skills for life - unescounesdoc.unesco.org/images/0023/002322/232257e.pdf · who may have to...

Life Skills and Psychosocial Support for Children in Emergencies

Government of South Sudan, Ministry of Education, Science and Technology

TEACHER GUIDE FOR CHILDREN

Skills for Lifefor Children

for Children

TEACHER GUIDE FOR CHILDREN

3

AcknowledgmentsThe Ministry of Education, Science and Technology (MoEST), the South Sudan Education Cluster and UNESCO would like to acknowledge all those who assisted in the design, development and piloting of the Skills for Life Toolkit, including the Ministry of Health and all Education Cluster and contributing partners. UNESCO also extends appreciation to Sue Nicholson, Hannah Snowden and Mango Tree for developing, managing and producing the Skills for Life materials and project.

In addition to input from field-based project staff, the ideas presented in these sessions are adapted from a variety of sources, including:

• TheHandbookforTeachers,publishedbyAVSI,fundedbyUSAID

• Creating Healing Classrooms: Guide for Teachers and Teacher Educators, byInternationalRescueCommittee,ChildandYouthProtectionandDevelopmentUnit

• HEAR Teacher Training Four-day Psychosocial Course, by Creative AssociatesInternational

Anymisrepresentations of these sources are attributable solely to the author of thisguide.

JUB/2013/ED/PI/6

4

CONTENTSINTRODUCTION................................................................................................... 6

Life Skills .................................................................................................................................................... 6

How to Use the Toolkit ............................................................................................................................. 8

Methods in the Toolkit .............................................................................................................................10

Group Management ............................................................................................................................... 11

Teacher Support ......................................................................................................................................13

MODULE.1:.Psychosocial.Well-being...................................................................15

Session1:UnderstandingOurFeelings .................................................................................................16

Session2:SharingOurFeelings ...........................................................................................................22

Session3:GoodCommunication .........................................................................................................28

Session4:HowEmergenciesAffectUs ................................................................................................34

Session 5: Class Meeting .......................................................................................................................41

MODULE.2:.Peace.and.Conflict.Resolution..........................................................47

Session1:GoingtoSchool .....................................................................................................................48

Session 2: Peace ....................................................................................................................................54

Session 3: Conflict ..................................................................................................................................60

Session4:CommunicationDuringDisagreements .............................................................................65

Session 5: Peer Pressure ........................................................................................................................71

MODULE.3:.Protection....................................................................................... 77

Session1:ProtectionWhenGoingtoSchool ........................................................................................ 78

Session 2: Protection at School .............................................................................................................84

Session 3: Protection in an Emergency .................................................................................................90

Session 4: Landmines ............................................................................................................................95

5

MODULE.4:.Health........................................................................................... 101

Session 1: Hand Washing .................................................................................................................... 102

Session2:FliesandDiarrhoea ........................................................................................................... 108

Session 3: Blinding Trachoma .............................................................................................................. 115

Session 4: Safe Water .......................................................................................................................... 120

Session 5: Sanitation ............................................................................................................................ 125

Session 6: Malaria ............................................................................................................................... 130

ANNEX.1:.South.Sudan.Teachers�.Code.of.Conduct.for.Emergency.Situations.... 135

ANNEX.2:.Psychosocial.Checklist...................................................................... 137

6

IntroductionThe Skills for Life Toolkit helps teachers give children and youth the information and skills they need before, during and after emergencies. The toolkit contains:

1. SkillsforLifeforChildren:TeacherGuide2. Picture Posters for Children3. Stories in Pictures for Children4. SkillsforLifeforYouth:TeacherGuide5. Picture Posters for Youth6. Stories in Pictures for Youth

The Skills for Life Toolkit was developed for teachers with limited English skills whomayhavetotranslateintoamothertongueorArabic.Thelanguagehasbeen kept simple.

Life SkillsWhat Are Life Skills and What is Psychosocial Support?

Life skills are the skills and knowledge we need to live healthy lives. This means being physically healthy, emotionally healthy and mentally healthy. Everyone needs help to live happy and healthy lives. This kind of help is called psychosocial support. It is especially important during anemergency.Anemergencyiswhensomethingserious,dangerousand unexpected happens like armed conflict or a natural disaster like flooding.Duringemergencies,children,youthandadultsfeelmorevulnerable than normal and need help.

The Skills for Life Toolkit shows teachers how to give learners psychosocial support and how to teach them life skills.

How Do We Educate Young People During Emergencies?

Emergencies can be immediate, long lasting or seasonal. They can cause people to leave their homes and even their countries. South Sudan has experienced many emergencies in the past 20 years.

Children and youth who have experienced conflict or natural disasters have a right to education and protection. Education gives a sense of stability during emergencies. Education can save lives by providing physical protection from dangers and exploitation during emergencies. By teaching key survival messages and ways of self-protection, children and youth will cope better in an emergency and stay healthy and safe.

This guide is comprised of a series of activities to help young people to learn quickly and help schools to continue functioning during and after an emergency.

Important.Words:• life.skills:theskillsandknowledgeweneedtolivehealthylives

• psychosocial.support:thehelpweneedtolivehappyandhealthylives

• emergency:.whensomethingserious,dangerousandunexpectedhappens

7

Why Is the Role of Teachers Important During Emergencies?

Teachers play an important role in young people’s lives. They can listen to their problems, help them to make good choices and develop their communication skills. Teachers can help young people learn through fun activities. These activities reduce the stress young people feel during and after emergencies. Teachers can also be good role models for their learners during a difficult time in their lives.

Teachers’ Code of Conduct for Emergency Situations

The Teachers’ Code of Conduct for Emergency Situations was written to complement the South Sudan Teachers’ Code of Conduct for Emergency Situations (2008). In an emergency situation, teachers may not have been trained on the full Teacher Code of Conduct. The code helps teachers to understand how to behave and be good role models for their learners during an emergency. It concentrates on the child protection issues teachers need to be aware of.

Each topic in the Skills for Life Toolkit encourages teachers to follow the code and to demonstrate responsible and supportive behaviour. The full Teachers’ Code of Conduct for Emergency Situations can also be found in the annex of this guide.

Psychosocial Checklist

One skill a teacher needs to develop is identifying students who are suffering from psychosocial issues.Tohelpteachers,thereisapsychosocialchecklistinAppendix2.Thiswillhelpidentifychildren and youth who may be suffering from psychosocial problems.

Many of the common psychosocial symptoms in young children are at the top of the checklist. The common symptoms for youth are at the bottom of the checklist. Many young children are unable to talk about their feelings, so we may mistake their psychosocial behaviour as disobedience. The Checklist should be used at the start of the Skills for Life course to identify any children who may suffer from psychosocial problems. The checklist should be used a second time either 2-4 weeks later or when the Skills for Life course is finished.

We use the Psychosocial Checklist twice to see if the learner is still suffering from psychosocial problems. The Skills for Life Programme has activities to help the learner cope with the situation.

8

How to Use the ToolkitThisTeacherGuideiswrittenforteachersfromallbackgroundsandwithalllevelsofexperience.The teacher does not need to be an expert on the topics to teach children useful skills. This guide has four modules:

1. Psychosocial Well-being

2. Peace and Conflict Resolution

3. Protection

4. Health

The guide is written in English, but teachers can adapt it to the language understood by their learners,whichmaybeEnglish,JubaArabicoranotherlanguage.Thereisspaceoneachpagefor notes and translation.

Before the SessionBeing well organised and prepared is important. It helps you to feel confident. Read the pages you willteachintheTeacherGuide.Checkthatyouunderstandwhattodo.Lookatthepictureandthestory carefully and practice reading the story.

The important words on the side of the page help you to understand the vocabulary and explain the meanings to learners. The teaching ideas on the side provide you with some extra ideas for teaching the topic.

Beginning the SessionGreetthelearnersandaskquestionsaboutthelastsession.Forexample,youcanask:

• Whatdidwelearninthelastsession?

• Whatdidyoutellyourfamilyaboutthesession?

• Canyoutelltheclassaboutit?

Follow the instructions in the Teacher Guide for teaching the session.

During the SessionRemember to speak slowly, be clear, and stop to allow time for the group to ask you questions.

If learners are not able to see the board or picture during an activity, explain what is shown.

Ending the Session• Checkwhattheclasslearntusingthequestionsintheassessmentactivity.

— What2thingsdidyoulearntoday?

— Whatdidyoulikedoingthebest?

— Whatwillyoutellyourfamilyabouttoday?

9

• Asksomegroupstosharetheiranswerswiththeclass.

• Find3placesonthefloorandmarkthem:happyface,normalfaceandsadface.

• Askeachlearnertoputastoneorsticknexttotheplacethatshowshowtheyfeltaboutthesession.

• Thanklearnersforparticipating.

• Remindlearnersthattheycanaskyouquestionsiftheydonotunderstandanything.

Teachersalsoneedtothinkaboutthesessionandwhatwentwell.Aftereachmodule,askyourselfthefollowingquestionsandusetheAssessmentBooklettowritedownyouranswers:

• Whatwentwellinthesession?Why?

• WhatwouldIdodifferentlynexttime?

• Whichpartofthesessiondidthelearnersseemmostinterestedin?Why?

• Whichpartofthesessiondidthelearnersseemleastinterestedin?Why?

Reflecting on each session will help you make changes to improve later sessions.

Flexibility in the SessionEachsessioncontains8-9activities.Someactivitiestakelongerthanothers.Astheteacher,youmanagethetimefortheactivitiesbasedontheabilityofyourlearners.Differentlearnersanddifferent classes learn at different speeds. If you go too quickly, learners may be angry that they cannotfinish.Ifyougotooslowly,learnersmaybecomeboredordisruptive.ThisTeacherGuidedoes not give timings for each session, as this is up to you. If you do not have enough time in one lesson to finish all the activities, continue in the next lesson. Remember to repeat the introduction and messages.

Tips for Managing Time• Beginontimeandfinishontime.Ifthelearnersthinktheywillmisssomething,theywill

make the effort to arrive on time.

• Makesureyouhavethelearners’attentionbeforeyoustart.Askquestionsandtellstoriesonly when everyone is quiet.

• Iflearnerslikeanactivity,repeatitinlatersessions.

• Keeptheclassroomtidyandputanymaterialsbackintheircorrectplacesoyoucaneasilybegin activities.

• Telllearnerstheinstructionsbeforemakinggroups.

10

Methods in the ToolkitKey Messages

Each session has a key message — this is a summary of the most important information for learners. It is important that learners understand this message. It will remind them of the skills they have learnt and the behaviour they should practice. Repeat the message as much as possible. Put the key message into a song to help learners remember it. You can also say the message in a low voice followed by a high voice, or a quiet voice followed by a loud voice.

Picture Posters

ApictureposterisusedinActivity2ofeachsession.Holdthepicturesoallthelearnerscanseeit.AskthequestionsintheTeacherGuide.Givelearnerstimetolookcarefullyatthepictureandanswereach question. If the learners do not know the name of something in the picture, teach them how to say it.

Picture Stories

Stories are used to explain ideas and bring the session to life. Practice reading the stories aloud before you use them in the session. Make sure the learners are quiet before you begin telling the story.Showthefirstpicturesothatalllearnerscansee.FollowthedirectionsintheTeacherGuidewhen telling the story.

Some stories do not have picture sets. Practice reading these stories aloud before using them in the lesson so you can tell these stories in a lively manner.

Working Together

We use pair work so that learners practice talking about their ideas before they are discussed in a large group. It helps learners become more confident speaking in front of others. Every learner can think about the answer to the question and share their ideas with their partner.

Role Plays

We let learners role play so they can act out stories using their own words. This helps them understand the topic they are learning. It also helps them make the link between this topic and their own lives. Most learners enjoy role plays. Make sure there is enough space to perform the role play or go outside.

Agree / Disagree

In this activity teachers read out a statement that relates to the topic. Learners must choose whether theyagreeordisagreebasedonwhattheyhavelearntinthesession.(Agreemeans“yes”andDisagreemeans“no”.)Weusethisactivitytocheckwhatlearnershaveunderstoodfromthesession.You need space for all the learners to stand and move to one side or the other side in the class or compound.

Everylearnertakespartandmakesdecisions.TherecanbealotofdiscussionforchoosingAgreeorDisagree.Listentothediscussionandexplainclearlytheanswerattheend.Donotrushthisactivity.

Songs

Songs include all learners and make everyone feel happy. Some songs are given in the Teacher Guide.Singthewordstoatuneyouknowormakeupatuneandclapalong.Youcanuseafavourite song to start or finish a session. Sing as much as possible during each session.

11

DemonstrationWhen we show learners how to do something, it is called a demonstration. When demonstrating, youaretalkingatthesametimeasshowingwhattodo.Askthelearnerswhatyouaredoingandlisten to their answers.

VisualisationAvisualisationactivityiswhenwecloseoureyesandcreatepicturesinourheads.Thesemaybememories or we may create new pictures and scenes. We use visualisation to help us understand ourfeelingsandmakedecisions.Askthelearnerstositcomfortablyandclosetheireyes.Talkslowlyandsoftly.Donotrushthisactivity.Givethelearnersthechancetocreatetheirpicturesormemories.

GamesGamesareafunwayforlearnerstopracticewhattheyhavelearnt.TheinstructionsforthegamesaregivenintheTeacherGuide.

DrawingDrawingisafunactivityforstudents.Itcanhelpthemunderstandwhattheyarelearninginthesame way as visualisation.

Assessment

The assessment activity at the end of each session checks what the class has learnt. You can use it to make sure they have not misunderstood any of the information during the session.

Group ManagementPair WorkAsklearnerstoturntothepersonnexttothem.Thispersonistheirpartner.

Forming GroupsSeveral activities in each session use small groups. Small groups of 4-6 learners are best because they give everyone a chance to talk.

Forgroupscontaining6learners,choose6learnerssittingnexttoeachother.Ifyouhavedesksinyour class, ask 3 learners to turn around and work with the 3 learners behind them.

How to Ask Questions • Askshort,clearquestions.(Mostquestionsareprovidedforyouintheinstructions,butyou

can also ask your own.)

• Uselanguageandvocabularythelearnerscanunderstand.

• Askquestionstotheentireclass.Pauseforafewsecondsbeforeyouchoosealearnertoanswer. In this way, the whole class thinks about the answer in case the teacher chooses them.

12

• Askseveraldifferentlearnersthequestiontogetdifferentideas.

• Uselearners’nameswhenaskingthemtoanswerquestions.

Tips for Managing Discussions• Praiselearnersforgoodideasandbehaviour.

• Helpguidewrongideasbyaskingquestions.

• Makesurelearnersraisetheirhandstoansweraquestioninsteadofshoutingout.

Tips for Managing ConflictWhenlearnersdisagree,conflictsmayarise.Asateacher,itisimportanttoshowlearnersyouarefair.

• Setgrouprulestogether.

• Donotmakefunoflearners’comments.

• Donottelllearnerstheircommentsarewrong.Say,“Iunderstandyouropinion.Haveyouthoughtabout…?”

• Useagametoreducetensionandbuildgroupharmony.

• Donotputlearnerswhohaveconflictsinthesamegroup.

• Ifalearnertriestodisruptthesession,talktothemaloneabouttheproblemattheendofthe session.

Important Learning Principles and Practices• Knowanduselearners’names.

• Createasafelearningenvironment.

• Befriendlyandencouragethelearnerstospeak.

• Encourageallthelearnerstospeak,askquestionsandshareideas.

• Commentpositivelyonwhatthelearnerssayandlistencarefully.

• Praiselearnersfortheirefforts.

• Donotstopalearnerfromspeakingiftheysaysomethingincorrect.Allowthemtocontinueand thank them for sharing.

• Encouragealllearnerstogiveanswersandtakepartinthediscussion.

