goals. Instructions Step 1 Ask all learners to pick a goal; this can be a short-term, mid-term or long-term goal. The learners then develop a plan to achieve this goal. Use Handout 2 for this exercise. Step 2 Some learners are invited to present their goal to the group; other learners can ask questions, comment and propose additional ideas.
Lesson 14: Your Future, Dreams and Plans Page 132 Discuss and summarize all the goal-setting steps and emphasize
you have the right to dream of a bright future and plan to build up a good life. You have the right to realize your goals! you have the right to receive support and assistance from family, friends, peers, the community, local authorities and social organizations to realize your goals;
In order to realize your goals, you should:
set up a plan for a specific period of time; identify the advantages, constraints and solutions to overcome the difficulties you anticipate; identify those who can provide you with support and assistance; commit to realizing your goals and know how to get support and assistance from responsible people.
5. Do the Me & My World on paper Guidelines for making Me & My World on paper (See the lesson 4 example at the end of the learner book) All learners: 1. have a big sheet of paper to work on and are instructed as follows 2. place an image of yourself - a drawing or a picture - in the middle of the page 3. write your own name, bottom middle 4. draw two big circles around yourself 5. fill this space to make a 'map' of your world: place six figures around you to represent the six people you have named as being closest to you. The middle ring is for those who are closest to you and so on 6. write their names under each person 7. draw an arrow to connect you to this person like a diagram and write who they are: mother, brother, friend etc. 8. add a thought bubble for each person or group of people; write in this bubble how you think these people see you, what they think of you as a person 9. add a speech bubble to yourself and write about the person or group of people to explain how they influence your life and the way you live. What role do they play in your life and what role can they play in your future? Examples include: breadwinner, love, role model, someone to talk to, to share problems, to have a laugh with, music, fashion, teaches me new words, influences my attitude towards the opposite sex, influences my attitude towards learning or school, influences my attitude towards your parents or grandparents and influences my future dreams. Choose your own categories, but be as specific as possible. Although there is always more to say, you have to keep it short due to available space.
Lesson 14: Your Future, Dreams and Plans Page 133
Closing - Standing in Honor (5 mins) Step 1 Invite everyone to stand up, spread out and sing a song of your or their choice together. Step 2 When you get toward the end, tell the learners to give themselves a standing ovation for everything they have done and achieved in these classes. Step 3 After they have been clapping for the whole group, ask the learners to go around the room and shake hands with the other learners to congratulate them on having done so well. Remind learners that, in some ways, this is just the beginning, as they now also have a responsibility for sharing their knowledge in the community. The next session is about peer education and the last lesson is on preparing an exhibition, in which learners will present their work to their community. Homework Learners have set a goal for themselves and have identified which difficulties they foresee and who they can ask for help. In the time before the next lesson, learners can: 1. spot opportunities to realize their goal in the next few days 2. request the assistance of someone they mentioned as a possible source of help to assist them in achieving this goal 
This homework assignment can also be done in group work at the end of this lesson. (10 min)
Lesson 14: Your Future, Dreams and Plans Page 134
Hand out 1 Let's focus on my positive points
Lets focus on my positive points: A physical point:
A personal point:
A character point when interacting with other people:
About other issues:
Some things I want to improve:
Lesson 14: Your Future, Dreams and Plans Page 135
Hand out 2 Setting Goals
SETTING OBJECTIVES 1. My objective is:
2. I will meet this objective by (date):
3. The personal strengths I have are:
4. The challenges I may face are:
5, Things I have to do to meet the objective:
6. I will need the assistance and support from the following people:
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Lesson 15 My Tip Top Peer Book
Lesson 15: My Top Tip Peer Book Page 137 Introduction This refresher lesson gives learners a moment of reflection on the whole course and prepares them for sharing their knowledge with their peers. Learners look back at all they have learned, asking themselves what elements they remember as inspiring, comforting, shocking or life-changing. The second aim of repeating the basics of the course is to prepare learners for passing messages on what they learned about sexual health to their friends and peers. The learners go through the highlights, ticking what they have found most important in each lesson. They then transform their personal highlights into tips they feel are important to share with peers. The lesson ends with a discussion and guidelines for where and when there is an appropriate place and time to share their ideas with peers. Learning outcomes
Learners summarize for themselves what they have learned and what they find most important in the whole course; Learners learn the basics of peer education for passing on to peers the ideas and messages they learned in this course; Learners make a pocket guide book to share with friends, called Top Tips.
Competencies Learners can: Knowledge
Identify a highlight from each lesson in the whole course; List tips they feel are most important, inspiring, comforting, shocking, life-changing, etc. for themselves and as ideas to pass on to peers; Describe the right time and setting to talk with peers about sensitive issues; State that every person has the right to think and believe what he or she wants; Explain that, in educating other people, they should only pass on information they are sure of and do so in an honest, open and non-judgmental way; Explain that what they tell other people is only effective if they behave according to what they say.
Attitude
Show awareness that each person is unique and has a right to take his/her own decisions; Show motivation for sharing information with peers; Express an open, honest, non-judgmental attitude towards other people when talking about sexuality; Emphasize the importance of keeping private and confidential things they have been told in confidence; Emphasize the importance of the guidelines presented in this lesson when they discuss issues with peers; Show awareness of the positive and negative influences of peers.
Skills
Provide a scenario for when, how and what they will share with peers; Demonstrate they respect the rights of other people and support peers in decision-making; Demonstrate how to cope with peer pressure, while sticking to their own opinions.
Lesson 15: My Top Tip Peer Book Page 138
Optional
Create the pocket book by cutting and pasting from printed materials, such as newspapers, drawings or painting Get advice from the art teacher at school
Activities 1. Reflection & homework 2. Warming Up - Person to Person (5 mins) 3a. Highlights of lessons and themes (20 mins) 3b. Choose our Top Tips + Make your Book (35 mins) 4. Peer Educator guidelines and discussion (35 mins) 5. Conclusion and homework (5 mins) 1.Reflection Ask a few learners to tell something about their reflection activities from the previous lesson and homework. 2.Warming Up - Person to Person (5 mins) Aim Learners get active to start off the lesson with energy Instructions All learners stand in a circle. They will need some space to play. Place yourself in the middle of the group and ask everyone else to pick a partner. To begin the game, give an instruction like 'elbow to elbow'. Then the pairs of learners must put an elbow to an elbow. Then you could say 'ear to ear' and the pairs of learners then have to put an ear to an ear. When you say 'person-to-person', everyone has to find a new partner. Whoever does not find a partner should now take over calling out instructions, like 'leg to leg', etc. Everyone switches partners at the 'person-to-person' call. Stop the game when you feel like it. 3a.Highlights of lessons and themes (20 mins) Learning outcomes
Learners think back and repeat the basics of the course, to create a solid base for telling their peers, friends or family about sexual health. Learners get a refresher session covering lessons and themes from the whole course, with the specific aim of selecting their top tips
Instructions Step 1: Remind learners that they have covered a wide range of topics, that they have had a lot of fun, and that they have also been challenged. You might mention some interesting moments that occurred with this specific group. Step 2: Learners use the Highlights file. This file contains a summary of each lesson and a space for the learners to fill in what they found most valuable in each lesson. This will be the foundation for defining their tips for peers in the next exercise.
