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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
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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
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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
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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
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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.
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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?
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• 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.
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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.
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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.
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• 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.
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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.
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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.
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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.
11. Repeat with learners.
12. Create a song using the key message with learners.
13. Repeat 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…
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theriver,MonkeydidnotknowthatFishlikedwater.
8. Read the story while showing picture 3:
MonkeyfeltsorryforFish,MonkeytookFishoutofthewater.
9. Read the story while showing picture 4:
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.
5. Repeat with learners.
6. Say the key message along with a music beat.
7. Repeat with learners.
8. Sing the key message.
9. 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).
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.
Module 1 | Session 1: Understanding our Feelings
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.
9. Repeat with learners.
10. Sing the key message.
11. Repeat with learners.
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..
4. Say the key message to the music beat.
5. Repeat with learners.
6. Sing the key message.
7. Repeat with learners.
Module 1 | Session 1: Understanding our Feelings
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
Module 1 | Session 1: Understanding our Feelings
Verse.1
If you are happy and you know it clap your hands,
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,
If you are happy and you know it and you really want to show it,
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,
If you are happy and you know it and you really want to show it,
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?
Activity2:Picture Discussion1. Hold up the Module 1, Session 2 picture.
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.
10. Repeat with learners.
11. Make up a music beat using hands and feet.
12. Read the key message to the beat.
13. Repeat with learners.
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
14. Create a song using the key message with learners.
15. Repeat with learners.
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.
24 Module 1 | Session 2: Sharing Our Feelings
3. Ask:• Whatdowelearnfromthisstory?
3. Say:• Mr.SadFootballkepthissadfeelingsinsidehim.• Thenheburst.• Itisgoodtoshareourfeelings.• Itcanbehardtoshareourfeelings.• Wecanshareourfeelingswithpeoplewetrust.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
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.
Teaching Ideas for Activity 5: • Ifyouareinside,moveoutside.
25Module 1 | Session 2: Sharing Our Feelings
• Ithelpsyoufeelbetter.• Youwillfeellessafraidandalone.• Youcantalktoyourteacher,friend,mother,father,sister,
brother, pastor or imam.
6. Read the key message:Talk.about.your.feelings.with.people.you.trust.
7. Repeat with learners.
8. Say the key message along with a music beat.
9. Repeat with learners.
10. Sing the key message.
11. 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).
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
4. Read the following sentences.
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.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
26 Module 1 | Session 2: Sharing Our Feelings
9. Say the key message to the music beat.
10. Repeat with learners.
11. Sing the key message.
12. Repeat with learners.
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.
8. Say the key message to the music beat.
9. Repeat with learners.
10. Sing the key message.
11. Repeat with learners.
Activity9:Assessment1. Put learners into groups of 2.2. Askeachgroupof2learnerstotalkaboutthefollowing
questions:• What2thingsdidyoulearntoday?• Whatdidyoulikedoingthebest?• Whatwillyoutellyourfamilyabouttoday?
3. Asksomegroupstosharetheiranswerswiththeclass.
27Module 1 | Session 2: Sharing Our Feelings
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.
happy face sad facenormal face
28 Module 1 | Session 3: Good Communication
Activity1: Introduction 1. Say:
• 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.
8. Repeat with learners.
9. Make up a music beat using hands and feet.
10. Read the key message to the beat.
11. Repeat with learners.
12. Create a song using the key message with learners.
13. Repeat with learners.
Teaching Ideas for Activity 3:• WritethestorytitleSarahWantstoTalkonpaperortheblackboard.
• Asklearnerstodrawthestory.
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
30 Module 1 | Session 3: Good Communication
withher.Sheasked,“Whatisthematter?”
MadamBollookedatSarahandlistenedcarefullytoherwords.Sheheldherhandandnodded.AfterSarahtalkedtoMadamBol,shefeltbetter.
2. Ask:• Whatdowelearnfromthisstory?
3. Say:• Listeningissomethingwecanalldo.• Listeningwellisnoteasy.• Wecanpracticelistening.• Wecantalktoourteacherwhenwefeelupset.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
Activity5:Role Play1. Put learners into groups of 4.
2. Askeachlearnertotakearolefromthestory:• Sarah• Sarah’smother• Dem• MadamBol
3. Instruct the groups to act out the story.
4. Choose one group to act out the story in front of the class.
Activity6:Simon Says1. Say:
• Pleasestandup.
Teaching Ideas for Activity 5: • Ifyouareinside,moveoutside.
31Module 1 | Session 3: Good Communication
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.
32 Module 1 | Session 3: Good Communication
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.
4. Read the following sentences.
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.
Teaching Ideas for Activity 7:• Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
33Module 1 | Session 3: Good Communication
• 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.
9. Say the key message to the music beat.
10. Repeat with learners.
11. Sing the key message.
12. Repeat with learners.
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.
happy face sad facenormal face
34 Module 1 | Session 4: How Emergencies Affect Us
Activity1: Introduction 1. Say:
• Anemergencyiswhensomethingbad,sad,orscaryhappens to your family or community.
• Stressiswhenwefeelupset.• Itisnormaltofeelupsetduringanemergency.• Wecanrememberhappytimestofeelbetter.
2. Ask:• Canyouthinkofanyemergencies?
Activity2:Picture Discussion1. Hold up the Module 1, Session 4 picture.
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.
8. Read the story while showing picture 2:
Aftertheweddingparty,Tortoiseandthebirdsare
1.
36 Module 1 | Session 4: How Emergencies Affect Us
goinghome.Tortoisewalksontheroad.Thebirdsflyinthesky.
Atruckisdrivingontheroad.ThetruckhitsTortoiseandbreakshisshell.Thebirdsseetheaccident.Thebirdsareafraidsotheyflyaway.
9. Read the story while showing picture 3:
Tortoiseissad.Hisshellisbrokenintopieces.Heisafraidatruckwillhithimagainbecauseheisalone.
Aftersometime,Tortoisehearsmusic.Amaniscarryingaradioplayingmusic.Tortoisebeginstosing.Heremembershowhappyhewasattheparty.Heremembersplayingwithhisfriends.Tortoisewantstofeelhappyagain.
10. Read the story while showing picture 4:
Tortoisepicksupthebrokenpiecesofthisshell.Hejoinsthepiecestogether.Tortoiseispleasedhecanmendhisshell.Itmakeshimfeelbetter.
2.
3.
4.