• Rememberthatyounglearnersmaynothaveexperiencewithatopic.Roleplaysorstoriescan substitute for real-life experience.

• Encouragehumourandusegamessothatsessionsareparticipatoryandfun.

13

resilience: theabilitytorecoverquicklyfromchallenges

Teacher SupportIn an emergency, even experienced teachers have difficulty coping with new challenges. Remember that there are ways to address stress that help you to teach and support your learners.

• Manyofthepsychosocialproblemswehavelikesadness,grief,anger and nightmares are all normal reactions to emergencies.

• Talkingaboutourfeelingscanhelpustorecover.

• Weeachhavedifferentwaysofcopinganddifferentlevelsofresilience.

• Teachersneedpsychosocialsupporttoo.

Teachers can benefit from communicating, making daily and weekly routines, and receiving support from family and friends.

• Askyourheadteacherorsupervisortoscheduleregularstaffmeetings, if possible, where teachers can discuss their concerns.

• Askyourheadteacherorsupervisortoregularlyrotatetheresponsibilities of teachers, if possible.

• Takebreaksduringtheteachingdayandrelax.

• Rememberthatteacherscannotdoeverythingtosolvealllearners’problems.

• Discusschallengeswithotherteachersandsupporteachother.

• Askyourheadteacherorsupervisortoprovideopportunitiesto improve your skills. Building your skills can increase your confidence.

• Looktoparentsandguardians,eldersandcommunitymemberstoprovide support.

• Takepartinphysicalactivitiesandexercisewiththelearners.

15

MODULE 1 Psychosocial Well-being

South Sudan Teachers’ Code of Conduct for Emergency Situations:The Code of Conduct for Emergency Situations emphasises the need for teachers to create a learning environment that is protective, positive and nurturing to provide learners with a sense of normality. This is combined with constructive activities that teach students life skills to handle the emergency. It is important that teachers provide a learning environment where the learners feel safe; there is no physical punishment, shaming or humiliation. Teachers should try to understand inappropriate behaviour and provide guidance and support to address the cause of the problem. Listen to and observe learners who have experienced stressful events and provide support. Where necessary, refer the learner to other colleagues or supportive community members, respecting the privacy and wishes of the child.

15

16 Module 1 | Session 1: Understanding our Feelings

Important words:feelings: emotionslikelove,anger,orhappiness

happy:feelingglad,pleasedorgood

psychosocial well-being:feelinggoodandhealthyinyourmindandbody

health:beingfreefromsickness

Activity1:Introduction 1. Say:

• Todaywewilltalkaboutourfeelings.Whatarefeelings?• Everyonehasfeelings.• Wecanfeelsad.• Wecanfeelhappy.• Understandinghowwefeelisgood.

2. Ask:• Howdoyoufeeltoday?

Activity2:Picture Discussion1. Hold up the Module 1, Session 1 picture.

2.Ask:• Whatcanyouseeinthispicture?• Whatarethechildrendoing?• Howdoyouthinkthechildrenfeel?

Happy, sad, safe, loved.

3. Say:• Tobehappy,wemustfeelgood.• Wemustfeelgoodinourmindandourbody.

4. Say: • Weneedbasicthingstofeelgood.• Basicthingsarefood,water,sleepandahome.• Wealsoneedfriends,familyandacommunity.• Wealsoneedtohavefunandplaysports.

5. Say: • Weallhavemanydifferentfeelings.• Sometimeswefeelhappy.• Sometimeswefeelsad.• Allofourfeelingsarenormal.• Whenwearehappy,wefeelgoodinourmindandinour

body.

Remember the things that make you happy.

Key.MessageSession 1: Understanding Our Feelings

Session 1 picture

17Module 1 | Session 1: Understanding our Feelings

6. Ask:• Whatmakesyouhappy?

7. Read the key message: Remember.the.things.that.make.you.happy.

8. Repeat with learners.

9. Make up a music beat using hands and feet.

10. Read the key message to the beat.


12. Create a song using the key message with learners.


Activity3:Story and Discussion1. Use the Monkey.and.Fish picture story.

2. Show the first picture.

3. Ask:• Whatdoyouseeinthispicture?• Whatdoyouthinkishappening?• Whatdoyouthinkwillhappennext?

4. Show the next picture.

5. Askthequestionsagain.

6. Now read the story while showing picture 1:

Monkeywassittingatthesideoftheriver.Hewaseatingabanana.Hedidnotlikegoinginthewater.Hedidnotlikegettingwet.

7. Read the story while showing picture 2:

Monkeylookedintheriver.HesawFish.Fishwasswimming.MonkeythoughtFishhadfallenin

Teaching Ideas for Activity 3:• WritethetitleofthestoryMonkeyandFishonpaperortheblackboard

• Asklearnerstowriteordrawanswersto:Monkeylikesto…Fishlikesto…

18

theriver,MonkeydidnotknowthatFishlikedwater.


MonkeyfeltsorryforFish,MonkeytookFishoutofthewater.


Fishjumpedandjumped.ThenFishdied.Monkeystartedcrying.Hewastryingtohelp.

10.Ask:

• WhatdoyouthinkFishwasfeelingwhenhewasswimming?

• Whatdowelearnfromthisstory?

11. Say:

• Ourbehaviourishowweact.Itislinkedtoourneedsandfeelings.

• Differentpeoplehavedifferentneedsandfeelings.• Ifwewanttohelpsomeone,weneedtounderstandtheir

needs and feelings.• Ourneedsarethethingswemusthavetofeelhappylike

food, sleep and love.• Weneedtounderstandourownneedsandfeelings.• Wealsoneedtounderstandothers’needsandfeelings.

Activity4:Working Together1. Put learners into groups of 2.

2. Asklearnerstoretellthestory.

3. Help learners who cannot remember.

Module 1 | Session 1: Understanding our Feelings

3.

4.

19

Teaching Ideas for Activity 5: • Ifyouareinside,moveoutside.

Teaching Ideas for Activity 6: • Asklearnerstodrawahappytime.

• Asklearnerstowriteordrawthekeymessageandapicturetogowithit.

Activity5:Role Play1. Put learners into groups of 2.2.Askeachlearnertotakearolefromthestory:

• Monkey• Fish

3. Instruct the groups to act out the story.4. Choose one group to act out the story in front of the class.

Activity6:Talk about a Happy Time1. Put learners into groups of 2.

2. Asklearnerstotalkwiththeirgroupaboutahappytime.

3. Asksomelearnerstotelltheclass.

4. Read the key message:

Remember.the.things.that.make.you.happy.


6. Say the key message along with a music beat.


8. Sing the key message.


Activity7:Agree / Disagree1. Take the learners to a large, open space.

2. Mark 2 places on the ground, one with a tick () and one with a cross (X).

3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick(). • Ifyoudisagree,walktothecross(X).

4. Read the following sentences.

5. Pause after each sentence to give learners time to walk.

Teaching Ideas for Activity 7: • Havelearnerswriteordrawthekeymessageandapicturetogowithit.

Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.


20

6. Asksomelearnerstotalkabouttheirdecisions.

7. Givetheexplanationinthebrackets.

• Friendsmakeyoufeelhappy.(Agree)• Youneedfood,sleepandsporttofeelhealthy.(Agree)• Loveandhopearenotimportanttofeelhappy.(Disagree)• Feelinghappyandhealthyhelpsusinhardtimes.(Agree) • Everyonehasthesamefeelingsallofthetime.(Disagree)• Tohelpafriendwemustunderstandtheirfeelingsandbehaviour.

(Agree)• Rememberingthethingsthatmakeushappycanhelpuswhen

we feel sad. (Agree)

7. Read the key message: Remember.the.things.that.make.you.happy.

8. Say the key message to the music beat.




Activity8:Song1. Sing: If.You.Are.Happy.and.You.Know.It..

2. Singthesong3times.Dothebodymovementsfromthesong.

3. Read the key message: Remember.the.things.that.make.you.happy..






21

Activity9:Assessment1. Put learners into groups of 2.

2. Askeachgroupof2learnerstotalkaboutthefollowing questions:• What2thingsdidyoulearntoday?• Whatdidyoulikedoingthebest?• Whatwillyoutellyourfamilyabouttoday?

3. Asksomegroupstosharetheiranswerswiththeclass.

4. Find3placesonthefloorandmarkthem:happyface,normalfaceandsadface.

5. Askeachlearnertoputastoneorsticknexttotheplacethatshowshowtheyfeltaboutthe session.

6. Write down how many learners put a stone next to each face in order to keep track of which lessons work well and which lessons could be improved.

happy face sad facenormal face


Verse.1

If you are happy and you know it clap your hands,


If you are happy and you know it and you really want to show it,

If you are happy and you know it clap your hands.

Verse.2

If you are happy and you know it click your fingers,



If you are happy and you know it click your fingers.

Verse.3

If you are happy and you know it stamp your feet,



If you are happy and you know it stamp your feet.

22 Module 1 | Session 2: Sharing Our Feelings

Activity1: Introduction 1. Say:

• Everyonehasfeelings.• Itisgoodtotalkaboutourfeelings.• Talktosomeoneyoutrust.

2. Ask:• Whoissomeoneyoutrust?


2. Point to one of the faces.

3. Ask:• Howisthispersonfeeling?

4. Show the feeling with your own face.

5. Asklearnerstocopythefeelingwiththeirfaceandbody

6. Repeat for all the faces.

7. Ask:• Whyisitimportanttounderstandhowapersonis

feeling?

8. Say: • Wecanunderstandhowpeoplefeelbylookingattheir

faces.• Wecanhelppeoplefeelbetter.• Itisgoodtoshareourfeelings.

9. Read the key message: Talk.about.your.feelings.with.people.you.trust.





Talk about your feelings with people you trust.

Key.MessageSession 2: Sharing Our Feelings

Session 2 picture

Important words:share: totalkwithothersabouthowwefeel

sad:nothappy

angry:astrongfeelingcausedbysomethingorsomeonethatisunfair

scared:astrongfeelingwhenyouexpectdangerorpain

trust:feelingsafeandhonestwithsomeoneorsomething

23Module 1 | Session 2: Sharing Our Feelings



Teaching Ideas for Activity 3:• WritethestorytitleMr.SadandMr.HappyFootballonpaperortheblackboard.

• Usetwoballstoactoutthestory.

• Asklearnerstodrawthestory.

Activity3:Story and Discussion1. Tell the following story: Mr..Sad.and.Mr..Happy.Football.

Mr.Sadwasafootball.Hewasbigandround.ThechildrenlikedkickingMr.Sad.Mr.Saddidnotlikethekicks.Hefeltangryandscared.

Mr.Happywasanoldfootball.Mr.Happyhadahole.WhenthechildrenkickedMr.Happy,theaircameout.Mr.Happydidnotlikebeingkicked.ThechildrencouldnotplayfootballwithMr.Happyanymore.ThismadeMr.Happyfeelveryhappy.

Thechildrenhadafootballmatch.TheykickedMr.Sad.Hegotangrierandangrierandbiggerandbigger.

AboygaveMr.Sadabigkick.BOOM!Mr.Sadburst!Mr.Sadfeltverysad.Hecried.


3. Ask:• Whatdowelearnfromthisstory?

3. Say:• Mr.SadFootballkepthissadfeelingsinsidehim.• Thenheburst.• Itisgoodtoshareourfeelings.• Itcanbehardtoshareourfeelings.• Wecanshareourfeelingswithpeoplewetrust.



3. Help learners who cannot remember

Activity5:Role Play

1. Put learners into groups of 4.

2. Askeachlearnertotakearolefromthestory:• MrSadFootball• MrHappyFootball• Children(2)

3. Instruct the groups to act out the story.

4. Choose one group to act out the story in front of the class.

Activity6:Talk about Sharing our Feelings

1. Put learners into groups of 2.

2. Ask:• Whodoyoutalktowhenyouhaveaproblem?

3. Asklearnerstotalkwiththeirpartneraboutpeopletheytrust.

4. Asksomelearnerstotelltheclass.5. Say:

• Trustiswhenyoufeelsafetalkingtosomeoneelse.• Itisgoodtotalkaboutyourfeelingswithotherpeople

when you feel sad.

Teaching Ideas for Activity 6: • Asklearnerstodrawapictureofsomeonetheytalktoabouttheirfeelings.

• Asklearnerstowriteordrawthekeymessage.



• Ithelpsyoufeelbetter.• Youwillfeellessafraidandalone.• Youcantalktoyourteacher,friend,mother,father,sister,

brother, pastor or imam.

6. Read the key message:Talk.about.your.feelings.with.people.you.trust.


8. Say the key message along with a music beat.




Activity7:Agree / Disagree1. Take the learners to a large, open space.2. Mark 2 places on the ground, one with a tick () and one with a

cross (X).

3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.


5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.

• Friendsmakeyoufeelhappy.(Agree)• Gettingbeatenmakesyoufeelhappy.(Disagree)• Fightingmakesyoufeelafraid.(Agree)• Talkingaboutyourfeelingshelpsyoufeelbetter.(Agree) • Keepingyourfeelingsinsideisgoodforyou.(Disagree)• Tohelpafriendwemustunderstandtheirfeelings.(Agree)

8. Read the key message: Talk.about.your.feelings.with.people.you.trust.

Teaching Ideas for Activity 7:• Asklearnerstowriteordrawthekeymessageandapicturetogowithit.







Activity8:Game: Showing our Feelings

1. Say:• Iwillshowafeeling.• TrytoguesswhichfeelingIam.

2. Show a feeling with your own face.3. Asklearnerstoguessthefeeling.4. Askalearnertoshowafeeling.Theclasscanguess.5. Repeat many times.6. Ask:

• Whyisitimportanttounderstandhowapersonisfeeling? If we want to help people we must understand how they

feel.

7. Repeat with learners.Talk.about.your.feelings.with.people.you.trust.





Activity9:Assessment1. Put learners into groups of 2.2. Askeachgroupof2learnerstotalkaboutthefollowing

questions:• What2thingsdidyoulearntoday?• Whatdidyoulikedoingthebest?• Whatwillyoutellyourfamilyabouttoday?

3. Asksomegroupstosharetheiranswerswiththeclass.


4. Find3placesonthefloorandmarkthem:happyface,normal face and sad face.

5. Askeachlearnertoputastoneorsticknexttotheplacethat shows how they felt about the session.

6. Write down how many learners put a stone next to each face in order to keep track of which lessons work well and which lessons could be improved.


28 Module 1 | Session 3: Good Communication


• Todaywewilltalkaboutcommunication.Whatdoyouthinkwemeanbygoodcommunication?

• Communicationiswhenweshareourexperiencesandfeelings.

• Itisgoodtotalkaboutourfeelings.• Ourteacherscanhelpuswhenwetalkaboutourfeelings.

2. Ask:• Doyouknowanyotherwaystocommunicate?

Activity2:Picture Discussion1. Hold up the Module 1, Session 3 picture .

2. Ask:• Whatcanyouseeinthispicture?• Wherearethey?• Howaretheyfeeling? Happy, sad, safe, loved

3. Say: • Itisgoodtotalkaboutourfeelingswithpeoplewetrust

and love.• Trustisfeelingsafetalkingtosomeoneelse.• Youcantalktoyourparents,teachers,friendsorother

people in the community you trust.• GoodcommunicationmeanstalkingANDlistening.• Listeningiswhenyoukeepquietandletsomeoneelse

talk.

4. Say:• Wecanallbegoodtalkersandlisteners.• Wemustfollowsomerulesforgoodcommunication.

5. Say:• Therearesomerulesforgoodcommunication.• Gotoaquietplacetotalk.

Talk with your teachers when you feel upset.

Key.MessageSession 3: Good Communication

Session 3 picture

Important words:communicate: toshareideasorinformation

talk:tocommunicatebyspeaking

teacher:apersonwhosejobistoshareideasandinformation

Teaching Idea: WritetheRulesforGoodCommunicationontheblackboard

29Module 1 | Session 3: Good Communication

• Bepatient.Letyourfriendtalkattheirownspeed.• Listencarefully.• Betrustworthy.Keepwhatyourfriendsaystoyourself.