Lesson 15: My Top Tip Peer Book Page 139 3b. Choose your Top Tips + Make your Book (on paper) (35 mins) Learning outcomes
Learners summarize for themselves the tips they feel are most important, inspiring, comforting, shocking or life-changing to themselves and to peers Learners produce their Top Tips Book on paper The idea is for learners to really use this book to initiate discussion with their age-mates. They should try to make a book that serves this purpose.
Instructions 1. Explain to learners why they are going to make this book and why it is important to do. 2. Learners take their highlights doc– that they have been adding to during all lessons-, look at each lesson and then summarize for themselves which point or points in this lesson they find the most important to share with their peers. 3. Learners have to devise a way of presenting their points in one short sentence, proverb, slogan, piece of advice, et cetera. They can also make drawings or use picture from news papers. It is up to the learners to choose what they include in their book. This way, they will choose the issues they themselves feel are the most important ones. However, check that they do not put incorrect or biased information into their books. The language they use is also up to the learners themselves; slang should be allowed, as this can often be a way to make a message more attractive and meaningful to young people. Everything in the styling can be changed: colours, images and pictures. Learners choose one main picture or slogan for the cover and add their names. Learners can use different images as they like. They can use newspapers, magazines, and the notes in their notebooks. The Book Basically, the contents of the book consists of all the exercises learners have done throughout the course and collected. Learners can choose to include a selection of items or to include all items. Each pupil can make his/ her own book and bind it him/herself. Learners may not have enough time to finish the book in class time. They can finish the book in their own time before the exhibition. Binding In fact, bookbinding is an old tradition. There are many ways to get the pages of the books to stick together and to give the book a hard cover to make it long-lasting. It is up to learners to be creative in finding ways of sticking the pages together and finding materials that can be used as a cover.
Lesson 15: My Top Tip Peer Book Page 140 Sticking pages You can staple the pages together, glue them or fold them and then use elastic bands. Be creative! Hard covers
A book with a hard cover is more impressive and lasts longer. Look around for materials you could use to give your books a hard cover, for example: an old box: cut out the cardboard to the appropriate size an old plastic container: role out the plastic, cut it to the right shape and size it Wood old tins, flattened out
4.Peer educator guidelines and discussion (35 mins) Learning outcomes
Learners discuss ideas on how to use their book among friends and peers; Learners share the guidelines for talking to peers about sexual health.
Instructions Step 1 Ask the group when, where, how and with whom they think they could share their books and their ideas. Step 2 Share the main guidelines for talking about difficult issues with peers regarding timing, language use and how to give advice. See Handout 1. Try to get a clear commitment from learners that they will each talk to, say, five friends or age-mates in depth. More is OK, but if everyone talks to at least five people, the information of this course will be spread quite well. 5.Conclusion and homework The course is approaching its end. The next step is to present the work you have done to the public. Because every school is different and has different public activities, each school or group will find different ways to present their work to the public. Homework Give learners the following tasks: Start talking to peers, using their peer books; Prepare for a public presentation.
This exercise can be done in group work at the end of this lesson. (20 min)
Lesson 15: My Top Tip Peer Book Page 141 HANDOUT 1: Tips for talking to peers about sexual health You have acquired some knowledge and learned some skills. Perhaps you can pass on information to those who you think will benefit most from it. If you do so, here are some tips to make sure that nobody is uncomfortable and that your message will be well received! Step 1 Timing Choose your timing well if you want to talk to someone about sexual health. Pick a time when people are relaxed and will be able to listen. If you want to talk to peers about their specific behavior: find time alone with them and do not talk to them when there are other people around. Step 2 Tone You have your own opinions and everyone else has their own opinions. It is important to be respectful to other people and to listen to them. Do not judge other people by their behavior. Your tone should be confident and open; make suggestions rather than tell other people what to do. In fact, suggestions will be a lot more effective than orders in reaching your peers. Step 3 Knowledge You are a peer educator when you know more than your peers. Make sure your knowledge is correct. If you are not sure, go and check first with someone who is an expert before you pass on any information you are not sure of. Step 4 Privacy Sometimes, when you talk about sexual health with your peers, you will be told things that are private. You must keep this information private and confidential; this is between you and the person who told you and it is not intended for anyone else. Step 5 Role Model As an adolescent who has completed sexual health education, you are a role model. If your behavior is different from your words, your message will not be effective. Do practice what you preach!
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Lesson 16 Exhibition
Lesson 16 Exhibition Page 143 Introduction This final session is not so much about learning but about doing. Learners will prepare an exhibition and a public presentation of My World and My Life. The time has come to show our community what we have made: Competencies
Learners practice and prepare presentations;
Learners prepare to exhibit the work they have made.
Learning outcomes
Learners prepare an exhibition and a presentation to show what they have learned during their fourteen lessons;
Learners spread the most important messages they have learned in the programme;
Learners encourage other learners and schools to get involved in the programme.
Design and creative skills
Learners create an exhibition
Learners decorate the exhibition space with relevant banners, posters and visual materials
Learners demonstrate they are able to do a presentation
Learners demonstrate they are able to speak in public
Learners demonstrate they are able to work in a team
Activities 1. Reflection 2. Generate ideas for making an exhibition 3. Prepare presentations 4. Prepare the exhibition 2.Generate ideas for making an exhibition Learning outcomes
Learners learn to present ideas to an audience; Learners spread the messages they have learned to a wider audience and share what they have learned; Learners work in a team and are proud of their creations.
Instructions Learners think about the work and the message they would like to pass on to other people and what would be the best way of doing so.
Lesson 16: Exhibition Page 144 Instructions Learners think about the work and the message they would like to pass on to other people and what would be the best way of doing so. Step 1 Individually or in small groups, learners pick the most important works they want people to see or hear. Step 2 Learners ask themselves these questions:
what is the goal of our exhibition? who is our target audience? what do we want to say and what is our best message? how will we achieve our goal? how will we reach our audience and get our message across?
