Life Skills-Based Hygiene
Education
A guidance document on concepts, development and experiences
with life skills-based hygiene education in school sanitation and
hygiene education programmes
Life skills-based hygiene education
Postma, Leonie; Getkate, Renate and van Wijk, Christine (2004). Life Skills-BasedHygiene Education: A guidance document on concepts, development and experienceswith life skills-based hygiene education in school sanitation and hygiene educationprogrammes. Delft, The Netherlands, IRC International Water and Sanitation Centre.(Technical Paper Series; no. 42). 144 p.
Copyright © IRC International Water and Sanitation Centre 2004
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Life skills-based hygiene education
A guidance document on concepts, development andexperiences with life skills-based hygiene education in schoolsanitation and hygiene education programmes
Leonie Postma, Renate Getkate and Christine van Wijk IRC International Water and Sanitation CentreDelft, The Netherlands2004
Table of Contents
Foreword
Preface
Section 1 - Introduction to life skills-based hygiene education
1. Life skills-based education within school sanitation and hygiene education programmesSchool sanitation and hygiene educationThe ‘FRESH’ initiativeBetter hygiene education through a life skills-based education approach
2. Life skills-based education and how children learnDevelopment of the child in the primary yearsLinkages with the stages of child developmentThe life skills learning environment by ageThe suitability of life skills-based education for handicapped childrenSeven golden rules on learning in primary school
3. Participatory learning methods in life skills-based hygiene educationUse of group work for participatory methodsExamples of suitable methods
4. Themes and topics of life skills-based hygiene educationThe major themes for life skills-based hygiene educationContents of the themesThe development of a life skills-based hygiene education curriculum
5. Principles for the development of lesson plans and materialsIdentifying the elements of a lesson planDevelopment of life skills-based hygiene education materialsExamples of lesson plans and curriculum development
6. Implementation of life skills-based hygiene education in schoolsThe need for trainingFamily outreach and the child-to-child approachMonitoring and evaluation
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Tabel of Contens
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1
3345
141415202222
252526
34343842
45454951
59596062
Section 2 - Suggestions for the content for life skills-based hygiene education
Introduction to the content of life skills-based hygiene education
Theme: Water, sanitation and waste in the communityWater sources in the school compound and the communityWater transport, storage and handling at home and in schoolWaste materials, including human excreta and rubbish at home, in the schoolcompound and in the communityWater quality and purification
Theme: Personal and food hygienePersonal hygieneNutrition - Food hygiene, eating patterns, water availability
Theme: Water and sanitation-related diseasesIncidence and transmission of diseases in the local environmentDiarrhoeaSkin and eye diseasesWorm and lice infestationsArea specific diseases due to pollution of water sources (e.g. arsenic and fluoride)Malaria
Theme: Water, sanitation and hygiene facilitiesBasic knowledge about environmental hygiene at home, in school and in thecommunityDefecation practices at home, in school and in the communityOperation and maintenance of household and school facilitiesTechnical and managerial aspects of facilities at home and in school
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65
67
697072
7477
798084
87889092949698
101
102104106108
Section 3 - Examples of lesson plans for life skills-based hygiene education
Introduction to lesson plans
Lesson plan for 6-9-year-oldsTheme: Types of water sources, waste and environmental hygiene
Subject: Water sourcesSubject: School hygiene
Theme: Personal and food hygieneSubject: HandwashingSubject: Facial hygiene/Trachoma
Theme: Water and sanitation-related diseasesSubject: DiarrhoeaSubject: Skin and eye diseases
Theme: Facilities for water, sanitation and hygieneSubject: Appreciation and use of the latrines
Lesson plan for 9-12-year-oldsTheme: Types of water sources, waste and environmental hygiene
Subject: Solid wasteSubject: Water resources management
Theme: Personal and food hygieneSubject: Food storage
Theme: Water and sanitation-related diseasesSubject: Malaria
Theme: Facilities for water, sanitation and hygieneSubject: Caring for and cleaning school facilitiesSubject: Construction of a simple pit latrine
List of Abbreviations
List of References
vii
Tabel of Contens
109
111
112112112114116116118120120122124124
126126126128130130132132134134136
139
141
List of FiguresFigure 1 Shield
List of TablesTable 1: Differences between traditional education and the life skills approachTable 2: Life skills for skills-based hygiene educationTable 3: Patterns of development of childrenTable 4: Examples of hygiene (life) skills by age group and the scope of
interest of the child in its surrounding environmentTable 5: Seven golden rules on learning of childrenTable 6: Examples of participatory methods suitable for life skills-based
hygiene educationTable 7: Examples of content and methods for the four school sanitation and
hygiene education themesTable 8: Life skills-based hygiene education: Scope, topics and sequence of
the theme ‘Water and hygiene’ for a primary school curriculumTable 9: Washing hands before eating - a role-playTable 10: Example of a lesson plan developed in Burkina Faso
List of BoxesBox 1: Definitions of hygiene and human behaviourBox 2: Example of a lesson that mainly focuses on learning values and
attitudesBox 3: Example of an activity including knowledge, attitudes and skills related
to personal hygieneBox 4: Use of local materials in life skills-based hygiene educationBox 5: Example of how to incorporate gender into rankingBox 6: Example of a workshop aimed at involving children in the design of
facilitiesBox 7: Examples of how gender and poverty can be incorporated into the
themesBox 8: Example of the involvement of teachers in the development of life
skills-based hygiene education materials in Burkina FasoBox 9: Examples of how issues such as gender and equity can be incorporated
in a lesson planBox 10: Monitoring handwashing practices and water useBox 11: Real-life objects for hygiene educationBox 12: Child-centred teaching methods in Nicaragua
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10
71118
2123
26
39
525556
8
10
131532
35
36
43
47485059
Foreword
Ensuring access to primary education is a major effort undertaken by nationalgovernments and international organisations such as UNICEF. This is rightfully so, sinceeducation is one of the prerequisites for development. School is not just a place to learnhow to read, write and to do sums. It is also a social environment where children canlearn about health, how to relate to one another, and how to deal with questions lifeposes them. This calls for the development of knowledge, attitudes, values and the lifeskills needed to make appropriate decisions and act upon them.