7. Read the key message:

Talk.with.your.teachers.when.you.feel.upset.







Teaching Ideas for Activity 3:• WritethestorytitleSarahWantstoTalkonpaperortheblackboard.


Activity3:Story and Discussion1. Tell the following story: Sarah.Wants.to.Talk.

Sarahwasfeelingsad.Shemissedherhomeandherfriends.

Shewenttothekitchen.Shewantedtotalkwithhermother.Hermotherwascooking.Sarahwastalking,buthermotherwasnotlistening.

Sarahwenttoherolderbrother,Dem.ShestartedtotellDemshewassad.Demwasnotlistening.WhenSarahfinished,Demasked,“Whatdidyousay?”

Sarahwasnowverysad.Hermotherandbrotherdidnotlistentoher.Theteacher,MadamBol,sawSarah.SheaskedSarahtosit


withher.Sheasked,“Whatisthematter?”

MadamBollookedatSarahandlistenedcarefullytoherwords.Sheheldherhandandnodded.AfterSarahtalkedtoMadamBol,shefeltbetter.


3. Say:• Listeningissomethingwecanalldo.• Listeningwellisnoteasy.• Wecanpracticelistening.• Wecantalktoourteacherwhenwefeelupset.




Activity5:Role Play1. Put learners into groups of 4.

2. Askeachlearnertotakearolefromthestory:• Sarah• Sarah’smother• Dem• MadamBol



Activity6:Simon Says1. Say:

• Pleasestandup.



Teaching Ideas for Activity 6: • Asklearnersto

drawapictureaboutgoodcommunication.

• Asklearnerstowriteordrawthekeymessageandapicturetogowithit.

• Wewillplayagametoseehowwellyoulisten.• Inthisgame,Iamtheleader.• OnlycopymyactionsifIsay,“Simonsays.”• Forexample:“Simonsaystouchyournose.”(Everyone

should touch their nose.)• IfIdonotsay,“Simonsays”donotfollowmyinstructions.• Forexample:“Touchyourhead”.(Nooneshouldtouchtheir

head.)• Ifyouhavetouchedyourhead,youmadeamistake.You

are out of the game.

2. Play the game. :3. Say:

• Simonsaystouchyournose.• Simonsaystouchyourmouth.• Simonsaystouchyourknee.• Simonsaystouchyourhand.• Simonsaystouchyourtoes.• Touchyourhead.

4. Let pupils laugh if they have made a mistake and start again.5. Repeat the game many times with more actions.6. Askapupiltobetheleaderofthegame.7. Ask:

• Whydosomelearnersmakemistakes?

8. Say:• Wemakemistakeswhenwearenotlistening.• Wefollowedtheactionsoftheleader.• Wedidnotlistentothewords.• Ouractionscangiveadifferentmessagethanourwords.

9. Ask:• Whichshowsrealfeelingsmore?Wordsoractions?

10. Say:• Bothwordsandactionsshowfeelings.• Ourbodiescommunicateourfeelingsevenwhenwedonot

speak. • Wecanshowwearesad,angryorafraidthroughour

bodies.

11. Read the key message: Talk.with.your.teachers.when.you.feel.upset.

12. Repeat with learners.13. Say the key message along with a music beat. 14. Repeat with learners.15. Sing the key message. 16. Repeat with learners.


Activity7:Agree / Disagree1. Take the learners to a large, open space.2. Mark 2 places on the ground, one with a tick () and one with

a cross (X).



5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.

• Talkingaboutyourfeelingshelpsyoufeelbetter.(Agree) • Keepingyourfeelingsinsideisbadforyou.(Agree)• Talktoyourteacherinanoisyplace.(Disagree) • Listencarefullytoyourfriendswhentheytalkabouttheir

feelings. (Agree)• Whenafriendtellsyoutheirfeelings,tellallofyour

classmates. (Disagree)

8. Read the key message:Talk.with.your.teachers.when.you.feel.upset.

9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.

Activity8:Remembering the Message

1. Put learners into groups of 8.2. Each group stands in a line.3. Say:

• Thefirstlearnerineachgroupwillthinkofamessage.• Theywillsecretlytellthelearnerbehindthemthemessage.




• Thislearnersecretlytellsthenextlearnerthemessageandso on until the last learner.

• Thelastlearnersaysthemessagealoud.• Themessagemaybedifferent!

4. In secret, tell the first learner in each group the following message: • Goodcommunicationmeanstalkingandlistening.

5. Play the game.6. Ask:

• Wasiteasytolistentothemessage?Why?7. Say:

• Itishardtolistencarefullyandrememberthemessage.• Thespeakermaytalktoofast.• Thespeakermaygivetoomanydetails.• Thespeakermaynotgiveenoughdetails.• Thatiswhysomeofthemessagesweredifferent.• Wecanallbegoodlisteners!

8. Read the key message: Talk.with.your.teachers.when.you.feel.upset.





Activity9:Assessment1. Put learners into groups of 2.

2. Askeachgroupof2learnerstotalkaboutthefollowingquestions:• What2thingsdidyoulearntoday?• Whatdidyoulikedoingthebest?• Whatwillyoutellyourfamilyabouttoday?

3. Asksomegroupstosharetheiranswerswiththeclass.4. Find3placesonthefloorandmarkthem:happyface,normal

face and sad face.5. Askeachlearnertoputastoneorsticknexttotheplacethat

shows how they felt about the session. 6. Write down how many learners put a stone next to each face

in order to keep track of which lessons work well and which lessons could be improved.


34 Module 1 | Session 4: How Emergencies Affect Us


• Anemergencyiswhensomethingbad,sad,orscaryhappens to your family or community.

• Stressiswhenwefeelupset.• Itisnormaltofeelupsetduringanemergency.• Wecanrememberhappytimestofeelbetter.

2. Ask:• Canyouthinkofanyemergencies?


2. Ask:• Whatcanyouseeinthispicture?• Whatarethechildrendoing?• Howdothechildrenfeel?

3. Say: • Thesechildrenareshowingstressfulfeelings.

4. Point to the children in the picture and say: • ThisisAnna.Sheisquietandalone.Shedoesnotsmile

or play with friends. She does not feel hungry. She cannot think about her work.

• ThisisRuben.Hefeelstired.Hecannotsleepbecausehehas bad dreams. He feels afraid. He is sad and sometimes he cries. He has pain in his head and stomach. He misses his mother and he wants to go home.

• ThisisAbraham.Hesawsomethingscaryhappentohisfamily. Now he is afraid that something bad will happen again. He does not trust anyone. He is angry. He shouts, kicks and hits things.

5. Say:• Allofthesestressfulfeelingsarenormalafteran

emergency.• Everyonecanhavethesefeelings–adultsandchildren.

It is normal to feel stressed or upset during sad and scary times.

Key.MessageSession 4: How Emergencies Affect Us

Session 4 picture

Important words:emergency: anunexpectedanddangeroussituation

stress:pressureonyourmindorbodythatmakesyoufeelbad

remember:tokeepinyourmemory

35Module 1 | Session 4: How Emergencies Affect Us

• Thesefeelingscanlastforafewdays,afewweeksorafewmonths.

6. Read the key message: It.is.normal.to.feel.stressed.or.upset.during.sad.and.scary.times.

7. Repeat with learners.8. Make up a music beat using hands and feet. 9. Read the key message to the beat. 10. Repeat with learners.11. Create a song using the key message with learners. 12. Repeat with learners.

Teaching Ideas for Activity 3:•WritethestorytitleTortoiseandtheBirdsonpaperortheblackboard.

•Asklearnerstowriteordrawanswersto:Tortoisefeelssadwhen…Tortoisefeelshappywhen…

Activity3:Story and Discussion1. Use the Tortoise.and.the.Birds picture story.2. Show the first picture. 3. Ask:

• Whatdoyouseeinthispicture?• Whatdoyouthinkishappening?• Whatdoyouthinkwillhappennext?

4. Show the next picture. 5. Askthequestionsagain.6. Dothisforeachpicture.7. Now read the story while showing picture 1:

EverydayTortoiseandthebirdsplaytogether.Onedaytheygotoawedding.Tortoiseandthebirdsareexcited.Theylikeweddings.Attheweddingtheyeatalotofgoodfood.Theyarehappy.


Aftertheweddingparty,Tortoiseandthebirdsare

1.


goinghome.Tortoisewalksontheroad.Thebirdsflyinthesky.

Atruckisdrivingontheroad.ThetruckhitsTortoiseandbreakshisshell.Thebirdsseetheaccident.Thebirdsareafraidsotheyflyaway.


Tortoiseissad.Hisshellisbrokenintopieces.Heisafraidatruckwillhithimagainbecauseheisalone.

Aftersometime,Tortoisehearsmusic.Amaniscarryingaradioplayingmusic.Tortoisebeginstosing.Heremembershowhappyhewasattheparty.Heremembersplayingwithhisfriends.Tortoisewantstofeelhappyagain.


Tortoisepicksupthebrokenpiecesofthisshell.Hejoinsthepiecestogether.Tortoiseispleasedhecanmendhisshell.Itmakeshimfeelbetter.

2.

3.

4.



Tortoiselooksforhisfriends.Whenhefindsthem,hetellsthebirdsabouttheaccidentandhowsadhefelt.Thebirdsaresorrytheyhadleft.TheywereafraidthatTortoisewasdead.

Tortoiseandthebirdsfeelbetteraftertheytalk.Theyplayagameoffootballandfeelhappyagain.

12.Ask:• Whatdowelearnfromthisstory?

13. Say:• Tortoisefeltsadwhensomethingbadandscaryhappened

to him.• Thebirdsfeltsadandscaredwhentheythoughttheirfriend

was dead.• Itisnormaltofeelupsetduringsadorscarytimes.• WhenTortoisewassad,herememberedhappytimesto

feel better.• Itisgoodtothinkofhappythingsandfeelbetter.





2. Askeachlearnertotakearolefromthestory:• Tortoise


5.


• Birds(2)• ManwithRadio• TruckDriver



Activity6:Talk About a Sad or Scary Time

1. Say:• Anemergencyiswhensomethingsadorscaryhappens.• Itisnormaltofeelupsetorstressedduringan

emergency.• Wecanhelpeachotherfeelbetter.

2. Put learners into groups of 6.3. Asklearnerstotalkwiththeirgroupaboutasadorscary

time.4. Asksomelearnerstotelltheclass.5. Asklearnerstotalkwiththeirneighbouraboutwhatmakes

them feel better.6. Asksomelearnerstotelltheclass.7. Say:

• Talktoyourfriendsaboutyourfeelings• Pray• ReadtheBibleorKoran• Playawithfriendsinsafeareas• Doausefulactivitylikesweepthecompound• Playasportlikefootballorjumpropeorvolleyball• Singorlistentomusic• Takepartincommunityevents• Takepartinschoolclubs

8. Read the key message:It.is.normal.to.feel.stressed.or.upset.during.sad.and.scary.times.


Teaching Ideas for Activity 6:•Asklearnerstodrawwhatmakesthemfeelbetter.



cross (X).


4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.

• Whenyoufeelsad,itcanhelptotalktoyourfriends.(Agree)• Itisnormaltofeelupsetduringanemergency.(Agree)• Youneedfood,sleepandexercisetofeelbetter.(Agree)• Kickingandbeatingwillmakeyoufeelbetter.(Disagree) • Singingandmusiccanmakeusfeelbetter.(Agree) • Rememberinghappytimeshelpsuswhenwefeelsad.

(Agree)• Wecanhelpeachotherfeelbetterafteranemergency.

(Agree)



Activity8:Visualisation1. Asklearnerstositonthefloorintheshapeofacircle.2. Say:

• Closeyoureyes.• Slowlymoveyourshouldersupanddown.• Slowlymoveyourneckincircles.Firstoneway,thentheother

way.



Teaching Ideas for Activity 8:• Ifyouareinside,moveoutside.


• Moveyourshouldersfronttoback,upanddown,fronttoback.

• Slowlymoveyourneckincirclesagain.• Moveyourtoesupanddown.• Liftyourheelsupanddown.• Slowlystretchyourlegsforward.• Moveyourhandsinslowcircles.• Takeaslow,deepbreath.Dothis12times.Breathein

through your nose. Breathe out through your mouth.• Slowlyopenyoureyesandtake2slowdeepbreaths.

3. Ask:• Howdoyoufeel?


5. Say the key message to the music beat.6. Repeat with learners.7. Sing the key message.8. Repeat with learners.



3. Asksomegroupstosharetheiranswerswiththeclass.4. Find3placesonthefloorandmarkthem:happyface,

normal face and sad face.5. Askeachlearnertoputastoneorsticknexttotheplacethat




41Module 1 | Session 5: Class Meeting


• Todaywewilltalkaboutclassmeetings.• Wehaveclassmeetingstotalkaboutourfeelingsand

problems.• Aproblemissomethingthatmakesusfeelupsetor

worried.• Itisgoodtotalkaboutourfeelings.• Ourteacherscanhelpuswhenwetalkaboutourfeelings.

2. Ask:• Whatcanwetalkaboutataclassmeeting?

Activity2:Picture Discussion1. Hold up the Module 1, Session 5 picture.2. Ask:

• Whatcanyouseeinthispicture?• Wherearethey?• Howaretheyfeeling?• Whatistheirbodylanguagetellingus?

3. Say:• Itisgoodtotalkaboutyourfeelingswithpeopleyoutrust• Wecantalkaboutourfearsatclassmeetings.• Aclassmeetingiswhenwetalkaboutatopicwithour

teachers and friends.• Wewillhaveaclassmeetingeveryweek.• Wewillpracticetalkingandlisteningtoeachother.

4. Say:• Sometimesthereisanunexpectedevent,likeaflood

or a conflict, which means we have to move from our homes.

• Whenthishappenswecanholdanemergencyclass meeting.

• Wecantalkabouttheemergency.Ifyouareworried, it will help. You can begin learning again.

Share your fears during class meetings.

Key.MessageSession 5: Class Meeting

Session 5 picture

Important words:meeting: agatheringofpeopleforaspecificreason

discussion:talkingaboutsomething

problem:aquestionthatisdifficulttounderstand

subject:athingthatiswrittenorspokenabout

solve:tofindananswerortofix

42 Module 1 | Session 5: Class Meeting

5. Read the key message:Share.your.fears.during.class.meetings.


Activity3:Story and Discussion1. Tell the following story: A.Class.Meeting.

Mr.Deng,theteacher,greetsthepupils.Todaytherewillbeaclassmeeting.Mr.Dengisthechairperson.Heexplainsthesubjectandtheproblem.Todaythesubjectisfightingintheschoolcompound.

Theclasstellstheirideasandfeelingsabouttheproblem.Mosesfeelsafraidwhenthereisfighting.Nurainfeelssadwhenpeoplehurteachother.

Mr.Dengsaysheunderstands.Hewouldlikethefightingtostopsolearnersarenotafraidorsad.

Teaching Ideas for Activity 3:• WritethestorytitleAClassMeetingonpaperortheblackboard.



Abrahamwantspeopletotalkbeforetheyfight.Annewantspeopletocalmdownbycountingto10whentheyfeelangry.

Thelearnersagreetotalkinsteadoffighting.Theywillalsotrytocalmdownwhentheyareangrybycountingto10.

Mr.Dengwritesdownwhattheclasshasagreedtodo.Allofthelearnerssignthepaper.Everyonefeelshappy.Theyhavetalkedabouttheproblemandtheirfeelings.Theyhavesolvedtheproblemandknowwhatwillhappennext.