Step 3 Learners develop a plan based on their answers to these questions. Step 4 Whatever the subject is, it should include the following aspects:
Facts
Learners' opinions
Visuals
Photos
Encourage learners to use the materials they have already produced and to be creative with materials they find attractive and useful! Sympathetic visuals are extremely important in getting a message across to the public. Visuals can include posters, banners, or even people-driven visuals (a short play, costumes, etc.). Learners may have learned other techniques in art classes. Encourage them to use all the ideas they have. The art teacher in the school could be very helpful in this lesson; perhaps you can ask him/her to be involved. The most important thing is: have fun, be creative - just get your work on show! 3. Prepare your presentations Aim Learners practice presentation skills and public speaking Instructions Learners prepare and practice a presentation of their work and its messages. Here are some tips for presenting: presentation skills.
Lesson 16: Exhibition Page 145 Presentation skills Learners prepare and practice a presentation of their work/message. Here are some presentation tips for learners: 1. Preparation
Prepare your presentation well, decide which items you think are most important and make a list, maybe even a note that will help you during your presentation.
If possible, start your presentation with something to attract people's attention: a joke, a story of something you experienced or maybe a question.
The 'tell, tell, tell principle': repeat your message again and again! 2. Teaching and learning resources Make sure you are no more involved with the material you show than what is in your presentation itself. 3. While talking
Try to keep eye contact with your audience; try to keep them involved through eye contact and ask them if they understand what you are talking about. Especially when they have a question, repeat the question so the whole audience can hear; and when you have answered the question, ask if it has been answered well. Keep them involved.
Speak loud and clear!
Mind your posture; relax!
4. Ending Ask for feedback, and if possible, plan a conversation at the end to have some interaction with your audience. Repeat the main points of what you have been talking about and make a polite ending to your presentation.
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Glossary
Glossary Page 147 GLOSSARY Welcome to the glossary. Here you will find all the correct explanations for difficult words that you might come across during the lessons. It also includes a list of health centres where you can go to find more information, youth-friendly services and counselling.
A Abortion The termination of a pregnancy. This may happen on its own (spontaneous abortion or 'miscarriage') or it can be the result of a medical procedure (induced abortion). In countries where abortion is illegal, like Uganda, abortion services can be dangerous. If it is not performed by a medical doctor or gynaecologist, it is often done in a rushed and unhygienic manner that puts women's health at great risk. An abortion is safe when it is performed by professional, trained and well-equipped service providers in a hygienic setting. Abstinence To avoid doing something. For example, you can decide to abstain from all sexual activities or only from sexual intercourse or from drugs or alcohol. Not engaging in those sexual activities that can put a person at risk of infections, including STIs and HIV, or pregnancy. Acne A skin problem experienced mainly during puberty and marked by a lot of pimples or spots, especially in the face. Adolescence Adolescence is the period of transition between puberty and adulthood. Adolescence is roughly considered to be the period between 12 and 19 years of age. It refers to the time between the beginning of sexual maturation (puberty) and adulthood. During this period, adolescents are expected to become capable of adult behaviour and response, and autonomous decision-making. Adolescents experience not only physical growth and change but also emotional, psychological, social and mental change and growth. AIDS Acquired Immuno-Deficiency Syndrome, a fatal disease in which the human immune system is weakened by the HIV virus and cannot guard the individual against any disease-causing organisms, even those that can be treated with drugs. AIDS is the final stage of an infection with the HIV virus (Human Immuno-deficiency Virus), which is transmitted through blood and bodily fluids (semen and vaginal fluids). AIDS in itself is not the cause of death. People who die of AIDS actually die of other infections to which the body does not have any resistance as a result of its weakened immune system. Anal sex Sexual intercourse not via the vagina, but via the anus of the partner (male or female). Anal intercourse without a condom is an extremely high-risk behaviour for the spread of HIV and STIs. Blood vessels in the anal opening may rupture and blood may mingle with semen of a partner with STI or HIV.
Glossary Page 148 Anaemia A health condition in which the blood is 'weak and thin'. It is often caused by lack of oxygen in body cells and organs, which can result in tiredness, pale gums, tongue, eyelids, palms and soles of the feet, and lack of energy and fainting. Antenatal The period before birth. For example, antenatal care is the care needed by a woman throughout her pregnancy. Anus The opening of the body where food waste (faeces) comes out. Antiseptic soaps Soaps that contain a medical substance that prevents the growth of bacteria. Antiseptics are used to prevent infections. Assertiveness To state something clearly, confidently and strongly without being hostile, rude or nasty. To assert yourself is to stand up and speak out for yourself. Attitude Feeling or opinion about something or someone, or a way of behaving that follows from this feeling or opinion. Autonomy To freely determine your own decisions and course in life. This implies freedom of thought, expression and action. Our autonomy is limited by the right of others to have autonomy. It is a rights-based concept. B Barrier method A birth control method that provides a physical barrier between the sperm cells in semen and the egg. Examples of barrier contraceptive methods include condoms, diaphragms, foam, sponges, spermicides and cervical caps. Except for condoms, barrier methods do not prevent STIs, including HIV. Behaviour The manner of conducting yourself; the response of individuals or groups to their environment. Birth canal The passageway - made up of the cervix, vagina and vulva - through which the baby travels during birth. Bisexual A person who is sexually attracted to both genders. Bisexuality A sexual orientation in which an individual can enjoy emotional and sexual relationships with people of both genders.
Glossary Page 149 C Caesarean section (or C-section) A medical operation to take the baby out of the uterus by making a cut in the woman's abdomen (belly). This operation is performed when a woman is not able to deliver the baby through the vagina and vulva. Calendar method A traditional method of natural family planning (also known as rhythm method). The fertile phase (the days around the ovulation when an mature egg cell is present) of the menstrual cycle must be determined by calculating the length of at least six previous menstrual cycles. To prevent pregnancy, this method requires not having sexual intercourse during the calculated fertile days of a woman's menstrual cycle. When used alone, the calendar method is very unreliable, especially for girls and women with irregular menstrual cycles, and may be overly restrictive for some couples. This method does not prevent STIs, including HIV. Candidiasis A yeast infection in the vagina. Symptoms of candidiasis are: increased discharge from the vagina and itching. It is an infection but not an STI. Caressing To touch or kiss someone in a gentle and loving way. Cervical Cap A small, plastic or rubber cup that covers the cervix to prevent sperm cells from entering the uterus and thus meeting the egg to unite (one of the so-called barrier methods). It is used with spermicide. It is very effective at preventing pregnancy and must be prescribed and instructed by a health care provider. It does not prevent STIs, including HIV. Cervix The neck/opening of the uterus, that extends and opens into the vagina. Child Abuse The sexual and emotional violation of a child by an adult, through verbal, visual, psycho-social or physical acts, abusing the relationship of power and authority that adults have over children. Child pornography Any representation, by whatever means, of a child engaged in real or simulated explicit sexual activities or any representation of the sexual parts of a child, with the aim of presenting an image for sexual purposes. Chlamydia An STI caused by bacteria that often has no symptoms. If symptoms occur, they may include burning during urination, discharge and bleeding during intercourse for girls. For guys, common symptoms include pain during urination and a watery discharge. Chlamydia can cause infertility and ectopic pregnancy if it is not treated early. Because Chlamydia is a bacterial infection, it can easily be treated with antibiotics. Circumcision In a man: when the loose fold of skin (foreskin) at the end of a man's penis is removed.