37Module 1 | Session 4: How Emergencies Affect Us
11. Read the story while showing picture 5:
Tortoiselooksforhisfriends.Whenhefindsthem,hetellsthebirdsabouttheaccidentandhowsadhefelt.Thebirdsaresorrytheyhadleft.TheywereafraidthatTortoisewasdead.
Tortoiseandthebirdsfeelbetteraftertheytalk.Theyplayagameoffootballandfeelhappyagain.
12.Ask:• Whatdowelearnfromthisstory?
13. Say:• Tortoisefeltsadwhensomethingbadandscaryhappened
to him.• Thebirdsfeltsadandscaredwhentheythoughttheirfriend
was dead.• Itisnormaltofeelupsetduringsadorscarytimes.• WhenTortoisewassad,herememberedhappytimesto
feel better.• Itisgoodtothinkofhappythingsandfeelbetter.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
Activity5:Role Play1. Put learners into groups of 5.
2. Askeachlearnertotakearolefromthestory:• Tortoise
Teaching Ideas for Activity 5: • Ifyouareinside,moveoutside.
5.
38 Module 1 | Session 4: How Emergencies Affect Us
• Birds(2)• ManwithRadio• TruckDriver
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 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.
9. Repeat with learners.10. Say the key message along with a music beat. 11. Repeat with learners.12. Sing the key message. 13. Repeat with learners.
Teaching Ideas for Activity 6:•Asklearnerstodrawwhatmakesthemfeelbetter.
39Module 1 | Session 4: How Emergencies Affect Us
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.
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)
8. Read the key message: It.is.normal.to.feel.stressed.or.upset.during.sad.and.scary.times.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.
Activity8:Visualisation1. Asklearnerstositonthefloorintheshapeofacircle.2. Say:
• Closeyoureyes.• Slowlymoveyourshouldersupanddown.• Slowlymoveyourneckincircles.Firstoneway,thentheother
way.
Teaching Ideas for Activity 7:• Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
Teaching Ideas for Activity 8:• Ifyouareinside,moveoutside.
40 Module 1 | Session 4: How Emergencies Affect Us
• Moveyourshouldersfronttoback,upanddown,fronttoback.
• Slowlymoveyourneckincirclesagain.• Moveyourtoesupanddown.• Liftyourheelsupanddown.• Slowlystretchyourlegsforward.• Moveyourhandsinslowcircles.• Takeaslow,deepbreath.Dothis12times.Breathein
through your nose. Breathe out through your mouth.• Slowlyopenyoureyesandtake2slowdeepbreaths.
3. Ask:• Howdoyoufeel?
4. Read the key message: It.is.normal.to.feel.stressed.or.upset.during.sad.and.scary.times.
5. Say the key message to the music beat.6. Repeat with learners.7. Sing the key message.8. Repeat with learners.
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.
happy face sad facenormal face
41Module 1 | Session 5: Class Meeting
Activity1: Introduction 1. Say:
• 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.
6. Repeat with learners.7. Make up a music beat using hands and feet. 8. Read the key message to the beat. 9. Repeat with learners.10. Create a song using the key message with learners. 11. Repeat with learners.
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.
• Asklearnerstodrawthestory.
43Module 1 | Session 5: Class Meeting
Abrahamwantspeopletotalkbeforetheyfight.Annewantspeopletocalmdownbycountingto10whentheyfeelangry.
Thelearnersagreetotalkinsteadoffighting.Theywillalsotrytocalmdownwhentheyareangrybycountingto10.
Mr.Dengwritesdownwhattheclasshasagreedtodo.Allofthelearnerssignthepaper.Everyonefeelshappy.Theyhavetalkedabouttheproblemandtheirfeelings.Theyhavesolvedtheproblemandknowwhatwillhappennext.
2. Ask:• Whatdowelearnfromthisstory?
3. Say:• Aclassmeetingisagoodplacetotalkaboutourfearsand
problems.• Wecanhelpeachotherduringclassmeetings.• Wecansolveproblemsduringclassmeetings.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
44 Module 1 | Session 5: Class Meeting
Activity5:Role Play1. Put learners into groups of 5.
2. Askeachlearnertotakearolefromthestory:• Moses• Nurain• Abraham• Anne• Mr.Deng
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 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.
7. Repeat with learners.8. Say the key message along with a music beat. 9. Repeat with learners.10. Sing the key message. 11. 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).
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
Teaching Ideas for Activity 6:Asklearnerstodrawaclassmeeting.
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
45Module 1 | Session 5: Class Meeting
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• 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.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.
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.
46 Module 1 | Session 5: Class Meeting
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.
happy face sad facenormal face
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
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutgoingtoschool.• Allchildrenhavetherighttogotoschool.• Rightsarethingsweallgetwhenweareborn.• Wehavetherighttogotoschool.• Wehavetherighttoliveinsafety.• Wehavetherighttofoodandshelter.
2. Ask:• Canyouthinkofanyotherrightswehave? Forexample:righttofood,shelter,medicalcare,
freedom to say what we think and feel.
Activity2:Picture Discussion1. Hold up the Module 2, Session 1 picture.2. Ask:
• 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:
• Whatdoyouseeinthispicture?• Whatdoyouthinkishappening?• Whatdoyouthinkwillhappennext?
4. Show the next picture. 5. Askthequestionsagain.6. Dothisforeachpicture.7. Now read the story while showing picture 1:
Estherisagirlwhowantstogotoschool.Shelivesinacamp.Herparentswanthertoworkathome.
8. Read the story while showing picture 2:
Esthergoestothechief.Shetellsthechiefshewantstogotoschool.Theschoolhasafenceandteacherstolookafterthelearners.Itisasafeplacefora girltobe.
Shetellsthechiefthattheschoolteacheslearnershowtostayhealthyandsafe.Thelessonskeephermindbusyandteachhertoprotectherselfsoshedoesnot
Teaching Ideas for Activity 3:• WritethestorytitleEstherTalkstotheChiefonpaperortheblackboard.
• Asklearnerstowriteordrawanswersto:Estherfeels...
1.
50 Module 2 | Session 1: Going to School
feelafraid.Esthercanmakenewfriendsandfeellikeanormalgirlagain.
Shesaysshecanlearntoreadandwriteanddomaths,whichcanhelpherfamilyinabusiness.
Shetellsthechieftheylosteverythinginthewar.ButifEstheriseducatedshecangetajobandhelpherfamily.Itgivesherhopeforthefuture.