3. Say:• Aclassmeetingisagoodplacetotalkaboutourfearsand

problems.• Wecanhelpeachotherduringclassmeetings.• Wecansolveproblemsduringclassmeetings.






2. Askeachlearnertotakearolefromthestory:• Moses• Nurain• Abraham• Anne• Mr.Deng



Activity6:Talk About Problems1. Put learners into groups of 4.2. Asklearnerstoshareaproblemorfeartheyhavewiththeir

group.3. Asksomelearnerstotelltheclass.4. Asklearnerstotalkwiththeirneighbouraboutwhatmakes

them feel better.5. Asksomelearnerstotelltheclass.6. Read the key message:

Share.your.fears.during.class.meetings.



a cross (X).



Teaching Ideas for Activity 6:Asklearnerstodrawaclassmeeting.

Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.




• Aclassmeetingneedsrules.(Agree) • Everyonecangiveideasortalkabouttheirfeelingsinaclass

meeting. (Agree)• Wedonotinterrupt,talkbadlyaboutorlaughatanyoneina

class meeting. (Agree)• Wemustgivecorrectinformationinaclassmeeting.(Agree)• Wemusttaketurnstotalk.(Agree)

8. Read the key message: Share.your.fears.during.class.meetings.


Activity8:Brainstorming Ideas for Class Meetings

1. Put learners into groups of 2.2. Say:

• Wecantalkaboutanythingwewantataclassmeeting.• Wecantalkaboutourfearsorproblems.• Wecanhelpeachothersolveproblemsatclassmeetings.

3. Asklearnerstothinkaboutsomeideastotalkaboutatclassmeetings.

4. Asksomelearnerstotelltheclass.5. Repeat each idea aloud.6. Read the key message:

Share.your.fears.during.class.meetings.

7. Say the key message to the music beat.8. Repeat with learners.9. Sing the key message.10. Repeat with learners

Teaching Ideas for Activity 8:• Learnerscanwritetheirideas.

• Makealistofallideasontheblackboardoronpaper.

47

MODULE 2 Peace and Conflict

Resolution

South Sudan Teachers’ Code of Conduct for Emergency Situations:The Code of Conduct emphasises the need for an inclusive, tolerant, and accepting teaching-learning environment that promotes and celebrates differences, especially of more vulnerable children and youth.

It is important that teachers try to include children who might find it difficult to attend classes during emergencies–girls,childrenwithdisabilitiesorothervulnerablegroups.Providealearningenvironment where there is trust and where everyone is respected. Teachers should encourage both boys and girls to participate fully in all learning opportunities. It is also important that teachers maintain political neutrality and promote peace and social responsibility.

48 Module 2 | Session 1: Going to School


• Todaywewilltalkaboutgoingtoschool.• Allchildrenhavetherighttogotoschool.• Rightsarethingsweallgetwhenweareborn.• Wehavetherighttogotoschool.• Wehavetherighttoliveinsafety.• Wehavetherighttofoodandshelter.

2. Ask:• Canyouthinkofanyotherrightswehave? Forexample:righttofood,shelter,medicalcare,

freedom to say what we think and feel.


• Whatcanyouseeinthispicture?• Whatarethechildrendoing?• Howdoyouthinkthechildrenfeel?• Tellmeaboutthedifferentchildren.• Whichchildrenaremissingfromthispicture?• Whyarethechildreninthepicturenotgoingtoschool?

3. Say:• Allchildrenhavetherighttogotoschool• Somechildrendonotgotoschool.• Childrenwhocannotpayschoolfeesdonotgotoschool.• Sickchildrendonotgotoschool.• Childrenwholivefarawaydonotgotoschool.• Childrenwhoworkathomedonotgotoschool.

4. Read the key message: All.children.have.the.right.to.go.to.school.

5. Repeat with learners.6. Make up a music beat using hands and feet. 7. Read the key message to the beat.

Allchildrenandyouthhavetherightto go to school.

Key.MessageSession 1: Going to School

Session 1 picture

Important words:school: aplaceforteachingandlearning

education:knowledgeorlearning

rights:thingsthatyouareallowedtodo

49Module 2 | Session 1: Going to School

8. Repeat with learners.9. Create a song using the key message with learners. 10. Repeat with learners.

Activity3:Story and Discussion1. Use the Esther.Talks.to.the.Chief picture story.2. Show the first picture.3. Ask:



Estherisagirlwhowantstogotoschool.Shelivesinacamp.Herparentswanthertoworkathome.


Esthergoestothechief.Shetellsthechiefshewantstogotoschool.Theschoolhasafenceandteacherstolookafterthelearners.Itisasafeplacefora girltobe.

Shetellsthechiefthattheschoolteacheslearnershowtostayhealthyandsafe.Thelessonskeephermindbusyandteachhertoprotectherselfsoshedoesnot

Teaching Ideas for Activity 3:• WritethestorytitleEstherTalkstotheChiefonpaperortheblackboard.

• Asklearnerstowriteordrawanswersto:Estherfeels...

1.


feelafraid.Esthercanmakenewfriendsandfeellikeanormalgirlagain.

Shesaysshecanlearntoreadandwriteanddomaths,whichcanhelpherfamilyinabusiness.

Shetellsthechieftheylosteverythinginthewar.ButifEstheriseducatedshecangetajobandhelpherfamily.Itgivesherhopeforthefuture.


ThechieflistenscarefullytoEsther.HetellsherparentstosendEsthertoschool.Hedecidestosendhisdaughtertoschool,too.Bothgirlsarehappyandgotoschooltogether.

10.Ask:• WhydidthechiefsendhisdaughterandEsthertoschool?



2.

3.






2. Askeachlearnertotakearolefromthestory:• Esther• Chief• Esther’smother• Esther’sfather• Chief’sdaughter



Activity6:Talk About Going to School1. Put learners into groups of 4.2. Say:

• Allchildrenhavetherighttogotoschool.• Somechildrenarenotallowedtogotoschool.• Schoolisasafeplace.• Childrengetaneducationatschool.

3. Asklearnerstothinkaboutwhyitisimportanttogotoschool.4. Asksomelearnerstotelltheclass.5. Repeat each idea aloud.6. Askeachgrouptothinkaboutthechildrenintheircommunity.

• Whichchildrenarenotattendingschool?• Whataretheirnames?• Whyaretheynotattendingschool?

7. Asksomelearnerstotelltheclass.8. Read the key message:

All.children.have.the.right.to.go.to.school.



Teaching Ideas for Activity 6:• Asklearnerstowritetheirideasaboutgettingmorechildrentocometoschool.

• Makealistofallideasontheblackboardoronpaper.



a cross (X).



• Friendsmakeyoufeelhappy.(Agree)• Allgirlsshouldattendschool.(Agree)• Schoolisadangerousplace.(Disagree)• Childrenwhohaveproblemshearingorseeingshouldstay

at home. (Disagree) • Allchildrenhavetherighttoattendschool.(Agree)• Lessonskeepyourmindsbusyandyoulearnnewthingsto

keep you healthy and safe. (Agree)• Childrenshouldstayathomeandwork.(Disagree)• Youthhavetherighttoattendacceleratedlearningclasses

(AcceleratedLearningClassesareofferedtoout-of-schoollearners who would like to catch-up on their education). (Agree)



Activity8:Visualisation 1. Say:

• Wearegoingtouseourimaginations.• Sitcomfortably.• Closeyoureyes.




• Thinkaboutagoodschool.• Thelearnersarehappy.Therearegoodteachersandbooks

andgamestoplay.Howdothelearnersfeel?• Nowimagineyouareoutsidetheschool.• Youcannotattendclass.• Youareathomeworking.Howdoyoufeel?• Iamgoingtoaskyousomequestions.• Thinkabouttheanswerstoyourselves.

2. Ask:• Howdothelearnersfeelatthegoodschool?• Howdoyoufeelwhenyoucannotgotoschool?

3. Say:• Openyoureyes.• Manychildrenwanttogotoschoolbutcannot.• TheGovernmentoftheRepublicofSouthSudanwants

everyone to go to school. • Itsayschildrenhavetherighttoeducation.Thismeans

that children should go to school and the government will provide enough teachers.










54 Module 2 | Session 2: Peace


• Todaywewilltalkaboutpeace.Whatdowemeanbypeace?

• Peaceisaboutthewaypeopleactandfeeltowardseachother.

• Peacecomesfrompeople.• Peaceiswheneveryoneiscalmandsafe.• Peacecanbeinsideofaperson,acommunityora

country.• Peacemeansnooneishurtbywar.• Peaceisafeelingofharmony.• Peaceiswheneveryoneisfree.• Wecanallmakepeacehappenbyactivelybeingniceto

one another.• Everychildhasaresponsibilitytomakepeacehappen,at

home, at school and in the community.• Before,weweretalkingaboutfeelings.Whenweareat

peace, we feel happy and not scared. • Wecanalllearntocopewithourfeelingssothateven

when we are upset or stressed, we still stay peaceful towards others.

2. Ask:• Whathappenstoyourbodywhenyoufeelpeaceful?


• Whatcanyouseeinthispicture?• Whatarethechildrendoing?• Howdoyouthinkthechildrenfeel?• Dothechildrenrespecteachother?

3. Say:• Peaceprotectsyourrightsandfreedoms.• Peaceisfriendshipandrespectbetweendifferentpeople.• Wecanhelpbuildpeacebytakingresponsibilityforour

own actions.

Peace is everyone’s responsibility.Key.MessageSession 2: Peace

Session 2 picture

Important words:peace: atimewhenthereisnowarorfighting

responsibility:duty,somethingyoumustdo

harmony:agreement,unity

freedom:beingabletodowhatyouwantwithoutfear

55Module 2 | Session 2: Peace

4. Read the key message: Peace.is.everyone�s.responsibility.


Activity3:Story and Discussion1. Use The Blind Man and the Lame Man picture story.2. Show the first picture. 3. Ask:



Oneday,ablindmanwaswalkingslowlydowntheroadtothevillage.Itwashard.Thereweremanyrocksandholesintheroad.


Theblindmanheardavoicecall,“Pleasehelpme.Ineedtogodowntheroad.Iamlame.Youcanwalk.”Theblindmanasked,“Whydoyouaskmetohelpyou?Iamblind.Ihave

Teaching Ideas for Activity 3:• WritethestorytitleTheBlindManandtheLameManonpaperortheblackboard.

• Asklearnerstowriteordrawanswersto:Theblindmancan…Thelamemancan…Togetherthemencan…

1.


problemswalkingdowntheroadwithoutfallingdown.”Thelamemansaid,“Wecanhelpeachother.Ihavegoodeyesandyouhavegoodlegs.Wecangodowntheroadtogether.”


Sotheblindmanhelpedthelamemanstandup.Heputhisarmaroundhimasthelamemanguidedhim.Togethertheygottothevillage.


Theblindman’sbrothersawhimandwassurprised.“Howdidyougetdowntheroad?”heasked.Thelameman’ssonwassurprisedtoo.“Howdidyougetdowntheroad?”Thetwomenjustsmiled.


12. Say:• Weareallgoodatsomethings.• Weallhavetroublewithotherthings.• Itisgoodtoworktogether.• Itisgoodtorespecteachother’sdifferences.• Evenifwehaveadifficulty,wecansucceedifwehelp

each other.

2. 3.

4.





Activity5:Role Play1. Put learners into groups of 4.2. Askeachlearnertotakearolefromthestory:

• Blindman• Lameman• Blindman’sson• Lameman’sson


Activity6:Talk About Going to School1. Put learners into groups of 4.2. Asklearnerstotalkwiththeirgroupaboutaplacewherethey

feel peaceful and calm. It should be a place where they feel safe and do not have to be scared.

3. Asksomelearnerstotelltheclass.4. Asklearnerstotalkabouthowtheycanmaketheschoolmore

peaceful.5. Read the key message:

Peace.is.everyone�s.responsibility.



a cross (X).


Teaching Ideas for Activity 6:Asklearnerstodrawapeacefulplace.





• Peacemakesyoufeelhappy.(Agree)• Peaceisafeelinginsideofyou.(Agree)• Peaceiswheneveryoneisfighting.(Disagree)• Wecanmakepeacebybeingkindtooneanother.(Agree)• Therecanbepeaceinourschool,communityandcountry.(Agree) • Wearenotresponsibleformakingpeace.(Disagree)• Peaceisafeelingofcalmandharmony.(Agree)• Weallhaveplaceswherewefeelpeaceful.(Agree)• Schoolisapeacefulplace.(Agree)

8. Read the key message: Peace.is.everyone�s.responsibility.


Activity8:Song


We can make things better,

We can make things right,

If we try our best,

To love, and not to fight.

Let’s join together,

You and me,

Let’s join together in harmony.


1. Sing the song 3 times with body movements from the song.2. Read the key message:

Peace.is.everyone�s.responsibility.









60 Module 2 | Session 3: Conflict


• Todaywewilltalkaboutconflict.Whatdowemeanbyconflict?

• Conflictiswhenwefightbecausewedonotagree.• Conflictcanbewithpeople,communitiesorcountries.• Wecanalsobeinconflictwithourselveswhenwearenot

at peace about something we have done or said.• Itishardtobeatpeacewithothersifwearenotatpeace

with ourselves.• Solvingconflictbeginswithourselves.

2. Ask:• Haveyoueverhadaconflict?Whathappened?


• Whatcanyouseeinthispicture?• Whatarethechildrendoing?• Howdoyouthinkthechildrenfeel?

3. Say:• Wecanfindasolutiontoconflict.• Asolutioniswhenweagreeorwhenweareatpeace,

even if we disagree.• Wedonotneedtofighttosolveaconflict.• Instead,weshouldtalkandtrytounderstandeachother.

4. Read the key message: Do.not.fight.to.solve.a.problem.


Donotfighttosolveaproblem.Key.MessageSession 3: Conflict

Session 3 picture

Important words:conflict: strongdisagreement,fight

fight:abattleordispute

solution:awaytofixaproblem

61Module 2 | Session 3: Conflict

Activity3:Story and Discussion1. Tell the following story: The.Cow.and.the.Donkey.

Thefarmerhasacowanddonkey.Hetiesaropetobothofthemtostopthemfromwalkingaway.Thefarmerputssomefoodononesideforthecowandsomefoodontheothersideforthedonkey.

Thecowanddonkeyarebothhungry.Theybothpullhardontheropetoreachtheirfood.Buttheycannoteat.

Theytalktoeachother.“Iamhungry,”saysthecow.“Iamhungry,”saysthedonkey.Buttheycannoteatatthesametime.

Acleverbirdtellsthecowanddonkey,“Ifyoutakeitinturnstoeat,youcanbothhaveyourfood.”

Thecowanddonkeyagree.First,thecoweats,thenthedonkeyeats.Bytakingturns,botheattheirfood.

Teaching Ideas for Activity 3:• WritethestorytitleTheCowandtheDonkeyonpaperortheblackboard.


• Asklearnerstowriteordrawanswersto:Thecow…Thedonkey…



3. Say:• Wecansolveaproblembytalkingtoeachother.• Wecansolveaproblembyaskingothersforhelp.• Therearemanywaystosolveproblems.• Wedonotneedtofighttosolveproblems.





2. Askeachlearnertotakearolefromthestory:• Farmer• Cow• Donkey• Bird



Activity6:Talk About a Conflict1. Put learners into groups of 4.2. Asklearnerstotalkwiththeirgroupaboutaconflictfrom

their life and how they solved it.3. Asklearnershowtheconflictmadethemfeel.4. Asklearnershowtheycouldhaveavoidedtheconflict.5. Asksomelearnerstotelltheclass.6. Read the key message:

Do.not.fight.to.solve.a.problem.



Teaching Ideas for Activity 6:Asklearnerstodrawtheirideas.

63Module 2 | Session 3: Conflict


a cross (X).