Glossary Page 150 Clitoris The small, pea-shaped organ in a woman's genitals that is a centre of sensation and sexual pleasure. It is located at the top of the vulva, between the inner lips, just in front of the opening of the urethra. Coitus See Intercourse. Coitus interruptus A very unreliable contraceptive method whereby a guy withdraws his penis from his partner's vagina just before ejaculation (also know as pulling out or withdrawal). It is not recommended at all. This method does not protect against STIs, including HIV. Coming Out The process in which a person acknowledges and discloses being gay, lesbian or transgender. Conception Beginning of pregnancy, when the male sperm cells fertilizes the female egg. Condom A sheath of latex rubber worn on the erect penis during sexual intercourse (also called rubber or protector). The condom must be put on before the penis touches any part of the woman's external genitals to prevent the mixing of semen with either the vaginal, oral or anal regions. It is the most effective and safe contraceptive method to prevent pregnancy, HIV, and other STIs. Contraceptives Methods used to prevent pregnancy (also known as birth control or family planning methods). Cowper's Glands A pair of glands in the male reproductive system, responsible for secreting the fluid that makes up pre-ejaculate (pre-cum). Cyber Sex Sexual encounters that take place entirely on the Internet, often in chat rooms. Date rape Rape committed by a boyfriend. For example, when a boyfriend forces his girlfriend to have sex against her will, this is considered date rape.
Diaphragm A dome-shaped rubber cup (also called cervical cap) used in conjunction with spermicidal gel/cream that covers the opening to the cervix and uterus to prevent sperm cells from entering the uterus. It is effective at preventing pregnancy but does not protect against STIs, including HIV.
Glossary Page 151 Double Bagging Refers to using two condoms instead of one. Using two condoms is generally not recommended because they can rub against each other and tear. The best policy is to use one latex condom, correctly and consistently. E Efficacy The quality of being successful in producing an intended result. Also called the effectiveness. Ejaculation The release of semen containing sperm cells (if the man has not been sterilized) from a man's penis. If the man is sterilized, the semen does not contain sperm cells. Rhythmic contractions in males that propel the semen out of the penis in spurts. Embryo The term used between the second and eighth week of pregnancy to refer to the mass of cells that will become a foetus and, after birth, a baby. Emergency contraception A contraceptive method that can be used to prevent pregnancy after unprotected sexual intercourse, for example, if the condom broke or slipped. To be effective in preventing pregnancy, emergency contraception must be taken within 72 hours of unprotected sexual intercourse. Emergency contraception does not cause abortion and does not prevent STIs, including HIV. Endemic An infection is said to be endemic when it is prevalent in a particular region, community, or group of people. Endometrium The lining of the uterus that grows to receive a fertilized egg, and if there is no fertilized egg, is shed as menstruation. Epididymis A coiled tube through which sperm cells leave the testes, also used for storage of sperm cells. Erection When the penis is being filled with blood and becomes hard and stiff, either as a result of feelings of sexual excitement or spontaneously. Erogenous zones The areas of the male and female body that are specially sensitive and capable of arousing sexual desire and pleasure Erotic Sexually stimulating, pertaining to sexual love or sensation. Exhibitionism The compulsive act of exposing the genitals, in public or to a specific person, for the purpose of sexual arousal and gratification.
Glossary Page 152 F Fallopian tubes The two tubes that lead from the female ovaries to the uterus (womb). After an egg is released from one of the ovaries, it travels down one of these tubes to the uterus. Family planning Family planning means planning how to improve the quality of family life. It includes: 1. taking decisions on regulating and spacing childbirth; 2. choosing suitable contraceptive methods; 3. helping childless couples to have children; 4. counselling of both parents and would-be parents; 5. developing the necessary parental, social and family budgeting skills. Female circumcision A traditional practice in which all or part of the female genitals are removed. This practice has negative health consequences and is considered by many people to be a violation of girls' and women's rights. Female condom A polyurethane pouch that has two flexible rings on either end. One ring is inserted into the vagina and the other ring stays outside the vagina. The ring helps to hold the female condom in place. They can be purchased without a prescription and can be used during anal intercourse as well. Female condoms can be inserted before starting the foreplay, and should not be used at the same time as male condoms. With perfect use, they can be 95% effective in preventing pregnancy and can also prevent some STIs. Female secondary sexual characteristics Physical attributes (other than the sexual organs) that distinguish females from males, caused by oestrogen during puberty. For example, menstrual periods in females, growth of breasts and pubic hair, broadening of the hip bones and deposition of fat in the buttocks and thighs and under the skin. Feminine Acting, or having qualities, which are traditionally considered to be suitable for a woman. Fertile The ability to create a baby. Both men and women can be fertile. Fertility The ability to reproduce.
Glossary Page 153 Flirting To behave towards someone as if one finds them attractive with or without any serious intentions of beginning a relationship. Fluid A liquid Sexual fluids are a woman’s vaginal secretions or a man’s semen. Foetus The term used to refer to a baby in the uterus (womb) from the ninth week of pregnancy until birth. Fondling To touch gently and in a loving way, or to touch in a sexual way. Foreplay All of the sexual activities that people might do to get each other sexually aroused either before or instead of intercourse. Foreskin A fold of delicate skin that covers the tip of the penis of an uncircumcised man. Fostering To take care of a child, usually for a limited time, without being the child's biological parents. Friend A person who you know well and who you like a lot, but who is usually not a member of your family. Someone who is not an enemy and who you can trust. G Gay Being sexually and romantically attracted to people of the same gender (also called homosexuality). Typically refers to men who are attracted to other men. Gender Gender is a construction of society of the roles females and males play. Gender equality Gender equality means equal treatment of women and men in laws, policies and behaviours, and equal access of women and men to resources and services within families, education, health services, communities and society at large.