9. Read the story while showing picture 3:
ThechieflistenscarefullytoEsther.HetellsherparentstosendEsthertoschool.Hedecidestosendhisdaughtertoschool,too.Bothgirlsarehappyandgotoschooltogether.
10.Ask:• WhydidthechiefsendhisdaughterandEsthertoschool?
11. Read the key message: All.children.have.the.right.to.go.to.school.
12. Repeat with learners.13. Say the key message along with a music beat. 14. Repeat with learners.16. Sing the key message. 17. Repeat with learners.
2.
3.
51Module 2 | Session 1: Going to School
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
Activity5:Role Play1. Put learners into groups of 5.
2. Askeachlearnertotakearolefromthestory:• Esther• Chief• Esther’smother• Esther’sfather• Chief’sdaughter
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 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.
9. Repeat with learners.10. Say the key message along with a music beat. 11. Repeat with learners.12. Sing the key message. 13. Repeat with learners.
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
Teaching Ideas for Activity 6:• Asklearnerstowritetheirideasaboutgettingmorechildrentocometoschool.
• Makealistofallideasontheblackboardoronpaper.
52 Module 2 | Session 1: Going to School
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.
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• 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)
8. Read the key message: All.children.have.the.right.to.go.to.school.
8. Say the key message to the music beat. 9. Repeat with learners.10. Sing the key message. 11. Repeat with learners.
Activity8:Visualisation 1. Say:
• Wearegoingtouseourimaginations.• Sitcomfortably.• Closeyoureyes.
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
53Module 2 | Session 1: Going to School
• 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.
4. Read the key message: All.children.have.the.right.to.go.to.school.
5. Say the key message to the music beat. 6. Repeat with learners.7. Sing the key message. 8. Repeat with learners.
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.
happy face sad facenormal face
54 Module 2 | Session 2: Peace
Activity1: Introduction 1. Say:
• 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?
Activity2:Picture Discussion1. Hold up the Module 2, Session 2 picture.2. Ask:
• 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.
5. Repeat with learners.6. Make up a music beat using hands and feet. 7. Read the key message to the beat. 8. Repeat with learners.9. Create a song using the key message with learners. 10. Repeat with learners.
Activity3:Story and Discussion1. Use The Blind Man and the Lame Man 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:
Oneday,ablindmanwaswalkingslowlydowntheroadtothevillage.Itwashard.Thereweremanyrocksandholesintheroad.
8. Read the story while showing picture 2:
Theblindmanheardavoicecall,“Pleasehelpme.Ineedtogodowntheroad.Iamlame.Youcanwalk.”Theblindmanasked,“Whydoyouaskmetohelpyou?Iamblind.Ihave
Teaching Ideas for Activity 3:• WritethestorytitleTheBlindManandtheLameManonpaperortheblackboard.
• Asklearnerstowriteordrawanswersto:Theblindmancan…Thelamemancan…Togetherthemencan…
1.
56 Module 2 | Session 2: Peace
problemswalkingdowntheroadwithoutfallingdown.”Thelamemansaid,“Wecanhelpeachother.Ihavegoodeyesandyouhavegoodlegs.Wecangodowntheroadtogether.”
9. Read the story while showing picture 3:
Sotheblindmanhelpedthelamemanstandup.Heputhisarmaroundhimasthelamemanguidedhim.Togethertheygottothevillage.
10. Read the story while showing picture 4:
Theblindman’sbrothersawhimandwassurprised.“Howdidyougetdowntheroad?”heasked.Thelameman’ssonwassurprisedtoo.“Howdidyougetdowntheroad?”Thetwomenjustsmiled.
11.Ask:• Whatdowelearnfromthisstory?
12. Say:• Weareallgoodatsomethings.• Weallhavetroublewithotherthings.• Itisgoodtoworktogether.• Itisgoodtorespecteachother’sdifferences.• Evenifwehaveadifficulty,wecansucceedifwehelp
each other.
2. 3.
4.
57Module 2 | Session 2: Peace
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
Activity5:Role Play1. Put learners into groups of 4.2. Askeachlearnertotakearolefromthestory:
• Blindman• Lameman• Blindman’sson• Lameman’sson
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 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.
6. Repeat with learners.7. Say the key message along with a music beat. 8. Repeat with learners.9. Sing the key message. 10. 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).
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
Teaching Ideas for Activity 6:Asklearnerstodrawapeacefulplace.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
58 Module 2 | Session 2: Peace
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• 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.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.
Activity8:Song
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
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.
59Module 2 | Session 2: Peace
1. Sing the song 3 times with body movements from the song.2. Read the key message:
Peace.is.everyone�s.responsibility.
3. Say the key message to the music beat.4. Repeat with learners.5. Sing the key message.6. Repeat with learners.
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.
happy face sad facenormal face
60 Module 2 | Session 3: Conflict
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutconflict.Whatdowemeanbyconflict?
• Conflictiswhenwefightbecausewedonotagree.• Conflictcanbewithpeople,communitiesorcountries.• Wecanalsobeinconflictwithourselveswhenwearenot
at peace about something we have done or said.• Itishardtobeatpeacewithothersifwearenotatpeace
with ourselves.• Solvingconflictbeginswithourselves.
2. Ask:• Haveyoueverhadaconflict?Whathappened?
Activity2:Picture Discussion1. Hold up the Module 2, Session 3 picture.2. Ask:
• 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.
5. Repeat with learners.6. Make up a music beat using hands and feet. 7. Read the key message to the beat. 8. Repeat with learners.9. Create a song using the key message with learners. 10. Repeat with learners.
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.
• Asklearnerstodrawthestory.
• Asklearnerstowriteordrawanswersto:Thecow…Thedonkey…
62 Module 2 | Session 3: Conflict
2. Ask:• Whatdowelearnfromthisstory?
3. Say:• Wecansolveaproblembytalkingtoeachother.• Wecansolveaproblembyaskingothersforhelp.• Therearemanywaystosolveproblems.• Wedonotneedtofighttosolveproblems.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
Activity5:Role Play1. Put learners into groups of 5.
2. Askeachlearnertotakearolefromthestory:• Farmer• Cow• Donkey• Bird
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 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.
7. Repeat with learners.8. Say the key message along with a music beat. 9. Repeat with learners.10. Sing the key message. 11. Repeat with learners.
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
Teaching Ideas for Activity 6:Asklearnerstodrawtheirideas.
63Module 2 | Session 3: Conflict
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.