• Conflictisadisagreementbetweenpeople.(Agree)• Conflictalwaysleadstoafight.(Disagree) • Manypeoplesolveconflictswithoutfighting.(Agree)• Sometimesanotherpersoncanhelpsolveyourproblem.

(Agree) • Ifyoudonottalktoeachother,youcansolvethe

disagreement. (Disagree)• Talkingwitheachotherhelpstosolvethedisagreement.

(Agree)



Activity8:Game: Picking Mangoes 1. Choose 4 learners. 2. Asklearnerstostandinacircle.3. Learners face outwards with their backs to each other. 4. Learners link arms at the elbows.5. Place a rock 1 metre in front of each learner.6. Askthelearnerstopickuptherocksasquicklyaspossible,

without letting go of the other learners’ elbows and without speaking.





7. When all of the learners have picked up their rocks, ask:• Howlongdidittakeeveryonetogettherocks?• Didyouworkasateamorindividuals?• Wasthereaconflictgettingtherocks?• Howdidyousolveconflicts?• Whatpreventedaconflict?

8. Say: • Eachlearnerwastryingtoreachtheirownrock.• Butbecausetheirelbowswerelinked,nobodycould

move alone. • Thiscanleadtoaconflict.• Butifthelearnerscooperate,theycansolvetheproblem.• Wecansolveproblemsbytalking.


10. Say the key message to the music beat. 11. Repeat with learners.12. Sing the key message. 13. Repeat with learners








65Module 2 | Session 4: Communication During Disagreements


• Todaywewilltalkaboutcommunicationwhenwehaveaconflict.

• Conflictiswhenwefightbecausewedonotagree.• Conflictcanbewithyourself,family,friends,communitiesor

countries.

2. Ask:• Howdoyousolveconflicts?



3. Say:• Wecanfindasolutiontoconflict.• Atfirstthechildrenarearguing.• Thentheytaketimetoexplain.• Explainingiswhenwetalkaboutourfeelingsand

behaviour.• Wedonotneedtofighttosolveaconflict.

4. Read the key message: Talk.with.others.to.solve.a.problem.


Session 4: Communication During Disagreements

Talk with others to solve a problem.Key.Message

Session 4 picture

Important words:argue: todisagreeorquarrel

explain:tohelpsomeoneunderstand

suggest:totellsomeonewhatyouthinkisagoodidea

66 Module 2 | Session 4: Communication During Disagreements

Activity3:Story and Discussion1. Tell the following story: Father.and.Son.Solve.a.Conflict.

Mr.Dengisangrywithhisson,Garang,becauseheneverdoeshishomework.Tonight,Garangisoutwithhisfriends.WhenGarangreturnshome,Mr.DengandGaranghaveanargument.Theyarebothfeelingveryangry.Theyshoutateachother.

Thenextday,Mr.Dengaskstheheadteacher,Mr.Ibso,whatheshoulddo.TheheadteacheradvisesMr.DengtotalkwithGarang.Heshouldbeagoodlistenerandlookatbothsidesoftheargument.WhenhetalkswithGarangheshouldexplainhowhefeelsandgivereasons.Heshouldalsosuggestawaytosolvetheproblem.

Garangreturnshomelateatnight.Hisfatheriswaitingforhim.Hesays,“Whenyoudon’tdoyourhomework,Ifeelangry.IwantyoutosucceedatschoolbecauseIneverwenttoschool.”

Teaching Ideas for Activity 3:• WritethestorytitleFatherandSonSolveaConflict.onpaperortheblackboard.


• Asklearnerstowriteordrawanswersto:Mr.Dengfelt…Garangfelt…


Garanglookssurprised,“Oh,youwantmetodowellatschool?”heasks.

“Yes,Iwantyoutofinishyourhomeworkbeforeyouseeyourfriendssothatyousucceedatschool,”hisfatherreplies.

“Iunderstand,father.Butitiseasiertostudywithmyfriends.TheyhelpmewhenIdon’tunderstand.”

“Okay,”sayshisfather,“Let’sagreeyoucanstudywithyourfriends.Whenyoureturnyoucanshowmeyourhomework.ThenIknowyouarestudying.”

“IwillshowyoumyhomeworkwhenIgethome.ThenyouwillbehappytoseeIamstudyinghard,”saysGarang.Boththefatherandsonarehappy.

2. Ask:• Howdidfatherandsonsolvetheirconflict?

3. Say:• Theytalkedtoeachother.• Theywerebothgoodlisteners.• Theyexplainedtheirfeelingsandbehaviour.• Theysuggestedasolutiontotheproblem.






2. Askeachlearnertotakearolefromthestory:• Mr.Deng• Garang• Headteacher,Mr.Ibso



Activity6:Talk About Good Communication During a Conflict

1. Put learners into groups of 4.2. AsklearnerstothinkaboutthestoryFather and Son Solve a

Conflict.3. AsklearnerstotalkabouthowMr.DengandGarangsolved

theproblem.Whodidtheyaskforhelp?4. Asksomelearnerstotelltheclass.5. Say:

• Theyaregoodlistenersandtaketurns.• Theylookatbothsidesoftheargument.• MrDengsays“I”,not“You”.Hesays“Ifeelangry”to

explainshowhefeelswithoutblamingGarang.Saying“youmademeangry”cancausemoreconflict.

• MrDenggivesareasonforhisanger.HemakesthereasonpositiveanddoesnotblameGarang.Forexample,hesays,“Iwantyoutodowellatschool.”

• Theysuggestwaystosolvetheproblem.• Theyagreeonasolution.

6. To help us remember the steps to resolve an argument, remember L2IBSA.or.listen.to.Ibsa.L = Listen: Be good listeners and take turns. 2 = 2 sides: Look at both sides of the argument.I=“I”not“You.”Say,“Ifeelangry,”not“YOUmademeangry.”B=“Because…”Giveareasonforyourfeelings.S = Suggest ways to solve the problem.A=Agreeonasolution.

7. Read the key message:Talk.with.others.to.solve.a.problem.


Teaching Ideas for Activity 6:AsklearnerstodrawacharttoillustrateL2IBSA.




cross (X).



• Conflictisadisagreementbetweenpeople.(Agree)• Ourbehaviourinanargumentcanmakeitbetterorworse.

(Agree) • Ifweblameothersanddonotlisten,theargumentcan

become worse. (Agree)• Givingreasonsforhowyoufeelisanimportantstepin

solving a conflict. (Agree) • Ignoringtheotherpersonintheargumentsolvesthe

problem. (Disagree) • Itisimportanttolistencarefullytounderstandtheother

person in an argument. (Agree)• Onlyonepersoninanargumentcanmakesuggestions

about how to solve the problem. (Disagree)






Activity8:Practice: L2IBSA 1. Say:

• Therearestepstohelpussolveourproblems.• WecanrememberthestepsbysayingL2IBSAorlistento

Ibsa.• Tohelpusrememberthestepstoresolveanargument,

rememberL2IBSA• LisforListen:Begoodlistenersandtaketurns.• 2isfor2sides:Lookatbothsidesoftheargument.• Iisfor“I”not“You”:Say,“Ifeelangry,”not,“YOUmademe

angry.”• Bisfor“Because…”:Giveareasonforyourfeelings.• SisforSuggestwaystosolvetheproblem.• AisforAgreeonasolution.

2. Put learners into groups of 2.3. Asklearnerstopretendthatonelearner stole the other

learner’s shoe and they are having an argument.4. AsklearnerstosolvetheirproblemusingL2IBSA.5. Afterlearnershavesolvedtheirproblem,ask:

• WhatwaseasyaboutusingL2IBSA?• WhatwashardaboutusingL2IBSA?



Activity9:Assessment1. Put learners into groups of 2.2. Askeachgroup of 2 learners to talk about the following


3. Asksomegroupstosharetheiranswerswiththeclass.4. Find3placesonthe floor and mark them: happy face,




Teaching Ideas for Activity 8:WriteoutL2IBSAontheblackboardorwithpenandpaper.


71Module 2 | Session 5: Peer Pressure


• Todaywewilltalkaboutpeerpressure.• Peerpressureiswhensomeoneelsewantsustodo

something that we do not want to do.• Wecanalwayschoosetodosomethingornottodo

something.• Weareresponsibleforourchoices.

2. Ask:• Canyouthinkofanyexamplesofpeerpressure?


• Whatcanyouseeinthesepictures?• Whatarethechildrendoing?• Howdoyouthinkthechildrenfeel?

3. Say:• Weallfacepeerpressureandwecanallbevulnerable.• Peerpressurecanbeverystrong.• Itcanchangeourfeelingsandourdecisions.• Peerpressurecanleadtoriskybehaviour.• Riskybehaviourputsusindanger.• Riskybehaviourcanbestealing,usingdrugs,

drinking alcohol or having sex.• Weareresponsibleforourchoices.

4. Read the key message: Respect.the.choices.of.other.people.


Respect the choices of other people.Key.MessageSession 5: Peer Pressure

Session 5 picture

Important words:respect: totreatsomeonewithkindness,tohonoursomeone

choice:adecisionyoumake

vulnerable:whenyouareatrisk

risky:involvingchanceordanger

peer:someonewhoisaboutyoursameage

72 Module 2 | Session 5: Peer Pressure

3.

Activity3:Story and Discussion1. Use the Dem Cannot Say No picture story.2. Show the first picture. 3. Ask:



Teaching Ideas for Activity 3:• WritethetitleofthestoryDemCannotSayNoonpaperortheblackboard.

• Asklearnerstowriteordrawanswersto:Demcan’tsaynobecause... Theseare2friends,Samuel

andDem.Demlikestoplayfootballandread.Samuelalsolikestoplayfootball.Heisgoodatfootball.Healsolikessweets.


Onedayafterschool,theboyspassashop.Somesweetsareatthefront.Theshopkeeperisbusyatthebackoftheshop.


Samuelwantssomesweets.HetellsDemtogoandtakesomesweets.Theshopkeeperwouldnotsee.Thesweetswouldtastedelicious.Demhesitates.


SamuelsaysthatDemcannotbehisfriendunlesshetakesthesweets.Demtakesthesweets.

1.

2.

4.


11.Ask:• WhatpressuredidDemface?• WasDemhappywithhischoice?• WhatriskdidDemtake?• Whatmighthappennext?

Say:

12.Now tell the story Susan.Says.No.

Susanwalkshomeafterschoolbyherself.Everyday,shepassesasmallshop.

Everydaytheshopkeeper,Mr.Maker,looksatSusanandsaysshelooksbeautiful.

Oneday,Mr.Makerisoutsidetheshop.HetellsSusansheisbeautiful.Hesayshewantshertocomeinsidesohecangiveheragift.Susanthinkscarefully.ShewillbeonherownwithMr.Makerandhekeepslookingatherbody.Hemaytrytotouchher.

SusanlooksdirectlyatMr.Maker.Inastrongvoiceshesays,“No,Idon’twanttocomeinside.”Mr.MakercomescloserandtriestotouchSusan.Susaniscalm.Shesays,“Mr.MakerIdonotwanttocomeinside.IdonotlikethewayyoulookatmeandIwantyoutostop.”

Teaching Ideas for Activity 3:• WritethestorytitleSusanSaysNoonpaperortheblackboard.


• Asklearnerstowriteordrawanswersto:Susancansaynobecause...


Mr.Makerissurprised.Heisarichmanandmanygirlscomeinsidetheshop.Susanwalkshome.ShefeelsproudthatshesaidnotoMr.Maker.

12.Ask:• WhatdidSusandotohelphersayno?

13. Say:• Shethoughtaboutwhatwouldhappenifsheagreedto

go inside the shop. • Sheusedastrongvoice.• Shelookeddirectlyattheperson.• Shewascalmandserious.• Shethoughtaboutwhattosaybeforeshespoke.





• Susan• Mr.Maker


Activity6:Talk About Peer Pressure1. Put learners into groups of 4.2. Asklearnerstotalkaboutatimewhentheyfacedpeer

pressure.3. Asksomelearnerstotelltheclass.4. Read the key message:

Respect.the.choices.of.other.people.


Teaching Ideas for Activity 6:Asklearnerstodrawatimetheyfacedpeerpressure.




a cross (X).



• Conflictisadisagreementbetweenpeople.(Agree)• Peerpressurecanmakeusdoriskythings.(Agree) • Learntosaynoandmakeyourownchoices.(Agree) • Chooseyourfriendscarefully.(Agree) • Itisbettertostealthanloseyourfriend.(Disagree)• Atruefriendwillrespectyourchoices.(Agree)• Itishardtosaynotopowerfulpeople.(Agree)• Itisimportanttomakeyourownchoices,evenwith

powerful people. (Agree)

7. Read the key message: Respect.the.choices.of.other.people.





Teaching Ideas for Activity 8:Asklearnerstodrawtheirideasaboutsayingnotopeerpressure.

Activity8:Practice: Saying No to Peer Pressure

1. Say:• Itishelpfultopracticesayingnotopeerpressure.

2. Put learners into groups of 2.3. Asklearnerstopretendthatonelearnerispressuringthe

other learner to steal a sweet.4. Asklearnerstopracticesayingno.5. Asklearnerstoswitchroles.7. Read the key message:

Respect.the.choices.of.other.people.









77

MODULE 3 PROTECTION

South Sudan Teachers’ Code of Conduct for Emergency Situations:The Code of Conduct emphasises how education can protect children and youth. By providing a protective learning environment, education can be both life-sustaining and life-saving.

Teachers must, wherever possible, try to protect themselves and learners from dangers and make sure that emergencies do not interfere with learning or risk health and safety. Teachers must promote a protective and positive learning environment however possible, being aware of risks in the area and responding to or reporting security dangers.

78 Module 3 | Session 1: Protection When Going to School.


• Todaywewilltalkaboutbeingsafewhenwegotoschool.• Safetyiswhenweareprotected.• Safetyiswhenwedonotfeelscared.• Wecanpracticebeingsafeaswegotoschool.

2. Ask:• Howdoyoufeelwhenyougotoschool?



3. Say:• Thechildrenarewalkinginaline.• Wewalkinlinessolandminesdonothurtus.• Thepathwherepeoplewalkissafebutthesidesofthe

path may not be safe.• Thesmallchildisinfrontandtheolderchildrenarebehind.• Ifsomethinghappens,theolderchildrencanseethesmall

children in front and help them.

4. Say: • Walkinginalineisonewaytobesafe.• Walkingwitholderchildrenbehindsmallerchildrenis

another way to be safe.

5. Ask:• Doyouknowanyotherwaystobesafe?

6. Read the key message: Stay.together.when.you.travel.

Stay together when you travel.Key.Message

Session 1: Protection When Going to School

Session 1 picture

Important words:safety: beingfreefromdanger

plan:actionyouaregoingtotake

travel:togofromplacetoplace

79Module 3 | Session 1: Protection When Going to School.


Activity3:Story and Discussion1. Use the Spiders�.Surprise picture story.2. Show the first picture. 3. Ask:



Alionwasscaringtheanimalsintheforest.Hewasangryandhurtingtheotheranimals.Whenthelionroared,alltheanimalswereafraid.Eventhefastgiraffeswereafraid.


Buttheverysmallspiderswerenotafraid.Thelionwasnotinterestedinthem.Thespiderswereworriedabouttheotheranimals.Theymadeaplan.


Onthenightofthecrescentmoon,allthespidersmadea

Teaching Ideas for Activity 3:WritethestorytitleSpiders’.Surpriseonpaperortheblackboard.

1.

2.

80

circlearoundthelion.Thenthespidersspuntheirwebsandtiedupthelion.


Whenthelionwokeuphecouldnotmove.Thespiderscalledtheotheranimals.Theanimalsweresurprisedandhappy.Alltheanimalssaid,“Littlespiders,thankyou.Togetheryouhavedonesomethingthatwebiganimalscouldnotdo.”


12. Say:• Manysmallspiderscanstopalionwhentheywork

together.• Wecanhelpeachotherbesafe.