Glossary Page 154 Gender roles The particular economic and social roles that a society considers appropriate for women and men. Men are mainly identified with productive roles that tend to be sequential, while women have more roles: domestic responsibilities, productive work and community activities, which often have to be carried out simultaneously. Gender roles and responsibilities can vary between cultures and can change over time. In almost all societies, women's roles tend to be undervalued. Genitals The private parts; the external sexual organs. Genitals warts A sexually transmitted infection (STI) that causes fleshy bumps to grow in the genital area. Glands Cells in the skin that perform a certain function. For example, sweat glands produce sweat or perspiration, which help to cool the body. Glans The head of the penis. Gonorrhoea An STI that usually causes discharge from the vagina or penis. Gynaecologist A medical doctor specialized in women's reproductive health care.
H
Haemorrhage Heavy bleeding. Hepatitis B An STI caused by a virus that may result in serious liver damage and sometimes even death. Infection occurs through contact with infected blood, semen, vaginal fluids or saliva. Symptoms include nausea, vomiting, headache, fever, dark urine and jaundice. It is the only STD for which there is a vaccine to prevent infection.
Heterosexuality Sexual attraction to members of the opposite sex (men being attracted to women and women being attracted to men). Herpes An STI that is caused by a virus and cannot be cured. It causes small painful blisters, usually on or around the genitals or around the mouth.
Glossary Page 155 HIV HIV, or Human Immunodeficiency Virus, is the virus that causes AIDS. The term "HIV and AIDS " is often used because infection with HIV eventually can lead to AIDS, which stands for Acquired Immune Deficiency Syndrome. A person has AIDS (rather than just being infected with HIV when the immune system gets so weak it can no longer fight off common infections and illnesses. HIV test A blood sample is taken from the arm with a sterile disposable needle. Then the blood sample will be examined on the presence of antibodies towards the HIV virus. If this test is done directly after unsafe sex, it has to be repeated three months after the unprotected sexual intercourse, as you can be infected for up to three months without yet having enough antibodies to show up in the blood test. These three months are referred to as the window period. HIV and AIDS HIV is the virus that causes AIDS. The term 'HIV and AIDS ' is often used because infection with HIV eventually leads to AIDS. A person has AIDS (in contrast to just being infected with HIV) when his/her immune system gets so weak it can no longer fight off common infections and illness and he/she gets ill. Homophobia Irrational fear, hatred or prejudice toward people who are homosexual (gay or lesbian). Homosexuality Sexual and emotional attraction between people of the same sex. Also known as gay for men and lesbian for women.
Hormonal methods Another type of contraceptive methods (as opposed to barrier methods) that work by changing a woman's body chemistry. Certain chemical substances in hormonal contraceptive methods mimic the oestrogen and/or progestin hormones that females naturally produce. The contraceptives that include oestrogen prevent the release of an egg from the ovaries, while the methods containing progestin make the uterus an unfriendly environment for sperm and implantation. Hormonal contraceptive methods do not prevent STIs, including HIV.
Hormones Natural chemicals that are produced by the body and that serve as messengers that tell the body how and when to do things, such as grow.
Hugging To hold someone or something close to your body with your arms, usually to show that you like, love or value them.
Hygiene The practice of keeping clean.
Glossary Page 156 Hymen A delicate piece of tissue inside the vagina. The tissue does not cover the whole entrance, only partly. Because the hymen can be stretched or damaged during sexual intercourse, hymens are seen as a sign that a girl is a virgin. However, some girls are born with no hymen at all. For others, the hymen can be very small or elastic before any sexual intercourse that it will not be damaged. Therefore it is not possible for anyone, doctor or other medical expert to see if a girl is still a virgin or not.
I Identity Who a person is, or the qualities of a person or group which make them different from others. Implantation When a fertilized egg attaches itself to the lining or wall or the uterus (womb). This is the beginning of a pregnancy. Implants A (hormonal) contraceptive method in which six small tubes containing hormones are put under the skin in a women's upper arm by a specially trained health worker (for example, Norplant). Implants prevent pregnancy for about five years, but can be removed sooner if the woman wants to become pregnant. They do not prevent STIs, including HIV. Impotence Inability of a man to get and/or sustain an erection. More than 95% of impotence arises from psychological factors, such as anxiety about sexual performance, guilt, sexual conflicts or emotional relationship problems. But it can also be caused by to organic factors, such as spinal chord injury, diabetes, drug use, age or an insufficiency of male hormones. Incest Sexual contact between members of the immediate family. Infertility Inability to create a baby or to reproduce, which can be temporary. When permanent, it is called sterility. Both men and women can be infertile. Infatuation The type of relationship places premium on physical characteristics. If someone mistakes infatuation for love and expect it to last forever it can hurt a great deal. Intercourse Vaginal intercourse is the act when the erect penis enters the female vagina and, after reaching a climax of excitement, ejects semen into the vagina. Sexual intercourse can be solely for pleasure or for conception.
Intimacy Feelings of closeness and trust with another person.
Glossary Page 157 IUD The IUD (Intra-Uterine Device) or coil is a contraceptive method, mostly used by older women. It is inserted into the uterus by a skilled health worker to prevent pregnancy. It prevents the fertilized female egg from settling in the uterine wall. The most common IUDs are Copper T and Lippes Loop. It does not prevent STIs, including HIV. J-K-L Labia The inner and outer folds of skin that protect the vagina. Also called the "lips. Labour The work that a woman's body does during childbirth to push the baby out of the body. Lesbian A woman who is sexually and romantically attracted to other women. Libido A term that refers to someone's sex drive, the desire for sexual union and pleasure. Lining During the body's preparation for pregnancy, the endometrium in the uterus will grow thicker. This is called the lining: it grows and is shed during the menstrual cycle. Love to have strong feelings of affection for another adult and be romantically and sexually attracted to them, or to feel great affection for a friend or person in your family; strong feelings of attraction towards, and affection for, another adult, or great affection for a friend or family member; a person that you feel attracted to. Lubricant A cream or substance used to make dry surfaces wet and slippery. Lubricants are often used on condoms to protect the condom from tearing. All are water-based and safe to use with condoms. Lubrication The natural body fluid that appears in the woman's vagina when she is sexually stimulated and without which a woman would find penetration painful. Lust A strong feeling of sexual attraction and desire towards another person.