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• Conflictisadisagreementbetweenpeople.(Agree)• Conflictalwaysleadstoafight.(Disagree) • Manypeoplesolveconflictswithoutfighting.(Agree)• Sometimesanotherpersoncanhelpsolveyourproblem.
(Agree) • Ifyoudonottalktoeachother,youcansolvethe
disagreement. (Disagree)• Talkingwitheachotherhelpstosolvethedisagreement.
(Agree)
8. Read the key message: Do.not.fight.to.solve.a.problem.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.
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.
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Teaching Ideas for Activity 8:• Ifyouareinside,moveoutside.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
64 Module 2 | Session 3: Conflict
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.
9. Read the key message: Do.not.fight.to.solve.a.problem.
10. Say the key message to the music beat. 11. Repeat with learners.12. Sing the key message. 13. Repeat with learners
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.
happy face sad facenormal face
65Module 2 | Session 4: Communication During Disagreements
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutcommunicationwhenwehaveaconflict.
• Conflictiswhenwefightbecausewedonotagree.• Conflictcanbewithyourself,family,friends,communitiesor
countries.
2. Ask:• Howdoyousolveconflicts?
Activity2:Picture Discussion1. Hold up the Module 2, Session 4 picture.2. Ask:
• Whatcanyouseeinthispicture?• Whatarethechildrendoing?• Howdoyouthinkthechildrenfeel?
3. Say:• Wecanfindasolutiontoconflict.• Atfirstthechildrenarearguing.• Thentheytaketimetoexplain.• Explainingiswhenwetalkaboutourfeelingsand
behaviour.• Wedonotneedtofighttosolveaconflict.
4. Read the key message: Talk.with.others.to.solve.a.problem.
5. Repeat with learners.6. Make up a music beat using hands and feet. 7. Read the key message to the beat. 8. Repeat with learners.9. Create a song using the key message with learners. 10. Repeat with learners.
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.
• Asklearnerstodrawthestory.
• Asklearnerstowriteordrawanswersto:Mr.Dengfelt…Garangfelt…
67Module 2 | Session 4: Communication During Disagreements
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.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
68 Module 2 | Session 4: Communication During Disagreements
Activity5:Role Play1. Put learners into groups of 3.
2. Askeachlearnertotakearolefromthestory:• Mr.Deng• Garang• Headteacher,Mr.Ibso
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 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 5:• Ifyouareinside,moveoutside.
Teaching Ideas for Activity 6:AsklearnerstodrawacharttoillustrateL2IBSA.
69Module 2 | Session 4: Communication During Disagreements
8. Repeat with learners.9. Say the key message along with a music beat. 10. Repeat with learners.11. Sing the key message. 12. 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).
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
4. Read the following sentences.
• 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)
5. Read the key message: Talk.with.others.to.solve.a.problem.
6. Say the key message to the music beat. 7. Repeat with learners.8. Sing the key message. 9. Repeat with learners.
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
70 Module 2 | Session 4: Communication During Disagreements
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?
6. Read the key message: Talk.with.others.to.solve.a.problem.
7. Say the key message to the music beat. 8. Repeat with learners.9. Sing the key message. 10. Repeat with learners
Activity9:Assessment1. Put learners into groups of 2.2. Askeachgroup of 2 learners to talk about the following
questions:• What2thingsdidyoulearntoday?• Whatdidyoulikedoingthebest?• Whatwillyoutellyourfamilyabouttoday?
3. Asksomegroupstosharetheiranswerswiththeclass.4. Find3placesonthe floor and mark them: happy face,
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.
Teaching Ideas for Activity 8:WriteoutL2IBSAontheblackboardorwithpenandpaper.
happy face sad facenormal face
71Module 2 | Session 5: Peer Pressure
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutpeerpressure.• Peerpressureiswhensomeoneelsewantsustodo
something that we do not want to do.• Wecanalwayschoosetodosomethingornottodo
something.• Weareresponsibleforourchoices.
2. Ask:• Canyouthinkofanyexamplesofpeerpressure?
Activity2:Picture Discussion1. Hold up the Module 2, Session 5 picture.2. Ask:
• 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.
5. Repeat with learners.6. Make up a music beat using hands and feet. 7. Read the key message to the beat. 8. Repeat with learners.9. Create a song using the key message with learners. 10. Repeat with learners.
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:
• Whatdoyouseeinthispicture?• Whatdoyouthinkishappening?• Whatdoyouthinkwillhappennext?
4. Show the next picture. 5. Askthequestionsagain.6. Dothisforeachpicture.7. Now read the story while showing picture 1:
Teaching Ideas for Activity 3:• WritethetitleofthestoryDemCannotSayNoonpaperortheblackboard.
• Asklearnerstowriteordrawanswersto:Demcan’tsaynobecause... Theseare2friends,Samuel
andDem.Demlikestoplayfootballandread.Samuelalsolikestoplayfootball.Heisgoodatfootball.Healsolikessweets.
8. Read the story while showing picture 2:
Onedayafterschool,theboyspassashop.Somesweetsareatthefront.Theshopkeeperisbusyatthebackoftheshop.
9. Read the story while showing picture 3:
Samuelwantssomesweets.HetellsDemtogoandtakesomesweets.Theshopkeeperwouldnotsee.Thesweetswouldtastedelicious.Demhesitates.
10. Read the story while showing picture 4:
SamuelsaysthatDemcannotbehisfriendunlesshetakesthesweets.Demtakesthesweets.
1.
2.
4.
73Module 2 | Session 5: Peer Pressure
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.
• Asklearnerstodrawthestory.
• Asklearnerstowriteordrawanswersto:Susancansaynobecause...
74 Module 2 | Session 5: Peer Pressure
Mr.Makerissurprised.Heisarichmanandmanygirlscomeinsidetheshop.Susanwalkshome.ShefeelsproudthatshesaidnotoMr.Maker.
12.Ask:• WhatdidSusandotohelphersayno?
13. Say:• Shethoughtaboutwhatwouldhappenifsheagreedto
go inside the shop. • Sheusedastrongvoice.• Shelookeddirectlyattheperson.• Shewascalmandserious.• Shethoughtaboutwhattosaybeforeshespoke.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
Activity5:Role Play1. Put learners into groups of 2.2. Askeachlearnertotakearolefromthestory:
• Susan• Mr.Maker
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 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 5:• Ifyouareinside,moveoutside.
Teaching Ideas for Activity 6:Asklearnerstodrawatimetheyfacedpeerpressure.