• Lion• Giraffe• Spider(5)



Module 3 | Session 1: Protection When Going to School.

3.

4.

81

Teaching Ideas for Activity 6:Asklearnerstodrawsafewaystotraveltoschool.


Activity6:Talk About Safety1. Put learners into groups of 4.2. Asklearnerstotalkwiththeirgroupabouthowtotravelsafely.3. Asksomelearnerstotelltheclass.4. Read the key message:

Stay.together.when.you.travel.



a cross (X).



• Walkonyourowntoschool.(Disagree) • Workingtogethermakesusstronger.(Agree) • Onlywalkonwell-usedpaths.(Agree) • Walkcarefullyonovergrownpaths.(Disagree: Don’t walk

on over ground paths at all. There may be landmines. Even if you walk carefully you can touch one.)

• Donotwalkonovergrownpathsastheremaybelandmines. (Agree)

• Olderchildrenshouldwalkinfront.(Disagree) • Smallchildrenshouldwalkinfront.(Agree)• Ifsomethinghappens,theolderchildrencanhelpsmall

children. (Agree)

5. Read the key message: Stay.together.when.you.travel.



82


Activity8:Song

1. Sing: If.You.Are.Happy.and.You.Know.It.2. Sing the song 3 times with the body movements from

the song.3. Read the key message:

Stay.together.when.you.travel.



Verse.1




If you are happy and you know it clap your hands.

Verse.2




If you are happy and you know it click your fingers.

Verse.3




If you are happy and you know it stamp your feet.

83









84 Module 3 | Session 2: Protection at School


• Todaywewilltalkaboutbeingsafeatschool.Whatdowemeanbysafety?

• Safetyiswhenweareprotected.• Safetyiswhenwedonotfeelscared.• Wecanpracticebeingsafeatschool.

2. Ask:• Howdoyoufeelatschool?



3. Say:• Atallschools,therearerulesthatteachershavetofollow.

This is called a code of conduct.• Theseruleskeepchildrensafe.• Onerulesaysthatteachersmustnottreatlearnersbadly.• Teachersarenotallowedtohurtlearners’mindsor

bodies.• Ifateacherhurtsyou,reportittoanotheradult.

4. Read the key message: Violence.is.not.acceptable.at.school,.home.or.in.the.community.


Violenceisnotacceptableatschool, home or in the community.

Key.Message

Session 2: Protection at School

Session 2 picture

Important words:violence: actionsthatcausepainorharm

rules:lawsordirectionsthatguidebehaviour

physical:happeninginyourbody

psychological:happeninginyourmindorheart

discipline:topunishorcorrect

85Module 3 | Session 2: Protection at School

Activity3:Story and Discussion1. Use the John.Feels.Bad picture story.2. Show the first picture. 3. Ask:



Johnandhisfamilyhadtoleavetheirvillagebecauseoffighting.Theywentfaraway.Thefamilylivedinonesmallroom.John’sfatherdidnothaveajob.Hehadnomoney.Hecouldnotbuyfood.


John’sfatherwasangryallthetime.WhenJohncamebackfromschool,hisfatherwouldgetangryandhithim.Ithappenedmanytimes.


Atschool,Johnwassittinginthecompound.Asmallerboycamenearby.Johnhithimandtoldhimtogoaway.

Teaching Ideas for Activity 3:• WritethestorytitleJohnFeelsBadonpaperortheblackboard.

• Asklearnerstowriteordrawanswersto:Ifeelsafewhenmyteacher...

1.

2.

3.



TheteachercametoseeJohn.HeaskedJohnhowhewasfeeling.TheteacherlistenedtoJohntalkabouthisproblems.TheteacherunderstoodJohn’sproblems.HesaidthatifJohnfeltangry,heshouldplayfootball,nothitsmallchildren.Johnwenttoplayfootball.Attheendofthegame,hefeltbetter.

11.Ask:• WhydoyouthinkJohnhittheboy?

12. Say:• Johnwashungry.• Johnhadlosthishome.• Johnwasfeelingsad.• Hewasfeelingangryathisfatherforhittinghim.• Insteadoftalkingabouthisfeelings,hehitasmallboy.

13.Ask:• HowcanwehelpJohn?

14. Say:• ListentoJohn.• Helphimtotalkabouthisproblems.• Asktheteachertohelp.• PlaysportswithJohn.




4.



• John• John’sfather• John’steacher• Smallerboy


Activity6:Talk About Our School1. Put learners into groups of 4.2. Asklearnerstotalkwiththeirgroupabouttheirsafetyat

school.3. Asksomelearnerstotelltheclasswhatmakestheirschool

safe. 4. Asksomelearnerstotelltheclasswhatmakestheirschool

unsafe.5. Read the key message:

Violence.is.not.acceptable.at.school,.home.or.in.the.community.



a cross (X).



Teaching Ideas for Activity 6:Asklearnerstodrawasafeschool.





• Teachersshouldphysicallypunishyou.(Disagree)• Teachershaveacodeofconductthatguidesthemon

how to protect children. (Agree)• Youfeelhappywhenateachersaysyouhavedonewell.

(Agree) • Ateachercanbedisciplinediftheybreakthecodeof

conduct. (Agree) • Whensomeonehitsapersonfornoreason,tryto

understand them and help them. (Agree) • Violenceatschoolisokay.(Disagree)• Allchildrenshouldfeelsafeatschool.(Agree)

8. Read the key message: Violence.is.not.acceptable.at.school,.home.or.in.the.community.


Activity8:Visualisation1. Asklearnerstositonthefloorintheshapeofacircle.2. Say:

• Wearegoingtothinkaboutthingsthathavehappenedtous.

• Sitcomfortably.• Closeyoureyes.• Thinkaboutatimewhensomeonehityouorbeatyou.• Thinkabouthowyoufelt.• Keepyoureyesclosed.• Nowthinkaboutatimeyourmotherorfathertoldyou

they love you.• Thinkabouthowyoufelt.• Thinkaboutatimeyourteachersaidyoudidwell.• Thinkabouthowyoufelt.• Takeadeepbreathinandout.• Slowlyopenyoureyes.


3. Ask:• Howdidyoufeelwhensomeonebeatyou?• Howdidyoufeelwhenyourmotherorfathertoldyouthey

loveyou?• Howdidyoufeelwhenyourteachersaidyoudidwell?

4. Say:• Ifapersontreatsyoubadly,hitsyouorusesunkind

language toward you, it makes you feel angry. • Youmaynotwanttobewiththatpersonorinthatplace.• Ifthepersonshowsloveandsaysnicethingstoyou,it

makes you feel happy and want to be with the person.

5. Read the key message:Violence.is.not.acceptable.at.school,.home.or.in.the.community.









90 Module 3 | Session 3: Protection in an Emergency


• Todaywewilltalkaboutbeingsafeduringanemergency.Whatisanemergency?

• Anemergencyiswhensomethingbad,scaryorsadhappens.

• Schoolisasafeplaceforchildren.• Wecanhelpeachotherbesafeduringemergencies.

2. Ask:• Howdoyoufeelduringanemergency?


• Whatcanyouseeinthispicture?• Istheschoolsafe?Why?

3. Say: • Ithasafence.• Thereisnofirenearby.• Itisahealthyandsafeplace.

4. Read the key message: School.is.a.safe.place.for.children.


School is a safe place for children.Key.MessageSession 3: Protection in an Emergency

Session 3 picture

Important words:emergency: whensomethingserious,dangerousandunexpectedhappens

91Module 3 | Session 3: Protection in an Emergency

Activity3:Story and Discussion1. Tell the following story: The.Fire.

Mary,thefoodseller,ishot.Shesitsneartheschoolintheshade.Adogrunspastandknocksherfire.Thefirespreadstotheroofoftheschool.

MadamMabor,theteacher,seesthefire.Shetellsthechildrentostaycalm.Sheshouts,“Fire!Fire!”asloudasshecan.Shetellsthechildrentowalktothefootballfieldingroups.MadamMaborsendsoneboytotelltheheadteacher.Shepicksuptheattendanceregisterandwalksafterthechildren.

Atthefootballfield,MadamMaborcheckseveryoneispresent.Shetellsthelearnerstheywillstaythereuntilthefireisputout.Everyoneissafe.

2. Ask:• WhatdidMadamMabordotokeepthelearnerssafe?

3. Say:• Shetoldthelearnerstostaycalm.• Theywalkedtoaplacewhereeveryonecangather.• Shetooktheattendanceregister.• Shesentamessagetotheheadteacher.• Everyonestayeduntilitwassafe.

Teaching Ideas for Activity 3:• WritethestorytitleTheFireonpaperortheblackboard.







• Mary• MadamMabor• Dog• Learners(5)

3. Instruct the groups to act out the story.4. Choose one group to act out the story in front of the class.5. Say:

• Itisimportanttopracticewhattodoinanemergency.• Anemergencycanhappenanytimeandinanyplace.

Activity6:Talk About Safety in Emergencies

1. Put learners into groups of 4.2. Asklearnerstotalkwiththeirgroupaboutwaystobesafe

during an emergency.3. Asksomelearnerstotelltheclass.4. Read the key message:

School.is.a.safe.place.for.children.



Teaching Ideas for Activity 6:Asklearnerstodrawaplacetheyfeelsafe.

93Module 3 | Session 3: Protection in an Emergency


a cross (X).



• Asafeschooldoesnotneedafence,latrineorcleancompound. (Disagree)

• Agreeonaplacetogatherinanemergency.(Agree)• Staycalminanemergency.(Agree) • Ifthereisafire,run.(Disagree) • Inanemergency,listentoyourteacher.(Agree)

8. Read the key message: School.is.a.safe.place.for.children.


Activity8:Demonstration: Stop, Drop, Roll and Move

1. Say: • Afirecanbeverydangerous.• Whenthereisafireatschool,home,orthebush,wemust

stay far away. • Ifyougoclosetothefire,yourclothesmaycatchonfire.• Thenyoumuststop,drop,rollandmoveaway.




2. Say each word and show learners the action.• STOP:Stopwhatyouaredoing.• DROP:Droptothegroundandcoveryourface.• ROLL:Rollbackandforthuntilthefiregoesout.• MOVE:Moveawayfromthefire.

3. Show the class how to stop, drop, roll and move again.4. Put learners into groups of 2.5. Askthemtopracticestop,drop,rollandmovetogether.6. Say:

• Donotrunifyourclothesareonfire.• Runningwillonlymakethefireburnfaster.• Rollinginthedirtwillstopthefire.

7. Read the key message:School.is.a.safe.place.for.children.



questions: • What2thingsdidyoulearntoday? • Whatdidyoulikedoingthebest? • Whatwillyoutellyourfamilyabouttoday?3. Asksomegroupstosharetheiranswerswiththeclass.4. Find3placesonthefloorandmarkthem:happyface,





95Module 3 | Session 4: Landmines


• Todaywewilltalkaboutlandmines.Whoknowswhatalandmineis?

• Landminesaremadebypeopleandplacedinthesoilorin vegetation.

• Theycankillorinjurepeopleandanimals.• Landminesarenotsafe.• Wemustlearnhowtostayawayfromlandmines.

2. Ask:• Haveyoueverseenalandmine?


• Whatcanyouseeinthispicture?• Whereshouldthechildrenwalk?

3. Ask:• Whatdoesawhiteskullonaredbackgroundmean?

4. Say: • Theredsignwithwhiteskullandcrossbonesmeansthere

are landmines.• Stayoutofthearea.• Neverwalkthere,evenifitisashortwaytoget

home.

5. Ask:• Whatdotheredandwhitestonesmean?

6. Say: • Whitepaintedstonesmeanitissafe.• Redstonesmeanitisnotsafe.• Sometimespathshavestonespaintedhalfwhite

and half red. • Theredsideisdangerousandthewhitesideissafe.

Play in a safe place.Key.Message

Session 4: Landmines

Session 4 picture

Important words:landmine: anexplosivedeviceplacedundertheground

explode:tosuddenlybreakopen

path:anarrowroadorway

strange:notknown

sign:amarkorsymbol

96 Module 3 | Session 4: Landmines

Activity3:Story and Discussion1. Use the Francis.and.the.Landmine picture story.2. Show the first picture.3. Ask:

• Whatishappeninginthepicture?• Whatwillhappennext?

4. Show the next picture. 5. Askthequestionsagain.6. Repeat with each picture.7. Now read the story while showing picture 1:

Franciswaslookingafterthecows.

8. Now read the story while showing picture 2:

Hewaswalkingtowardsometrees.Helookeddownandsawastrangeobjectintheground.Helookedcarefully.Francisrememberedwhathisteachersaid:“Ifyouseeastrangeobject,donottouchit.Itmightbealandmine.”


Franciswasafraid.Butagainherememberedwhathis

7. Read the key message:Play.in.a.safe.place.


Teaching Ideas for Activity 3:• WritethestorytitleFrancisandtheLandmineonpapersortheblackboard.

• Asklearnerstowriteordrawanswersto:IstaysafewhenI…

1.

2.


teachersaid.Heraisedbothhandsinastopsignandshouted,“Landmine,landmine!”Hisfriendssawhishands–theyknewtheyshouldnotgotowardFrancis.Theywenttothevillagetogethelp.


Francisstoodstill.Heknewtheremightbeotherlandminesaround.Aftersometime,amanfromtheMinesAdvisoryGrouparrived.HecheckedtheareaaroundFrancis.HetookFrancisbackonapaththatwassafe.


Thenthemanmadeasmallpileofstonesneartheplaceofthelandmine.Whenhereturned,hewouldputaredsignwithskullandcrossbones.


ThemantoldFrancishehadbeenbrave.Hehaddonethecorrectthingwhenhefoundthelandmine.Francisfeltproudthathehadlearntfromhisteacher.

3.

4.

5.

6.


13.Ask:• WhatdidFrancisdoafterhesawthestrangeobject?

14. Say:• Hedidnottouchit.• Heraisedbothhandsinastopsignandshouted

“landmine!”• Hestoodstillandwaitedtoberescued.

15.Ask:• Whatdidthemandowhenhefoundthelandmine?

16. Say:• Hemarkedtheplacewithapileofstones.• Heputaredsignwithskullandcrossbones.• Theinternationalwarningsignsforlandminesareared

sign with skull and crossbones, red stones or landmine tape.

• Localsignsarepilesofstones,crossedsticks,knottedgrass or thorns or sticks pushed into trees.

• Ifyouseeanyofthesesigns,itmeanstherearelandmines there.





• Francis• Man• Friends(2)




Teaching Ideas for Activity 6:Asklearnerstodrawalandminewarningsign.


Activity6:Talk About What to Do When There Is a Landmine

1. Put learners into groups of 4.2. Asklearnerstotalkwiththeirgroupaboutwhattodoifthereis

a landmine. 3. Asksomelearnerstotelltheclasswhatmakestheirschool

safe or unsafe.4. Read the key message:

Play.in.a.safe.place.



a cross (X).



• Landminescanbeburiedinthesoil.(Agree)• Landminescanbeintreesorbushes.(Agree)• Landminesaresafetotouch.(Disagree) • Nevertouchalandmine.(Agree)• Unexplodedbombsandshellsaresafetotouch.(Disagree) • Whenyouseealandmine,runandtellthevillage.

(Disagree: Stand still and shout for help.)• Whenyouseealandmine,makeastopsignandshout,

“Landmine,landmine!”(Agree)



• Whenyouseealandmine,standstillandwaituntilyouare rescued. (Agree)

• Itissafetowalkdownunusedpaths.(Disagree) • Itisokaytotakeashortcutthoughanareamarkedwith

red signs with skull and crossbones. (Disagree)

8. Read the key message: Play.in.a.safe.place.









101

MODULE 4 HEALTH

South Sudan Teachers’ Code of Conduct for Emergency Situations:The Code of Conduct emphasises how teachers play a key role in providing essential information through teaching children and youth health and hygiene practices that can reduce the risk of death, physical harm and disease, especially in times of emergencies.