Glossary Page 158 M Male circumcision When the loose fold of sensitive skin (foreskin) at the end of a man's penis is removed at birth or later in puberty. This is often done for hygienic and/or religious reasons. Male secondary sexual characteristics Physical attributes (other than the sexual organs) that distinguish males from females, caused by the testosterone hormones during puberty. For example, growth of bones, muscles, genitals, and bodily, pubic and facial hair, lower voice and tougher skin. Masculine Socially constructed patterns of how men are expected to behave. Masturbation Touching your own genitals and body parts to achieve sexual pleasure. It may or may not result in an orgasm. It is not harmful. Menarche The beginning of menstruation; the first menstrual period. Menstruation (or menstrual period, monthly period) Periodical cycle in women in which an egg is released from the ovary once a month, and the uterine wall is thickened to prepare for the fertilized egg to settle in it. If fertilization does not occur, then the uterine lining is shed with discharge of blood after 3-6 days. Menstruation starts during adolescence, mostly between the ages of 10-15, and ends between the ages of 45-55. Menstruation cycle The monthly process in the female body, which involves the release of an egg, the preparation of the body for pregnancy and the release of the lining of the uterus if no pregnancy occurs. In a 28-day menstrual cycle, the egg leaves the ovary approximately 14 days after the first day of a woman's period. Miscarriage Spontaneous discharge through the vagina of a developing foetus before it is able to survive. Monogamous The state of being committed emotionally and/or sexually to only one person. Mutual Masturbation When partners either touch their own genitals while they are together, or touch each other's genitals at the same time. This may or may not result in an orgasm and is not harmful.
Glossary Page 159 N Napkins A piece of soft, absorbent material worn by a woman between her legs during her period (also known as sanitary towels). Natural Family Planning A form of birth control (also known as the rhythm method) in which a woman charts her cervical mucus and daily temperatures with a basal thermometer to determine the time of ovulation and then does not have intercourse on or around the time of ovulation. The effectiveness of this method depends on how regular a woman's cycle is and her ability to avoid intercourse or use a barrier method (such as condom or diaphragm) when she is ovulating. It is not very effective in preventing pregnancies and does not prevent STIs, including HIV. Nipples The tips of the breasts on the male and female chest, sensitive to touch and temperature. Nocturnal emissions Also called wet dreams. Ejaculation of semen during sleep. O Oestrogen A hormone produced by the ovaries which helps to regulate the menstrual cycle or conception, and which causes secondary sexual characteristics in females. Oral sex Using the mouth and/or tongue to stimulate the genitals of a partner. Orgasm A highly pleasurable, climactic response during sex, the peak of sexual pleasure, which is the result of a complex interaction of physical, emotional and hormonal factors. In men, it is usually at the time of ejaculation. 'Multiple orgasms' means having several orgasms within a short period of time. Ovulation The release of an egg from one of the ovaries into the fallopian tube. It usually occurs 14 days before the next menstrual period. Ovum, ova (plural) A female egg. A cell which, when released from a woman's ovary, may be fertilized by a man's sperm cell. P Pap smear A test in which some cells are taken from the cervix and examined. This test is used to detect early signs of cervical cancer. Penis The male sex organ, also used to pass urine as well as semen.
Glossary Page 160 Period See menstruation. Periodic abstinence A contraceptive method by avoiding having sexual intercourse during the days on which a woman is fertile (see also natural family planning). It is not very effective in preventing pregnancies and does not prevent STIs, including HIV. .Petting If two people are petting, they are kissing and touching each other in a sexual way. Heavy petting: when two people kiss, hold and touch each other in a sexual way but do not have sexual intercourse. Pill A hormonal contraceptive method that prevents the monthly release of an egg from the woman's ovaries (ovulation). The pill must be taken every day, except for the 'stop-week', in which a woman does not take the pill and a menstruation will occur. This contraceptive method does not prevent STIs, including HIV. If you have forgotten to take the pill: keep on taking the pill for the rest of the month until you start with the next series of pills. For protection against pregnancy, abstinence or another contraceptive method (condom) needs to be used, because protection by the pill during the actual period is not certain when you have missed a pill. Pornography Verbal or visual material or acts intended for sexual stimulation. Pornography often embodies violence, coercion, discrimination, force or brutality on women, men, children or animals in sexual acts, and represents them in a degrading position. Pornography very often does not present a realistic image of sex. Pornography is published on paper or is shown on video, DVD, television and internet (via computers, laptops and mobile phones). Pre-ejaculation fluid A small amount of fluid at the tip of a man's penis as it becomes erect (also called pre-cum). This small drop is called pre-ejaculation fluid because it appears before ejaculation. It can contain sperm cells and can cause pregnancy. Pregnancy test A test to determine whether or not a woman is pregnant. Pregnancy tests come in two varieties: a urine test and a blood test. The urine test is by far the most widely used and can easily be used by every woman within 10-14 days after unprotected sexual intercourse. Premature ejaculation Early ejaculation when a man cannot recognize that he is about to ejaculate and, therefore, is unable to control it. Prenatal Care Medical services a woman receives during her pregnancy. The purpose of prenatal care is to monitor the health of the pregnant mother and foetus to ensure proper growth and development for both. Prenatal care can also detect birth defects at an early stage of pregnancy.
Progesterone The hormone primarily responsible for maintaining a pregnancy.
Glossary Page 161 Protein One of the many substances found in food such as meat, cheese, fish or eggs that is necessary for the body to grow and be strong. Promiscuous Someone who is promiscuous has many sexual partners; the opposite of monogamous. Prostitution Providing sexual acts in exchange for payment. Puberty Puberty refers to the onset of sexual maturation (girls age 8-10, boys age 10-12). Puberty is the period when the child experiences physical, hormonal and sexual changes and becomes capable of reproduction. It is associated with rapid growth and the appearance of secondary sexual characteristics. Adolescence is the period of transition between puberty and adulthood. Pubic hair The hairs that grows in the genital area or on private parts. Pubic lice A parasite that lives in a person's pubic hair causing intense itching. It can be sexually transmitted. It can be cured with anti-lice medicated shampoo and body wash. Pulling Out This is an unreliable method of birth control whereby a guy pulls his penis out of his partner's vagina just before ejaculation (also known as withdrawal or coitus interruptus). It is not recommended, but it is better than not using any method of birth control. This method does not protect against STIs and HIV. R Rape Forced sexual intercourse that takes place against a person's will. Females and males can be raped, but rape survivors are mostly female. It must be considered as an act of sexual violence. Rhythm method See Natural Family Planning. S Safe(r) Sex Being responsible about sex. Displaying sexual behaviour that reduces your chances of getting or spreading a sexually transmitted infection, getting pregnant or getting a girl pregnant. Usually, this means using a condom during intercourse. It also means that both partners feel safe and that no force is used. Safer instead of safe recognizes that no sexual act is completely safe or risk-free.