75Module 2 | Session 5: Peer Pressure
5. Repeat with learners.6. Say the key message along with a music beat. 7. Repeat with learners.8. Sing the key message. 9. 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).
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• 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.
8. Say the key message to the music beat. 9. Repeat with learners.10. Sing the key message. 11. Repeat with learners.
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
76 Module 2 | Session 5: Peer Pressure
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.
8. Say the key message to the music beat. 9. Repeat with learners.10. Sing the key message. 11. Repeat with learners.
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.
happy face sad facenormal face
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.
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutbeingsafewhenwegotoschool.• Safetyiswhenweareprotected.• Safetyiswhenwedonotfeelscared.• Wecanpracticebeingsafeaswegotoschool.
2. Ask:• Howdoyoufeelwhenyougotoschool?
Activity2:Picture Discussion1. Hold up the Module 3, Session 1 picture.2. Ask:
• Whatcanyouseeinthispicture?• Whatarethechildrendoing?• Howdoyouthinkthechildrenfeel?
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.
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.
Activity3:Story and Discussion1. Use the Spiders�.Surprise 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:
Alionwasscaringtheanimalsintheforest.Hewasangryandhurtingtheotheranimals.Whenthelionroared,alltheanimalswereafraid.Eventhefastgiraffeswereafraid.
8. Read the story while showing picture 2:
Buttheverysmallspiderswerenotafraid.Thelionwasnotinterestedinthem.Thespiderswereworriedabouttheotheranimals.Theymadeaplan.
9. Read the story while showing picture 3:
Onthenightofthecrescentmoon,allthespidersmadea
Teaching Ideas for Activity 3:WritethestorytitleSpiders’.Surpriseonpaperortheblackboard.
1.
2.
80
circlearoundthelion.Thenthespidersspuntheirwebsandtiedupthelion.
10. Read the story while showing picture 4:
Whenthelionwokeuphecouldnotmove.Thespiderscalledtheotheranimals.Theanimalsweresurprisedandhappy.Alltheanimalssaid,“Littlespiders,thankyou.Togetheryouhavedonesomethingthatwebiganimalscouldnotdo.”
11.Ask:• Whatdowelearnfromthisstory?
12. Say:• Manysmallspiderscanstopalionwhentheywork
together.• Wecanhelpeachotherbesafe.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
Activity5:Role Play1. Put learners into groups of 8.2. Askeachlearnertotakearolefromthestory:
• Lion• Giraffe• Spider(5)
3. Instruct the groups to act out the story.4. Choose one group to act out the story in front of the class.
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
Module 3 | Session 1: Protection When Going to School.
3.
4.
81
Teaching Ideas for Activity 6:Asklearnerstodrawsafewaystotraveltoschool.
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Activity6:Talk About Safety1. Put learners into groups of 4.2. Asklearnerstotalkwiththeirgroupabouthowtotravelsafely.3. Asksomelearnerstotelltheclass.4. Read the key message:
Stay.together.when.you.travel.
5. Repeat with learners.6. Say the key message along with a music beat. 7. Repeat with learners.8. Sing the key message. 9. 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).
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
4. Read the following sentences.
• 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.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
Module 3 | Session 1: Protection When Going to School.
82
6. Say the key message to the music beat. 7. Repeat with learners.8. Sing the key message. 9. Repeat with learners.
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.
4. Say the key message to the music beat.5. Repeat with learners.6. Sing the key message.7. Repeat with learners.
Module 3 | Session 1: Protection When Going to School.
Verse.1
If you are happy and you know it clap your hands,
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,
If you are happy and you know it and you really want to show it,
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,
If you are happy and you know it and you really want to show it,
If you are happy and you know it stamp your feet.
83
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.
Module 3 | Session 1: Protection When Going to School.
happy face sad facenormal face
84 Module 3 | Session 2: Protection at School
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutbeingsafeatschool.Whatdowemeanbysafety?
• Safetyiswhenweareprotected.• Safetyiswhenwedonotfeelscared.• Wecanpracticebeingsafeatschool.
2. Ask:• Howdoyoufeelatschool?
Activity2:Picture Discussion1. Hold up the Module 3, Session 2 picture.2. Ask:
• Whatcanyouseeinthispicture?• Whatarethechildrendoing?• Howdoyouthinkthechildrenfeel?
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.
5. Repeat with learners.6. Make up a music beat using hands and feet. 7. Read the key message to the beat. 8. Repeat with learners.9. Create a song using the key message with learners. 10. Repeat with learners.
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:
• Whatdoyouseeinthispicture?• Whatdoyouthinkishappening?• Whatdoyouthinkwillhappennext?
4. Show the next picture. 5. Askthequestionsagain.6. Dothisforeachpicture.7. Now read the story while showing picture 1:
Johnandhisfamilyhadtoleavetheirvillagebecauseoffighting.Theywentfaraway.Thefamilylivedinonesmallroom.John’sfatherdidnothaveajob.Hehadnomoney.Hecouldnotbuyfood.
8. Read the story while showing picture 2:
John’sfatherwasangryallthetime.WhenJohncamebackfromschool,hisfatherwouldgetangryandhithim.Ithappenedmanytimes.
9. Read the story while showing picture 3:
Atschool,Johnwassittinginthecompound.Asmallerboycamenearby.Johnhithimandtoldhimtogoaway.
Teaching Ideas for Activity 3:• WritethestorytitleJohnFeelsBadonpaperortheblackboard.
• Asklearnerstowriteordrawanswersto:Ifeelsafewhenmyteacher...
1.
2.
3.
86 Module 3 | Session 2: Protection at School
10. Read the story while showing picture 4:
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.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
4.
87Module 3 | Session 2: Protection at School
Activity5:Role Play1. Put learners into groups of 4.2. Askeachlearnertotakearolefromthestory:
• John• John’sfather• John’steacher• Smallerboy
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 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.
6. Repeat with learners.7. Say the key message along with a music beat. 8. Repeat with learners.9. Sing the key message. 10. 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).
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
Teaching Ideas for Activity 6:Asklearnerstodrawasafeschool.
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
88 Module 3 | Session 2: Protection at School
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• 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.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.
Activity8:Visualisation1. Asklearnerstositonthefloorintheshapeofacircle.2. Say:
• Wearegoingtothinkaboutthingsthathavehappenedtous.