It is important that the teacher is a role model and demonstrates healthy behaviours. Teachers must provide basic information about emergency health risks and life skills. Teachers must promote a protective and healthy learning environment however possible, being aware of risks in the area and responding to or reporting health dangers.

102 Module 4 | Session 1: Hand Washing


• Todaywewilltalkabouthandwashing.• Wewashourhandstokeepthemclean.• Whenourhandsareclean,wedonotpassgerms.• Whenourhandsareclean,wedonotgetsick.• Let’slearnabouthowtokeepourhandsclean.

2. Ask:• Areyourhandscleanrightnow?


• Whatcanyouseeinthispicture?• Whatisthegirldoing?• Whatistheboydoing?

3. Read the key message: Wash.your.hands.with.soap.and.clean.water.


Activity3:Story and Discussion1. Use The.Boy.Who.Never.Washed.His.Hands picture story.2. Show the first picture.3. Ask:


4. Show the next picture.

Wash your hands with soap and clean water.

Key.Message

Session 1: Hand Washing

Session 1 picture

Important words:wash: tomakesomethingcleanwithsoapandwater

germs:averysmalllivingcreaturethatcannotbeseenbythenakedeyethatcausessickness

hygiene:keepingyourbodyortheenvironmentcleanandhealthy

clean:notdirty

103Module 4 | Session 1: Hand Washing

5. Askthequestionsagain.6. Repeat with each picture.7. Now read the story while showing picture 1:

CholandAbduarefriends.Theyliketoplayoutside.Chollikestoplaywithdirtneartheriver.Abdulikestowatchthebirdsinthewater.


CholhasasistercalledEsther.EsthercallsCholandAbdutoeat.Cholisveryhungry.Hestartstoeat.Abduishungrytoo,butbeforeeatinghewasheshishandswithsoap.Theyallenjoythefood.


Later,Cholisholdinghisstomach.Hefeelssick.Herunstothelatrinemanytimes.


EstherandAbduhelpChol.Theywashhishandsandfacewithsoapandcleanwater.Theycleanallthedirtoff.Theygivehimcleanwatertodrink.

AbdutellsCholthatheeatshisfoodwithdirtyhands.Thedirt

Teaching Ideas for Activity 3:• WritethestorytitleTheBoyWhoNeverWashedHisHandsonpaperortheblackboard.

• Asklearnerstowriteordrawanswersto:Iwashmyhandsbefore...Iwashmyhandsafter...

1.

2.

3.


hasgermsandfaecesinit.ThismadeCholsick.


Abduwasheshishandswithsoapandcleanwaterbeforeheeats,sohedoesnotgetsick.Abdualsowasheshishandswithsoapandwateraftergoingtothelatrine.

Cholpromisestowashhishandswithsoapandwaterbeforeheeatsanyfood.

10.Ask:• WhydidCholgetsick?

11. Say:• Choldidnotwashhishandswithsoapandcleanwater.

Whenshouldwewashourhands?• Washyourhandswithsoapandcleanwater.• Washthembeforeandaftereating.• Washthembeforeandafterusingthelatrine.





• Abdu• Chol• Esther


4.

5.



Activity6:Demonstration: Hand Washing

1. Use the pictures below to show learners how to wash their hands.

2. Repeat steps, asking the learners to copy your actions.3. Ask:

• Whyshouldeveryonewashtheirhandswithsoapandwater?

4. Say:• Duringtheday,weshakehandswithpeople.Wetouch

things. We go to the latrine and we pick up germs. • Germsmakeussick.• Thewaytoremovegermsistowashyourhandswithsoap

and clean water. • Ifthereisnosoap,useashorsand.• Washingyourhandsisgoodhygiene.• Washhandsbeforeandaftereating.• Washhandsbeforeandafterusingthelatrine.• Washhandsbeforepreparingfood.• Washhandsaftercleaningababy’sbottom.• Hygieneiswhenwearehealthyanddonothavegerms

that can make us sick.



Steps:1 Wethands.

2 Soap(20seconds.)

3 Washbacksofhands,fingersinterlaced.

4 Washpalmsandwrist.

5 Washfingers,thumbsandunderfingernails.

6 Rinse.

1 2 3 4 5 6


Activity7:Agree / Disagree1. Take the learners to a large, open space.2. Mark 2 places on the ground, one with a tick () and one

with a cross (X).



• Dirtyhandscanmakeyousick.(Agree)• Washingyourhandsinthemorningwillkeepyouhealthy.

(Disagree) • Itisimportanttowashyourhandsmanytimesduringthe

day, especially after going to the toilet or playing in dirt. (Agree)

• Alwayswashyourhandsaftergoingtothetoilet.(Agree)• Dirtdoesnotmakeyousick.(Disagree) • Dirthasmanygermsinitthatcanmakeyousick.(Agree)• Usesoapwhenyouwashyourhands.(Agree)• Dirtynailscannotmakeyousick.(Disagree) • Havingdirtunderyournailscanspreadgerms,which

can make you sick. (Agree)• Alwayswashyourhandsbeforeyoueat.(Agree)• Alwayswashyourhandsbeforecleaningababy’s

bottom. (Agree/Disagree: It.is.also.important.to.wash.your.hands.after.cleaning.a.baby's.bottom)

• Awayswashourhandsbeforeyoufeedababy.(Agree)






Activity8:Song1. Sing: The.Hand.Washing.Song.

2. Sing the song with the learners 3 times.3. Read the key message:

Wash.your.hands.with.soap.and.clean.water.


Lather with soap,

Rub your palms together,

Now the backs

Of your hands,

Between your fingers,

Cleaning inside them,

Now the thumbs,

Clean your nails.

Activity9: Assessment 1. Put learners in groups of 22. Askeachgroupof2learnerstotalkaboutthefollowing

questions• Whatthingsdidyoulearntoday?• Whatdidyoulikedoingthebest?• Whatwillyoutellyourfamilyabouttoday?



shows how they felt about the session.6. Write down how many learners put a stone next to each face



108 Module 4 | Session 2: Flies and Diarrhoea

Practice healthy behaviour to prevent sickness.

Key.Message

Session 2: Flies and Diarrhoea


• Todaywewilltalkaboutfliesanddiarrhoea.• Fliesspreadgermswhentheylandonourfoodandour

body.• Germsmakeussick.• Wewilllearnabouthowtopracticehealthybehaviour.

2. Ask:• Haveyoueverbeensick?Howdidyoufeel?


• Whatcanyouseeinthispicture?• Whatisthechilddoing?• Wherecanwefindflies?• Howdofliespassonsickness?

3. Say:• Fliesliketoeatandwalkinrubbish,animaldungand

toilets. • Thentheysitonpeopleandourfood.• Thefliesleavegerms.• Whenweeatthefoodthegermsmakeussick.

4. Ask:• Whatsicknessescanyougetfromflies?

5. Say:• Diarrhoea• Skininfections• Eyeinfections• Typhoid• Cholera

6. Read the key message: Practice.healthy.behaviour.to.prevent.sickness.

Session 2 picture

Important words:rubbish: garbage,thingsyoudonotwant

faeces: wastefromtheanus

wipe: tocleanbyrubbing

infection: sicknesscausedbygerms

trachoma: sicknessintheeye

109Module 4 | Session 2: Flies and Diarrhoea


Activity3:Story and Discussion1. Use The.Fly picture story.2. Show the first picture.3. Ask:


4. Show the next picture. 5. Askthequestionsagain.6. Repeat with each picture.7. Now read the story while showing picture 1:

Flywassmallandnoisy.Hecausedalotoftrouble.Flywassleepingonsomedogfaecesintherubbish.Hewasveryhappybecausehelikedbeingdirty.

Flywashungry.Heflewtoaman’shand.Hewalkedaroundandlookedbuttherewasnofood.Hewasangryandsaid,“ZZZZZZZZZ.”


Flyflewintoahome.Hesawsomefood.Hewalkedontherice.Heatealotofrice.He

Teaching Ideas for Activity 3:• WritethestoryTheFlyonpaperortheblackboard.

1.

2.


satanddefecatedontherice.SomefriendsjoinedFlyandatesomerice.Twoboyssatdownandstartedtoeattherice.Flyandtheboysatethericetogether.


ThenFlywentinthefield.Hewalkedonsomeanimaldung.

Flyfeltthirsty.Hesawababycrying.Flydranksomeofthebaby’stears.ThenFlywenthometotherubbish.


Soon,theboysfeltillandhadstomachpainsanddiarrhoea.Thenextday,thebabywascrying.Hiseyeswerered.Hehadaneyeinfection.

11.Ask:• Whydidthetwoboysgetsick?

12. Say:• BecauseFlydefecatedonthericetheyate.• Wemustcoverourfoodtokeepitclean.• Wemustwashourhandswithsoapandcleanwater.• Wemustwashourfacetokeepitclean.

13.Ask:• Whydidthebabygetsick?• BecauseFlywalkedonthebaby’seyesandmouthwith

germs on his feet.

4.

3.







• Fly• Boys(2)• Baby

3. Instruct the groups to act out the story.4. Choose one group to act out the story in front of the class

Activity6:Demonstration: How a Fly Spreads Germs

1. Make a knot in a small piece of cloth or plastic.2. Hold up the knot and say:

• Thisisafly.

3. Choose a learner to come to the front of the class. 4. Put the knot in dirt. 5. Now put the knot on the learner. 6. Rub it on their arms, on their hands, and on their face so that

they are dirty.

Activity7:Question and Answer 1. Ask:

• Whatdidtheflydotothelearnerwhenittouchedhimorher?

2. Say: • Theflymovedthedirtontothearms,handsandfaceof

the learner. • Theflybringsgermsanddiseasefromdirtyplaces.


3. Whatwillhappeniftheflytouchesourmouth?4. Say:

• Wecangetdiarrhoea.

5. Ask:• Whatwillhappeniftheflytouchesoureyes?

6. Say: • Wecangetaneyeinfectionortrachoma.

7. Ask:• Whatwillhappeniftheflytouchesourfood?

8. Say: • Weeatthefoodandcangetdiarrhoea.

9. Ask:• Whatcanwedotostayhealthy?

10. Say:• Washourhandswithsoapandcleanwaterbeforeweeat.• Coverourfoodandwater.• Useatoiletorlatrine.• Cleanlatrineseveryday.• Ifthereisnotoiletorlatrine,buryfaecesawayfromthe

homestead.• Putrubbishinarubbishpit.• Cleanupoldfood.• Washallfruitsandvegetablesbeforeeatingthem.• Donotbuyfoodinthemarketwhereflieshavebeensitting.• Brushfliesawayfromourfaces.• Wipeournoses.• Protectbabiesandyoungerbrothersandsistersfromflies.• Keepanimalsawayfromourlivingspace.• Removeandburydeadanimals.• Useflyswatsandinsecticidestokillflies.

11. Say: • Fliesareverysmallinsectsbuttheycanmakeusverysick.• Wemusttakecareofourenvironmentandkeepitclean.






a cross (X).



• Fliesspreaddisease.(Agree)• Fruitfromthemarketisclean.(Disagree) • Fliesmayhavewalkedonthefruitandleftgerms.(Agree)• Washyourfacesothatfliesdonotlandandsitthere.

(Agree)• Flieslikecleanplaces.(Disagree)• Flieslikedirtyplaces.(Agree)• Coveryourfoodtokeepfliesfromit.(Agree)• Useatoiletorlatrinefordefecation.(Agree) • Rubbishdoesnothavegerms.(Disagree) • Rubbishhasgerms.Fliescancarrythemontheirfeet.Put

all rubbish in a rubbish pit and burn it. (Agree)• Alwayswashyourhandsbeforeyoueat.(Agree)




115Module 4 | Session 3: Blinding Trachoma

Keepyourfaceclean.Key.Message

Session 3: Blinding Trachoma


• Todaywewilltalkaboutblindingtrachoma.• Trachomaisabaddisease.• Fliescanspreadgermstooureyesthatbringtrachoma.• Wewilllearnhowtopreventtrachoma.

Activity2:Picture Discussion1. Hold up the module 4, session 3 picture2. Ask:

• Whatcanyouseeinthispicture?• Whyarethefliesontheboy’sface?• Whatistheboydoing?• Howcanfliesmakeussick?

2. Say:• Flieslikedirtyfaces.• Theylikethetearsaroundoureyesandthemucusthatruns

from our nose.• Theboyiswashinghisfacewithsoapandcleanwaterto

clean away the dirt.• Nowtheboy’seyesandfacearecleanandfliesarenot

attracted.• Fliescarrygermsanddiseaseontheirfeet.• Whentheylandonyourface,handsorfood,theytransfer

infections like diarrhoea, skin and eye infections.

4. Ask:• Whatsicknesscanyougetfromflies?

5. Say:• Diarrhoea• Skininfections• Eyeinfections• Typhoid• Cholera

6. Read the key message: Keep.your.face.clean.

Session 3 picture

Important words:trachoma: sicknessintheeye

transfer:tomovefromoneplaceorpersontoanother

mucus:astickyfluidthatcomesoutofthenoseandmouth

tears:dropsofliquidthatcomefromtheeye

scratch:todamagethesurfacewithsomethingsharp

116 Module 4 | Session 3: Blinding Trachoma


Activity3:Talk About Different Kinds of Eyes

1. Put learners into groups of 2.2. Askeachlearnertolookcarefullyattheirpartner’seyes.3. Asklearnerstosaythepartsthattheyknow.

• Eyebrow• Eyelids• Eyelashes• Eyeball• Whitepartofeye(Sclera)• Blackpartofeye(pupil)• Colouredpartofeye(iris)• Cornerofeyenearthenose–tearduct

4. Ask:• Whatcolourcanoureyesbe?

5. Say: • Brown• Blue• Green• Grey

6. Ask:• Aretheeyesthesame?• Whatisdifferent?Why?• Whatshouldyoudoifyouseeachildwiththeeyelashes

touchingtheeyeball?

7. Drawtwopairsofeyesonthechalkboard.• Onewiththeeyelashesnormal,theotherwiththe

eyelashes turned in and touching the eyeball, (add some redness if you have red chalk.)

8. Say:• Onepairofeyesarenormalwitheyelashespointingout.• Onepairofeyeshastheeyelashestouchingtheireyes.• Ifyouknowsomeonewhoseeyelashestouchtheireyes,

take them to the clinic.

Teaching Ideas for Activity 3:• Writethepartsoftheeyeontheblackboard

• Asklearnerstodrawthepartsoftheeye.

Normal

Infected


Activity4:Visualisation: Itchy Eyes1. Say:

• Sitcomfortably.• Closeyoureyes.• Scratchyourhands.

2. Ask:• Howdoesitfeel?

3. Say:• Scratchyourarms.• Scratchyourshoulders.• Scratchyourneck.• Scratchyourcheeks.

4. Ask:• Howdoesitfeel?

5. Say:• Openyoureyes.

6. Ask:• Howwoulditfeeltoscratchyoureyes?

7. Say: • Trachomamakesyoureyesredanditchy.• Theeyesbecomewatery.• Thisattractsflieswhowalkneartheeyesandgivenew

infections. • Whenyouhavemanyinfections,youreyelashesturnin

and scratch your eyeball again and again. • Itisverypainfulandcancauseblindness.• Whensomeoneisblindfromtrachoma,theywillnever

see again.

Activity5:Working Together1. Put learners into groups of 2.2. OnelearnerisAandtheotherlearnerisB.3. AsklearnerAtoclosetheireyesandpretendtobeblind.4. AsklearnerBtohelpthemwalkaroundtheschool.5. Changeroles.Bpretendstobeblind.AhelpsBwalkaround

the school.6. Ask:

• Howdiditfeeltobeblind?• Whatiseasyforblindpeopletodo?• Whatishardforblindpeopletodo?