Glossary Page 162 Scabies A sexually transmitted infection that is caused by a mite (which is a kind of insect) that burrows under the skin causing intense itching and the formation of pus. Scabies can be cured by using medicated shampoo and body wash. Scrotum The thin-walled, soft pouch of tissue containing the testicles. It regulates and maintains proper temperature (a little lower than body temperature) for sperm cell production. Commonly called 'balls', 'nuts' etc. Self-awareness An awareness and understanding of your own being, feelings and emotions. Self-esteem A person's sense of his or her own worth and value. Feeling good about yourself, respecting yourself and trusting your capabilities. Semen A sticky, milky white fluid that leaves a man's penis when he ejaculates, containing reproductive cells called sperms cells. Seminal vesicles See Cowper's glands. Sex The biological characteristics of being male or female. Sexual activities with oneself or another person, such as masturbation, petting and vaginal, anal or oral intercourse. Sexual abuse Any type of unwanted sexual contact, touching or fondling. Sexual gender violence Violence towards a women which can be physical or sexual violence, like rape. Sexual harassment Any type of unwanted sexual attention, such as unpleasant sexual comments or physical gestures. Sexual intercourse Sexual behaviour between two people the man penetrates his penis into the vagina of the woman. Penetration of the penis into the anus is also called sexual intercourse or anal sex. Sexual orientation Sexual preference (heterosexual, homosexual or bisexual) for a member of the opposite sex, the same sex, or both, for sexual satisfaction.
Glossary Page 163 Sexuality Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships. While sexuality can include all of these dimensions, not all of them are always experienced or expressed. Sexuality is influenced by the interaction of biological, psychological, social, economic, political, cultural, ethical, legal, historical and religious and spiritual factors .(WHO) Sexuality is a fundamental aspect of human life: it has physical, psychological, spiritual, social, economic, political and cultural dimensions. Sexuality can not be understood without reference to gender. Diversity is a fundamental characteristic of sexuality. The rules that govern sexual behaviour differ widely across and within cultures. Certain behaviours are seen as acceptable and desireable while other are considered unacceptable. This does not mean that these behaviours do not occur, or that they should be excluded from discussion within the context of sexuality education. (UNESCO) Shaft The long part of the penis below the head (glans) of the penis. Smegma A white lubricating substance under the foreskin of the penis. Smegma helps the foreskin to slide back smoothly over the glands at the head of the penis and the clitoris. If the foreskin is too tight, exercise may help to loosen it somewhat. If this does not help, medical help is required. Hygiene is very important: if the genitals are not cleaned regularly, smegma becomes a smelly, white, cheesy substance. Speculum A plastic or metal device that is used by a physician or gynaecologist to hold the walls of the vagina open during a pelvic examination or other medical procedure so that the cervix is visible. Sperm cells The male's reproductive cells. These are tiny cells, produced in the testicles beginning at puberty and normally continuing well into a man's 70s, which can fertilize a woman's egg, leading to pregnancy. When a male ejaculates, between two to seven million sperm cells leave his body. Spermicide Spermicide is a contraceptive method. It is a slippery cream or gel that kills sperm cells. It comes in a variety of forms, including gel, cream, foam, suppositories and film, which can be purchased in most drug or grocery stores without a prescription. Typically, it is used together with another method like a diaphragm or condoms. You can also purchase condoms that are already lubricated with spermicide. Staple food The most commonly eaten food in a country or community, which forms the bulk of the total calorie supply, like potatoes, rice, maize, sorghum and cassava. STD See STI Sterilization A permanent contraception method for either males or females. It is done through a surgical procedure, mostly in older people who do not wish to have anymore children. It provides no protection against STIs or HIV. Sterility The permanent inability of men and/or women to conceive a child.
Glossary Page 164 STI Sexually Transmitted Infections. Formerly known as STDs or venereal diseases (VD). Infections that are passed from one person to another through sexual contact and are caused by bacteria, viruses or other parasites. Gonorrhoea, syphilis and HIV are some examples of STIs. Syphilis An STI that causes small sores in the genital area. Later stages are marked by fever, headaches and pain in the bones and muscles. Syphilis is caused by a bacterium and can be easily cured with antibiotics. T Tampons Small hard piece of cotton that is put inside the vagina to absorb menstrual blood as it leaves the body, used instead of napkins. A string is attached to the tampon so that it can be easily removed from the vagina. For hygienic and health reasons, tampons have to be changed regularly. Testicles Also called testes, or balls, these are the male gonads, located in the scrotum, under the penis. They produce the male sex hormone, testosterone, from birth, and the male sex cells, sperm cells, from puberty onwards. Testosterone The male hormone produced in a man's body, regulating man's fertility and causing male secondary sexual characteristics. Trichomoniasis A sexually transmitted infection that is caused by an organism that lives in the lining of the vaginal walls and causes an odorous, foamy and irritating discharge. Trichomoniasis, or Trich, can be passed between sexual partners and can be easily cured with antibiotics. Tubal ligation A surgical contraceptive method in which a female's fallopian tubes are cut to prevent ova (eggs) from entering the uterus. A woman will continue to menstruate when she has had a tubal ligation. It is a permanent procedure and is also referred to as female sterilization or 'getting tubes tied'. Similar to its male version, vasectomy, it provides no protection against STIs or HIV. Trauma Severe emotional shock and pain caused by an extremely upsetting experience or a severe injury, usually caused by a violent attack or an accident.
U Unprotected intercourse Sexual intercourse without any protection against pregnancy or STIs, including HIV. Urethra The tube that carries urine from the bladder out of the body. In women, its end is between the vaginal opening and the clitoris. In men, the opening, through which semen is also released, is at the tip of the penis. Uterus The muscular organ inside a woman's belly in which the foetus develops during pregnancy. Also called the womb.