• Sitcomfortably.• Closeyoureyes.• Thinkaboutatimewhensomeonehityouorbeatyou.• Thinkabouthowyoufelt.• Keepyoureyesclosed.• Nowthinkaboutatimeyourmotherorfathertoldyou
they love you.• Thinkabouthowyoufelt.• Thinkaboutatimeyourteachersaidyoudidwell.• Thinkabouthowyoufelt.• Takeadeepbreathinandout.• Slowlyopenyoureyes.
89Module 3 | Session 2: Protection at School
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.
6. Say the key message to the music beat.7. Repeat with learners.8. Sing the key message.9. Repeat with learners.
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.
happy face sad facenormal face
90 Module 3 | Session 3: Protection in an Emergency
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutbeingsafeduringanemergency.Whatisanemergency?
• Anemergencyiswhensomethingbad,scaryorsadhappens.
• Schoolisasafeplaceforchildren.• Wecanhelpeachotherbesafeduringemergencies.
2. Ask:• Howdoyoufeelduringanemergency?
Activity2:Picture Discussion1. Hold up the Module 3, Session 3 picture.2. Ask:
• Whatcanyouseeinthispicture?• Istheschoolsafe?Why?
3. Say: • Ithasafence.• Thereisnofirenearby.• Itisahealthyandsafeplace.
4. Read the key message: School.is.a.safe.place.for.children.
5. Repeat with learners.6. Make up a music beat using hands and feet. 7. Read the key message to the beat. 8. Repeat with learners.9. Create a song using the key message with learners. 10. Repeat with learners.
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.
• Asklearnerstodrawthestory.
92 Module 3 | Session 3: Protection in an Emergency
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
Activity5:Role Play1. Put learners into groups of 8.2. Askeachlearnertotakearolefromthestory:
• 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.
5. Repeat with learners.6. Say the key message along with a music beat. 7. Repeat with learners.8. Sing the key message. 9. Repeat with learners.
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
Teaching Ideas for Activity 6:Asklearnerstodrawaplacetheyfeelsafe.
93Module 3 | Session 3: Protection in an Emergency
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.
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• 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.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners
Activity8:Demonstration: Stop, Drop, Roll and Move
1. Say: • Afirecanbeverydangerous.• Whenthereisafireatschool,home,orthebush,wemust
stay far away. • Ifyougoclosetothefire,yourclothesmaycatchonfire.• Thenyoumuststop,drop,rollandmoveaway.
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
94 Module 3 | Session 3: Protection in an Emergency
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.
8. Say the key message to the music beat.9. Repeat with learners.10. Sing the key message.11. Repeat with learners.
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.
happy face sad facenormal face
95Module 3 | Session 4: Landmines
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutlandmines.Whoknowswhatalandmineis?
• Landminesaremadebypeopleandplacedinthesoilorin vegetation.
• Theycankillorinjurepeopleandanimals.• Landminesarenotsafe.• Wemustlearnhowtostayawayfromlandmines.
2. Ask:• Haveyoueverseenalandmine?
Activity2:Picture Discussion1. Hold up the Module 3, Session 4 picture.2. Ask:
• 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.”
9. Read the story while showing picture 3:
Franciswasafraid.Butagainherememberedwhathis
7. Read the key message:Play.in.a.safe.place.
8. Repeat with learners.9. Make up a music beat using hands and feet. 10. Read the key message to the beat. 11. Repeat with learners.12. Create a song using the key message with learners. 13. Repeat with learners.
Teaching Ideas for Activity 3:• WritethestorytitleFrancisandtheLandmineonpapersortheblackboard.
• Asklearnerstowriteordrawanswersto:IstaysafewhenI…
1.
2.
97Module 3 | Session 4: Landmines
teachersaid.Heraisedbothhandsinastopsignandshouted,“Landmine,landmine!”Hisfriendssawhishands–theyknewtheyshouldnotgotowardFrancis.Theywenttothevillagetogethelp.
10. Read the story while showing picture 4:
Francisstoodstill.Heknewtheremightbeotherlandminesaround.Aftersometime,amanfromtheMinesAdvisoryGrouparrived.HecheckedtheareaaroundFrancis.HetookFrancisbackonapaththatwassafe.
11. Read the story while showing picture 5:
Thenthemanmadeasmallpileofstonesneartheplaceofthelandmine.Whenhereturned,hewouldputaredsignwithskullandcrossbones.
12. Read the story while showing picture 6:
ThemantoldFrancishehadbeenbrave.Hehaddonethecorrectthingwhenhefoundthelandmine.Francisfeltproudthathehadlearntfromhisteacher.
3.
4.
5.
6.
98 Module 3 | Session 4: Landmines
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.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
Activity5:Role Play1. Put learners into groups of 4.2. Askeachlearnertotakearolefromthestory:
• Francis• Man• Friends(2)
3. Instruct the groups to act out the story.4. Choose one group to act out the story in front of the class.
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
99Module 3 | Session 4: Landmines
Teaching Ideas for Activity 6:Asklearnerstodrawalandminewarningsign.
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
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.
5. Repeat with learners.6. Say the key message along with a music beat. 7. Repeat with learners.8. Sing the key message. 9. 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).
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• Landminescanbeburiedinthesoil.(Agree)• Landminescanbeintreesorbushes.(Agree)• Landminesaresafetotouch.(Disagree) • Nevertouchalandmine.(Agree)• Unexplodedbombsandshellsaresafetotouch.(Disagree) • Whenyouseealandmine,runandtellthevillage.
(Disagree: Stand still and shout for help.)• Whenyouseealandmine,makeastopsignandshout,
“Landmine,landmine!”(Agree)
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
100 Module 3 | Session 4: Landmines
• Whenyouseealandmine,standstillandwaituntilyouare rescued. (Agree)
• Itissafetowalkdownunusedpaths.(Disagree) • Itisokaytotakeashortcutthoughanareamarkedwith
red signs with skull and crossbones. (Disagree)
8. Read the key message: Play.in.a.safe.place.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.
Activity8: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.
happy face sad facenormal face
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
Activity1: Introduction 1. Say:
• Todaywewilltalkabouthandwashing.• Wewashourhandstokeepthemclean.• Whenourhandsareclean,wedonotpassgerms.• Whenourhandsareclean,wedonotgetsick.• Let’slearnabouthowtokeepourhandsclean.
2. Ask:• Areyourhandscleanrightnow?
Activity2:Picture Discussion1. Hold up the Module 4, Session 1 picture.2. Ask:
• Whatcanyouseeinthispicture?• Whatisthegirldoing?• Whatistheboydoing?