118 Module 4 | Session 3: Blinding Trachoma


Activity6:Demonstration: Face Washing

1. Say: • Trachomacanbepreventedbywashingyourfacewith

soap and water.• Washyourfaceeverymorningandeveningandafter

eating.

2. Show the learners how to wash their faces. 3. Have the learners copy your actions.4. Read the key message:

Keep.your.face.clean.



a cross (X).



• Fliesspreaddisease.(Agree)• Washyourfacesothatfliesdonotvisit.(Agree)• Trachomaisanothernamefordiarrhoea.(Disagree) • Trachomaisthenameofaneyeinfection.(Agree)• Washyourfaceonceaweek.(Disagree) • Washyourfaceeverymorningandevening.(Agree)• Donotshareclothsthattouchthefaceandeyes.(Agree)



• Clothscanalsocarryinfection.(Agree)• Washclothsthattouchthefaceandeyesoften.(Agree)• Ignoreanychildthathaseyelashestouchingtheireyeball.

(Disagree: Take them to the clinic.)

8. Read the key message: Keep.your.face.clean.









120 Module 4 | Session 4: Safe Water

Drinkwaterfromboreholes.Donotdrink from the river.

Key.MessageSession 4: Safe Water


• Todaywewilltalkaboutcleanwater.• Dirtywaterhasgermsthatmakeussick.• Cleanwaterdoesnothavegerms.• Cleanwaterissafetodrink.• Wewilllearnabouthowweusewater,whereweget

water and how to keep water clean.

2. Ask:• Wheredoyougetyourwater?


• Whatdoyousee?• Howisshegettingthewater?• Isthewatercleanordirty?

2. Say:• Weshouldnotdrinkdirtywater.• Wecanmakesureourwaterisclean.• Beforefetchingwater,cleanoutthejerrycan.• Thenfetchwaterfromtheborehole.• Waterfromaboreholeissafeandcleanfordrinking.• Waterfromariverisdirty.• Ifyoumustfetchwaterfromtheriver,boilitfor10minutes

before drinking.• Alwaysdrinkcleanwater.

3. Read the key message: Drink.water.from.boreholes..Do.not.drink.from.the.river.

4. Repeat with learners.5. Make up a music beat using hands and feet. 6. Read the key message to the beat.

Session 4 picture

Important words:borehole: adeepholeinthegroundfromwhichwateristakenout

river: alargestreamofwater

boil: tomakehot

fetch: togosomewhere,getsomething,andbringitback

121Module 4 | Session 4: Safe Water

Teaching Ideas for Activity 3:• WritethestorytitleSaraandMaryFetchWateronpaperortheblackboard.


7. Repeat with learners.8. Create a song using the key message with learners. 9. Repeat with learners.

Activity3:Story and Discussion1. Tell the following story: Sara and Mary Fetch Water.

MotheraskedSaraandMarytofetchwaterfromtheborehole.Theboreholewasfaraway.

Onthewaytotheborehole,Marysawherfriends.Theywereplayingneartheriver.Marywantedtoplaytoo.Sarawantedtowalktotheboreholeandfetchthewaterbeforedark.Shedidnotwanttoplay.

Maryplayedwithherfriends.Sarafetchedwaterfromtheborehole.WhenSaracameback,Marywasstillplaying.Hercontainerwasstillempty.Marycouldnotgototheboreholebeforeitgotdark.Maryfilledhercontainerwithwaterfromtheriver.Theriverwaterlookedclean.

Atthehomestead,SaraandMaryputwaterinthepots.Sarafilledthebigpot.Maryfilledthesmallpot.


Intheevening,Fatherdrankwaterfromthesmallpot.Motherdrankwaterfromthebigpot.ThatnightFatherhadstomachpains.Hehadafever.Motherwasfine.ThenextdayFatherwenttotheclinic.

2. Ask:• WhywasFathersick?• WhywasMotherokay?

3. Say: • Fatherdrankriverwater.• Itwasnotsafewater.• Motherdrankwaterfromtheborehole.• Itwassafewater.

4. Ask:• Whatothersicknesscanyougetfromdirtywater?

5. Say:• Diarrhoea,cholera,worms,typhoid,guineaworm

Activity4:Working Together1. Put learners into groups of 2.2. Asklearnerstoretellthestory.3. Help learners who cannot remember.


• Sara• Mary• Mother• Father



123Module 4 | Session 4: Safe Water

Teaching Ideas for Activity 6:Asklearnerstodrawusesforwater.Possibleusesforwater:

• Washourhands,facesandbodies

• Drink

• Washfruitsandvegetables

• Cookfood

• Washclothes

• Cleanthehomestead

• Carrythingsonboats

• Catchfish

• Givetoourcattle

Activity6:Talk About How We Use Water

1. Put learners into groups of 4.2. Asklearnerstotalkwiththeirgroupabouthowweusewater.3. Asksomelearnerstotelltheclass.4. Read the key message:

Drink.water.from.boreholes..Do.not.drink.from.the.river.



a cross (X).



• Weshouldusesafewatertowashourfaceandhands.(Agree)

• Weshouldcoverwaterpotssothatfliesdonotvisit.(Agree)• Weshouldcollectwaterfromtherivertodrink.(Disagree) • Weshouldcollectwaterfromaboreholetodrink.(Agree)• Ifthereisnoborehole,wecantakewaterfromtheriver,

boil it and let it bubble for 10 minutes. (Agree:.water.is.only.safe.after.it.has.been.boiling.and.bubbling.for.some.time.)

• Weshouldusesafewaterforbathing,cookingandwashing dishes. (Agree)



• Weshoulddrinkwhereanimalsdrink.(Disagree)• Weshouldurinateinornearrivers.(Disagree)• Weshoulddrinkonlysafewater.(Agree)• Weshouldcleanthejerrycanbeforeputtingwaterinside.

(Agree)• Weshouldputourhandsinthewatercontainerwhenwe

carry it. (Disagree:.Our.hands.will.make.the.water.dirty)

• Weshoulduseacuporladletogetwaterfromthepot.(Agree)

• Weshouldfencetheboreholetostopanimals.(Agree)• Weshouldputrubbishinapitneartheborehole.

(Disagree)

8. Read the key message: Drink.water.from.boreholes..Do.not.drink.from.the.river.


Activity8:Assessment 1. Put learners into groups of 2.2. Askeachgroupof2learnerstotalkaboutthefollowing








125Module 4 | Session 5: Sanitation

Use a latrine or bury your stool.Key.MessageSession 5: Sanitation


• Todaywewilltalkaboutsanitation.• Sanitationiskeepingourselves,ourthingsandour

environment clean.• Sanitationkeepsushealthy.• Wewilllearnabouthowtokeepourselves,ourthingsand

our environment clean.

2.Ask:• Howdoyoukeepyourselfclean?


• Whatdoyousee?• Whatisthegirldoing?• Doyoulikethisschool?Why?• Whatcanyoudotomakethisschoolbetter?

3. Say:• Sweepthecompound.• Removetherubbishtoarubbishpit.• Burntherubbishorburytherubbish.• Cleanthelatrine.• Keepanimalsawayfromthelatrine.• Usethelatrinecorrectly.• Teachlearnerstokeepthecompoundclean.

4. Ask:• Whenthereisnotoiletorlatrine,whatshouldyoudo

whenyoudefecate?

5. Say:• Whenyoudefecateinthefields,buryyourstool.• Fliescannotwalkonastoolthatisburiedsotheywillnotbe

able to spread germs.

Session 5 picture

Important words:latrine: toilet

defecate:toremovefaecesfromthebowels

stool:faeces

bury:tocoverinthegroundwithdirt

126 Module 4 | Session 5: Sanitation

Teaching Ideas for Activity 3:• Asklearnerstowriteordrawtheirstory.


6. Read the key message: Use.a.latrine.or.bury.your.stool.


Activity3:Story and Discussion1. Put learners into groups of 2.2. Hold up the Module 4, Session 5 picture poster again.3. Say:

• Withyourpartner,makeupastoryaboutthepicture.

4. Aftersometime,say:• Tellthestorytothelearnersnexttoyou.

5. Asksomelearnerstotelltheirstorytotheclass.6. Read the key message:

Use.a.latrine.or.bury.your.stool.


Activity4:Working Together1. Put learners into new groups of 2.2. Asklearnerstotelltheirstoriestotheirnewpartners.3. Help learners who cannot remember.

Activity5:Role Play1. Put learners into groups of 4.2. Askeachlearnertotakearolefromoneoftheirstories.3. Instruct the groups to act out the story.4. Choose different groups to act out the story in front of the

class.


Teaching Ideas for Activity 6:• Learnerscandrawacleancompound.


Activity6:Talk: A Clean Compound1. Put learners into groups of 2.2. Asklearnerstotalkwiththeirgroupabouthowaclean

compound looks.3. Asksomelearnerstotelltheclass.4. Read the key message:Use.a.latrine.or.bury.your.stool.



a cross (X).



• Useatoiletorlatrineatschool.(Agree)• Inthefields,buryyourstool.(Agree)• Onlygirlsshouldcleanthelatrine.(Disagree) • Everyoneshouldcleanthelatrine.(Agree)• Acleancompoundisahealthycompound.(Agree).• Keepanimalsclosetothehomestead.(Disagree) • Keepanimalsawayfromthehomesteadtokeepthe

compound and latrine clean. (Agree)• Putrubbishinapitandburnit.(Agree)


128 Module 4 | Session 5: Sanitation



Activity8:Discussion: Rules for Using the latrine

1. Put learners into groups of 2.2. Say:

• Avisitorhascometotheschoolandwantstousethelatrine.

• Talkwithyourgroupaboutrulesforusingthelatrine.

3. Askeachgrouptosaytheirrules.4. Ask:

• Whichrulesaremostimportant?

5. Say:• Wearsandalsinthelatrinesofeetdonottouchtheslab.• Pouralittlewaterontheslabsothatfaecesdonotstickto

it.• Putyourfeeteithersideoftheholebeforeyousquat.• Theholeisbehindyou.• Afterpassingfaeces,usepaper,leavesorsoapandwater

to clean the anus.• Pouralittlewatertocleantheslab.• Thenwashbothhandswithsoapandcleanwater.



Teaching Ideas for Activity 8:• Youorlearnerscanwriterulesontheblackboardorpaper.

130 Module 4 | Session 6: Malaria

Sleep under a mosquito net.Key.MessageSession 6: Malaria


• Todaywewilltalkaboutmalaria.• Malariaisadiseasespreadbymosquitoes.• Malariacanmakeusverysick.• Wemustsleepunderamosquitonetsowedonotget

malaria.• Wewilllearnabouthowtopreventmalaria.

2. Ask:• Haveyoueverhadmalaria?


• Whatcanyouseeinthispicture?• Whyarethemotherandbabyunderthebednet?

3. Say:• Thebednetstopsmosquitoesfrombitingatnight.

4. Ask:• Whatdiseasedomosquitoescarry?

5. Say: • Mosquitoescarrymalaria.

6. Ask:• Whatdoesmalariafeellike?

7. Say:• Peoplewhogetmalariahaveahighfeverevery2-3

days. • Theymighthaveheadaches,dizziness,bodyaches,

diarrhoea, feel cold and vomit. • Afterthefever,thepersonfeelsweakanddizzy.

8. Read the key message: Sleep.under.a.mosquito.net.

Session 6 picture

Important words:malaria: sicknesscausedbyamosquitobite

mosquito: aninsectwithathinbodyandtwowings

net: awovencoveringtokeepmosquitoesoutofbed

spread: tomovefromonepersontoanother

body ache: paininyourbody

131Module 4 | Session 6: Malaria


Activity3:Story and Discussion1. Tell the following story: Awol Has a Fever.

Awollivesinacattlecamp.Hesleepsoutsideatnight.Manymosquitoesbitehimatnight.

OnedayAwolwakesupwithahighfever.Hisbodyaches.Hecannotgotoschoolwithhisfriends.

ThenextdaythefeverhasgonebutAwolfeelsdizzyandweak.Onthethirdday,Awolhasafeveragain.

TheteachervisitsAwol.HetakesAwoltotheclinic.ThedoctorgivesAwolatest.ThetestshowsthatAwolhasmalaria.ThedoctorgivesAwolsomedrugstotreathismalaria.

ThedoctortellsAwol,“Themalariacomesfrominfectedmosquitobites.Sleepundera

Teaching Ideas for Activity 3:• WritethestorytitleAwolHasaFeveronpaperorontheblackboard.


mosquitonet.Nexttimeyouhaveafever,visittheclinicimmediately.Childrenandbabiescandiefrommalariaiftheyarenottreatedquickly.”

2. Ask:• Whatdidwelearnfromthestory?

3. Say:• Alwayssleepunderamosquitonet.• Visitaclinicwhenyoufeelsick.

Activity4:Working Together1. Put learners into groups of 2.2. Asklearnerstoretellthestory.3. Help learners who cannot remember.


• Awol• Teacher• Doctor


Activity6:Talk About Preventing Malaria

1. Put learners into groups of 4.2. Asklearnerstotalkwiththeirgroupabouthowtoprevent

malaria.3. Asksomelearnerstotelltheclasshowtheirfamilyprevents

malaria.

Teaching Ideas for Activity 6:• Learnerscandrawideasforpreventingmalaria.

Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside

133Module 4 | Session 6: Malaria


4. Say:• Sleepunderamosquitonet.• Reducemosquitoes.Removestillorstagnantwateraround

the homestead.• Clearbushesaroundthehomestead.• Useinsecticidesormosquitocoilswherewesleep.




a cross (X).



• Fliescangiveyoumalaria.(Disagree) • Onlyinfectedmosquitoescangiveyoumalaria.(Agree)• Malariaisadiseasespreadbyinfectedmosquitoes.

(Agree)• Mosquitoeslayeggsinriversandfastwater.(Disagree) • Mosquitoeslayeggsinstillwater.(Agree)• Malariaisnotdangerousforchildrenunder5yearsold.

(Disagree)• Ahighfevermaymeanthatyouhavemalaria.(Agree)• Visitaclinic,doctororhealthworkerwithin24hoursifyou

have a high fever. (Agree)• Sleepunderamosquitonettreatedwithinsecticide.(Agree)• Pregnantwomenmustvisittheclinictogettreatmentto

prevent malaria. (Agree)


135Annex 1

136 Annex 1

137137Annex 2

Psychosocial ChecklistChecklist to identify learners suffering from psychosocial symptoms

Haveyouobservedthesechangesinachild?

Check Number of students Symptom Names of students

Sucks their thumb or clinging to

a friend

Is very restless

Actsoutthetraumaticevent

Bites their fingernails and/or

talks with a stutter

Regularly absent for many days

Is sleepy in class

Has difficulty concentrating in

class

Alwayslooksunhappy

Is easily annoyed

Frequentlyfightswithfriends

Is withdrawn (very quiet and

preoccupied)

Works and sits on their own by

choice

Has reduced interaction with

peers and teachers

Is disinterested in school and

comes to class late

Has big drop in marks and

standard of work

Has become rebellious or

disobedient

Complains about physical

problems (e.g. headaches,

stomach aches, skin problems)

Appearsuncooperativeandlazy

Complains of loss of appetite

Name:………………………………………………….Date:………………………………..

Position: ………………………………………………..

School: ………………………………………………….Class:………………………………..

© UNESCO 2013

Allrightsreserved

The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.

The author is responsible for the choice and the presentation of the facts contained in this book and for the opinionsexpressedtherein,whicharenotnecessarilythoseofUNESCOanddonotcommittheOrganization.

Illustrated and designed by Mango Tree

skills for life - unescounesdoc.unesco.org/images/0023/002322/232257e.pdf · who may have to...

Documents