Glossary Page 165 V Vagina The canal leading from the vulva to the uterus in females. The vagina has great elasticity, allowing a penis to be inserted for reproduction and giving birth to a baby. During sexual excitement, a fluid is secreted by the walls of vagina that act as a lubricant during intercourse. During menstruation, the blood is released through the vagina. Vaginal fluids The discharge of fluid that comes out of a woman's vagina. Strangely coloured and bad smelling discharge may indicate an infection. Values Beliefs held by one person or a group of people. Values shape people's opinions, attitudes and actions, as well as their ways of thinking and are often influenced by a person's family, religion, culture and life experiences. Vas deferens The tube through which sperm cells travel from the testicles to the urethra. Vasectomy A minor surgical procedure in which a man's vas deferens are cut and tied, as a permanent contraceptive method. It is a permanent procedure. After a man has had a vasectomy, he will ejaculate semen that does not contain sperm cells. Similar to its female version, tubal ligation, it provides no protection against STIs or HIV. Virgin While there is no set definition, it often means a girl or a boy who has never had sexual intercourse. Virginity The state of being a virgin: a social concept in which refraining from sexual intercourse till marriage is greatly valued. The concept of virginity is loaded with double standards against women: women are often expected to preserve their virginity till marriage though men can be implicitly encouraged to lose their virginity, mostly without blame or prejudice. Vitamins A group of natural substances that are necessary in certain amounts for the body's growth and good health. Vulva The external female genitals: the labia majora and minora, the mons pubis and the clitoris.
W Wet dream The release of semen (ejaculation) during sleep. Also known as Nocturnal emission, it is common during puberty.
Glossary Page 166 Window period The time between the moment when HIV enters a person's body and the moment when testing can detect the antibodies to HIV (3 to 6 months). During this window period, a person may test negative, even though he/she is infected with HIV and hence can infect other people. Withdrawal A highly unreliable method of birth control that occurs when a guy pulls his penis out of his partner's vagina just before ejaculation, also known as 'pulling out' or 'coitus interruptus'. It is not recommended at all, but it is better than not using any method of birth control. This method does not protect against STIs, including HIV.
Womb Another term for uterus.
X-Y-Z
Yeast Infection An infection that is caused by an overgrowth of the naturally occurring yeast in a woman's vagina. Symptoms can include itching, skin irritation, redness, white and lumpy discharge and burning during urination. The infection can be cured by using an anti-fungal medication, which can be bought in a drug store. Wearing cotton, loose-fitting underwear and keeping the area around the vagina dry can help prevent this infection. A yeast infection is not an STI.
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Referral Centers
MWML Teacher’s Manual
© 2013
Rutgers WPF
EEDF—Malawi
Referral Centres Page 168
Referral Centers (1) 1. BANJA LA MTSOGOLO (BLM) What kind of service do they offer? All kinds of sexuality and health related topics, like pregnancy, STI’s, HIV and sexual harassment. How to reach?
Headquarters
Ginnery Corner Johnstone Road P.O Box 3008 Blantyre Tel: 01 873 844 www.banja.org.mw
BANJA LAMTSOGOLO CENTRES IN MALAWI Northern Region
Central Region
Eastern Region
Southern Region
Rumphi
Mponela
Dedza
Bangwe
Karonga
Mchinji
Mwanza
Lunzu
Mzuzu
Area 25
Liwonde
Chilomoni
Mzimba
Salima
Zomba
Zingwangwa
Kasungu
Mangochi
Balaka
Ndirande
Nkhatabay
Kawale
Ntcheu
Ginnery Corner
Dwangwa
Falls
Mangochi
Ngabu
Nkhotakota
Mulanje Bvumbwe 2 .
Youth Net and Counseling (YONECO) What kind of service? YONECO does not provide SRH services but through the Tithandizane Help line and offices, young people can get counseling on the following topics: 2 (body changes) , 3 (gender and rights), 4 (friendship and support) ,5 (love and sexuality) , 6 (pregnancy), 7 (STI’s) ,8 (HIV+) and 9 (sexual harassment). How to reach? Toll-free Number: 8000 1234 TITHANDIZANE HELPLINE or go to a location Website: www.yoneco.org Facebook: http://www.facebook.com/pages/Youth-Net-and-Counselling-YONECO/154148147974717 Location: Districts where YONECO is found are: Mangochi, , Zomba, Rumphi, Ntcheu, Chikhwawa, Mchinji, Nchisi, Balaka, Machinga, Nkhatabay, Phalombe, Kasungu, Mzimba
Referral Centres Page 169
Referral Centers (2) Headquarters: YONECO Youth leadership Development Centre Complex Along Zomba-Lilongwe Rd Next to Calvary Family Church P.O Box 471 Zomba, Malawi Tel: 01 526 199; Mobile: +265 888 958 726 director@yoneco.org.mw 3. Family Planning Association of Malawi (FPAM) What kind of service? FPAM provides all SRH services and counselling using the integration approach and young people consult on the following: emotional and physical changes during puberty , gender and rights, friendship and support , love and sexuality , pregnancy, STI’s , HIV+ and sexual harassment. How to reach? FPAM is in Dedza, Lilongwe, Ntcheu, Kasungu and Dowa districts
Website: www.fpamalawi.org/ Tel: +265 1 773 915; +265 999 952 515 Headquarters Private Bag B424 Capital City Lilongwe 3 Tel: 01 773 915 Email: fpam@fpamalawi.org; Matias Chatuluka; mchatuluka@fpamalawi.org
4. All Government hospitals/ health centers providing YFHS (youth friendly health service) What kind of service? All kinds of reproductive health services How to reach?
The Government of Malawi through the Reproductive Health Directorate is implementing youth Friendly Health Programme.
Usually in such clinics/Hospitals, there is a post acknowledging the facility as being a Youth Friendly Health Services provision point.
Page 170
Working Group
MWML Teacher’s Manual
© 2013
Rutgers WPF
EEDF—Malawi
Page 171
Names of people who participated in the development of My World and My Life
Facilitation: Africa Walata (Blantyre TTC) and Sebongele (Manerela+), Alex Okwaput (Kampabits), Laura van Lee (RutgersWPF)
Minutes: Tamara Mwafulirwa, Foundation Children’s Rights (FCR)
Primary School teachers: Mchuchu Primary School
Mwatibu Primary School
Kalumbu Primary School
1. Febbie kaminyoge
1. Phylisie Moloseni
1. Licksina Chunga
2. Thomas Kwemba
2. Mangani Phiri
2. Lightwel Ndovi
MWML Teacher’s Manual
© 2014
Rutgers WPF
EEDF - Malawi
Thank you!
Rutgers WPF
EEDF
Oudenoord 176-178, 3513 EV, Utrecht
P.O. Box 32258, Chichiri Blantyre 3,
Telephone: +31(0)30 231 34 31
Malawi
E-mail: office@rutgerswpf.nl
Telephone: +265 881 11 10 97
Website: www.rutgerswpf.nl
E-mail: Robert.mponela@eedflec.org Website: www.straighttalkfoundation.org