3. Read the key message: Wash.your.hands.with.soap.and.clean.water.
4. Repeat with learners.5. Make up a music beat using hands and feet. 6. Read the key message to the beat. 7. Repeat with learners.8. Create a song using the key message with learners. 9. Repeat with learners.
Activity3:Story and Discussion1. Use The.Boy.Who.Never.Washed.His.Hands picture story.2. Show the first picture.3. Ask:
• Whatishappeninginthepicture?• Whatwillhappennext?
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.
8. Read the story while showing picture 2:
CholhasasistercalledEsther.EsthercallsCholandAbdutoeat.Cholisveryhungry.Hestartstoeat.Abduishungrytoo,butbeforeeatinghewasheshishandswithsoap.Theyallenjoythefood.
9. Read the story while showing picture 3:
Later,Cholisholdinghisstomach.Hefeelssick.Herunstothelatrinemanytimes.
10. Read the story while showing picture 4:
EstherandAbduhelpChol.Theywashhishandsandfacewithsoapandcleanwater.Theycleanallthedirtoff.Theygivehimcleanwatertodrink.
AbdutellsCholthatheeatshisfoodwithdirtyhands.Thedirt
Teaching Ideas for Activity 3:• WritethestorytitleTheBoyWhoNeverWashedHisHandsonpaperortheblackboard.
• Asklearnerstowriteordrawanswersto:Iwashmyhandsbefore...Iwashmyhandsafter...
1.
2.
3.
104 Module 4 | Session 1: Hand Washing
hasgermsandfaecesinit.ThismadeCholsick.
11. Read the story while showing picture 5:
Abduwasheshishandswithsoapandcleanwaterbeforeheeats,sohedoesnotgetsick.Abdualsowasheshishandswithsoapandwateraftergoingtothelatrine.
Cholpromisestowashhishandswithsoapandwaterbeforeheeatsanyfood.
10.Ask:• WhydidCholgetsick?
11. Say:• Choldidnotwashhishandswithsoapandcleanwater.
Whenshouldwewashourhands?• Washyourhandswithsoapandcleanwater.• Washthembeforeandaftereating.• Washthembeforeandafterusingthelatrine.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
Activity5:Role Play1. Put learners into groups of 3.2. Askeachlearnertotakearolefromthestory:
• Abdu• Chol• Esther
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
4.
5.
105Module 4 | Session 1: Hand Washing
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: 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.
5. Read the key message: Wash.your.hands.with.soap.and.clean.water.
6. Repeat with learners.7. Say the key message along with a music beat. 8. Repeat with learners.9. Sing the key message. 10. Repeat with learners.
Steps:1 Wethands.
2 Soap(20seconds.)
3 Washbacksofhands,fingersinterlaced.
4 Washpalmsandwrist.
5 Washfingers,thumbsandunderfingernails.
6 Rinse.
1 2 3 4 5 6
106 Module 4 | Session 1: Hand Washing
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.
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• 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)
8. Read the key message: Wash.your.hands.with.soap.and.clean.water.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
107Module 4 | Session 1: Hand Washing
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.
4. Say the key message to the music beat.5. Repeat with learners.6. Sing the key message.7. Repeat with learners.
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?
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.
happy face sad facenormal face
108 Module 4 | Session 2: Flies and Diarrhoea
Practice healthy behaviour to prevent sickness.
Key.Message
Session 2: Flies and Diarrhoea
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutfliesanddiarrhoea.• Fliesspreadgermswhentheylandonourfoodandour
body.• Germsmakeussick.• Wewilllearnabouthowtopracticehealthybehaviour.
2. Ask:• Haveyoueverbeensick?Howdidyoufeel?
Activity2:Picture Discussion1. Hold up the Module 4, Session 2 picture.2. Ask:
• 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
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.
Activity3:Story and Discussion1. Use The.Fly 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:
Flywassmallandnoisy.Hecausedalotoftrouble.Flywassleepingonsomedogfaecesintherubbish.Hewasveryhappybecausehelikedbeingdirty.
Flywashungry.Heflewtoaman’shand.Hewalkedaroundandlookedbuttherewasnofood.Hewasangryandsaid,“ZZZZZZZZZ.”
8. Read the story while showing picture 2:
Flyflewintoahome.Hesawsomefood.Hewalkedontherice.Heatealotofrice.He
Teaching Ideas for Activity 3:• WritethestoryTheFlyonpaperortheblackboard.
1.
2.
110 Module 4 | Session 2: Flies and Diarrhoea
satanddefecatedontherice.SomefriendsjoinedFlyandatesomerice.Twoboyssatdownandstartedtoeattherice.Flyandtheboysatethericetogether.
9. Read the story while showing picture 3:
ThenFlywentinthefield.Hewalkedonsomeanimaldung.
Flyfeltthirsty.Hesawababycrying.Flydranksomeofthebaby’stears.ThenFlywenthometotherubbish.
10. Read the story while showing picture 4:
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.
111Module 4 | Session 2: Flies and Diarrhoea
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
Activity4:Working Together1. Put learners into groups of 2.
2. Asklearnerstoretellthestory.
3. Help learners who cannot remember.
Activity5:Role Play1. Put learners into groups of 5.2. Askeachlearnertotakearolefromthestory:
• 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.
112 Module 4 | Session 2: Flies and Diarrhoea
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.
12. Read the key message: Practice.healthy.behaviour.to.prevent.sickness.
13. Say the key message to the music beat.14. Repeat with learners.15. Sing the key message.16. Repeat with learners.
113Module 4 | Session 2: Flies and Diarrhoea
Teaching Ideas for Activity 8:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
Activity8: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.
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• 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)
8. Read the key message: Practice.healthy.behaviour.to.prevent.sickness.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
114 Module 4 | Session 2: Flies and Diarrhoea
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.
happy face sad facenormal face
115Module 4 | Session 3: Blinding Trachoma
Keepyourfaceclean.Key.Message
Session 3: Blinding Trachoma
Activity1: Introduction 1. Say:
• 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
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.
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
117Module 4 | Session 3: Blinding Trachoma
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
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
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.
5. Repeat with learners.6. Say the key message along with a music beat. 7. Repeat with learners.8. Sing the key message. 9. 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).
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• Fliesspreaddisease.(Agree)• Washyourfacesothatfliesdonotvisit.(Agree)• Trachomaisanothernamefordiarrhoea.(Disagree) • Trachomaisthenameofaneyeinfection.(Agree)• Washyourfaceonceaweek.(Disagree) • Washyourfaceeverymorningandevening.(Agree)• Donotshareclothsthattouchthefaceandeyes.(Agree)
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
119Module 4 | Session 3: Blinding Trachoma
• Clothscanalsocarryinfection.(Agree)• Washclothsthattouchthefaceandeyesoften.(Agree)• Ignoreanychildthathaseyelashestouchingtheireyeball.
(Disagree: Take them to the clinic.)
8. Read the key message: Keep.your.face.clean.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.
Activity8: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.
happy face sad facenormal face
120 Module 4 | Session 4: Safe Water
Drinkwaterfromboreholes.Donotdrink from the river.
Key.MessageSession 4: Safe Water
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutcleanwater.• Dirtywaterhasgermsthatmakeussick.• Cleanwaterdoesnothavegerms.• Cleanwaterissafetodrink.• Wewilllearnabouthowweusewater,whereweget
water and how to keep water clean.
2. Ask:• Wheredoyougetyourwater?
Activity2:Picture Discussion1. Hold up the Module 4, Session 4 picture.2. Ask:
• 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.
• Asklearnerstodrawthestory.
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.
122 Module 4 | Session 4: Safe Water
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.
Activity5:Role Play1. Put learners into groups of 4.2. Askeachlearnertotakearolefromthestory:
• Sara• Mary• Mother• Father
3. Instruct the groups to act out the story.4. Choose one group to act out the story in front of the class.
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
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.
5. Repeat with learners.6. Say the key message along with a music beat. 7. Repeat with learners.8. Sing the key message. 9. 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).
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• 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)
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
124 Module 4 | Session 4: Safe Water
• 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.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.
Activity8:Assessment 1. 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.
Teaching Ideas for Activity 7:Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
happy face sad facenormal face
125Module 4 | Session 5: Sanitation
Use a latrine or bury your stool.Key.MessageSession 5: Sanitation
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutsanitation.• Sanitationiskeepingourselves,ourthingsandour
environment clean.• Sanitationkeepsushealthy.• Wewilllearnabouthowtokeepourselves,ourthingsand
our environment clean.
2.Ask:• Howdoyoukeepyourselfclean?
Activity2:Picture Discussion1. Hold up the Module 4, Session 5 picture.2. Ask:
• 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.
Teaching Ideas for Activity 5:• Ifyouareinside,moveoutside.
6. Read the key message: Use.a.latrine.or.bury.your.stool.
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.
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.
7. Repeat with learners.8. Say the key message along with a music beat. 9. Repeat with learners.10. Sing the key message. 11. Repeat with learners.
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.
127Module 4 | Session 5: Sanitation
Teaching Ideas for Activity 6:• Learnerscandrawacleancompound.
Teaching Ideas for Activity 7:• Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
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.
5. Repeat with learners.6. Say the key message along with a music beat. 7. Repeat with learners.8. Sing the key message. 9. 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).
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
4. Read the following sentences. 5. Pause after each sentence to give learners time to walk. 6. Asksomelearnerstotalkabouttheirdecisions.7. Givetheexplanationinthebrackets.
• Useatoiletorlatrineatschool.(Agree)• Inthefields,buryyourstool.(Agree)• Onlygirlsshouldcleanthelatrine.(Disagree) • Everyoneshouldcleanthelatrine.(Agree)• Acleancompoundisahealthycompound.(Agree).• Keepanimalsclosetothehomestead.(Disagree) • Keepanimalsawayfromthehomesteadtokeepthe
compound and latrine clean. (Agree)• Putrubbishinapitandburnit.(Agree)
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
128 Module 4 | Session 5: Sanitation
8. Read the key message: Use.a.latrine.or.bury.your.stool.
9. Say the key message to the music beat. 10. Repeat with learners.11. Sing the key message. 12. Repeat with learners.
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.
6. Read the key message: Use.a.latrine.or.bury.your.stool.
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:• Youorlearnerscanwriterulesontheblackboardorpaper.
129Module 4 | Session 5: Sanitation
Activity9:Assessment 1. 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.
happy face sad facenormal face
130 Module 4 | Session 6: Malaria
Sleep under a mosquito net.Key.MessageSession 6: Malaria
Activity1: Introduction 1. Say:
• Todaywewilltalkaboutmalaria.• Malariaisadiseasespreadbymosquitoes.• Malariacanmakeusverysick.• Wemustsleepunderamosquitonetsowedonotget
malaria.• Wewilllearnabouthowtopreventmalaria.
2. Ask:• Haveyoueverhadmalaria?
Activity2:Picture Discussion1. Hold up the Module 4, Session 6 picture.2. Ask:
• 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
9. Repeat with learners.10. Make up a music beat using hands and feet. 11. Read the key message to the beat. 12. Repeat with learners.13. Create a song using the key message with learners. 14. Repeat with learners.
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.
132 Module 4 | Session 6: Malaria
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.
Activity5:Role Play1. Put learners into groups of 3.2. Askeachlearnertotakearolefromthestory:
• Awol• Teacher• Doctor
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 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
Teaching Ideas for Activity 7:• Asklearnerstowriteordrawthekeymessageandapicturetogowithit.
4. Say:• Sleepunderamosquitonet.• Reducemosquitoes.Removestillorstagnantwateraround
the homestead.• Clearbushesaroundthehomestead.• Useinsecticidesormosquitocoilswherewesleep.
5. Read the key message: Sleep.under.a.mosquito.net.
6. Repeat with learners.7. Say the key message along with a music beat. 8. Repeat with learners.9. Sing the key message. 10. 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).
3. Say: • Iamgoingtoreadsomesentences.• Thinkabouteachsentence.• Ifyouagree,walktothetick. • Ifyoudisagree,walktothecrossX.
4. Read the following sentences.
• 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)
Tick ()meansAGREE.Cross(X)meansDISAGREE.AgreemeansYES.DisagreemeansNO.
134 Module 4 | Session 6: Malaria
5. Read the key message: Sleep.under.a.mosquito.net.
7. Say the key message to the music beat. 8. Repeat with learners.9. Sing the key message. 10. Repeat with learners.
Activity8:Assessment 1. 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.
happy face sad facenormal face
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:………………………………..
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The author is responsible for the choice and the presentation of the facts contained in this book and for the opinionsexpressedtherein,whicharenotnecessarilythoseofUNESCOanddonotcommittheOrganization.
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