We have to make sure that schools are safe and healthy environments for children tolearn these things. Children need schools where they have access to proper water andsanitation facilities, where they can practise the health-promoting behaviour they learn,and the life skills that help them become healthy citizens, physically, mentally andsocially. They also need teachers who have the attitude and skills to go beyond teachinghow to read, write and do sums. If we want to address the undesired school drop-out ofgirls, this becomes even more important. Proper sanitation facilities then need to be builtfor boys and girls separately. Girls need support in the development of additional mentalstrengths and skills that help them deal with their often disadvantaged position in societyas compared to boys.
Life skills-based hygiene education offers teachers the opportunity to help childrenobtain life skills by addressing hygiene issues. IRC is pleased to present this guidancedocument for the planning and development of life skills-based education. It wasprepared with financial support from UNICEF. It builds among others on the outcomes ofthe first life skills-based hygiene education workshop organised in New York and onexperiences from a number of countries involved in a multi-year school sanitation andhygiene education programme.
The document provides a good introduction to life skills-based hygiene education. Welook forward to receiving suggestions and ideas on how to further improve support toteachers who want to make hygiene education even more meaningful. Please let usknow! Any feedback will be gladly received, acknowledged and built upon.
Mr. Paul van KoppenDirector, IRC International Water and Sanitation CentreDelft, June 2004
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Foreword
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Preface
Children are eager to learn and schools are important places of learning for children.Promotion of personal hygiene and environmental sanitation in schools therefore helpschildren to adopt good habits during their formative childhood. What children learn inschool they can and often do pass on in their families and communities, both at the timeof learning and during their lives as parents and grandparents. However, the learningpotential of many children and adolescents is compromised by conditions and behavioursthat undermine the physical and emotional well-being that makes learning possible. Inmany countries, schools are some of the most crowded places. These conditions facilitatethe spreading of micro-organisms that cause diseases. When water, sanitation andhygiene conditions are poor, instead of safeguarding children from the transmission ofinfectious diseases, school environments are full of health hazards. Hence, education onhealth and hygiene has to go hand in hand with physically safe and well-kept hygienefacilities to make schools safe places for children’s development.
Safe and hygienic schools and effective education require the participation of communitymembers, parents, teachers and above all, children. At all ages, children and adolescentscan be engaged actively in learning experiences that enable them to practise basichygiene and sanitation and advocate it at home and in their community. It is alsoimportant to focus on children because they are the parents of the future. Life skills-based hygiene education can help to create effective education and hygienic schools bygiving children not only knowledge but also attitudes and skills for coping with life(hence the term life skills). Part of this coping is in water, sanitation and hygiene andincludes the learning of practical hygiene skills. Life skills-based hygiene education helpschildren to change behaviour and so reduce risks and prevent water and sanitation-related diseases. Teaching children through life skills-based hygiene education materialsinvolves the use of interactive and participatory methods with room for information-focused sessions and child-centred sessions.
In collaboration with UNICEF, IRC has cooperated with school sanitation and hygieneeducation programme teams in six countries (Burkina Faso, Colombia, Nepal, Nicaragua,Vietnam and Zambia) and three states in India to address the above issues. This globalschool sanitation and hygiene education project is fully embedded in the FRESHframework (Focusing Resources for Effective School Health) supported jointly by WHO,UNICEF, UNESCO and the World Bank. As the FRESH framework includes skills-basededucation as one of its core elements, all participating teams have developed life skills-based materials and training and are sharing these with the teachers and students. Thecontent of this paper is based on two years of experience and exchange of knowledgeand skills in the project. In it, we give an overview of life skills-based education ingeneral and the development of life skills-based hygiene education materials in schoolsanitation and hygiene education programmes in particular.
The focus of the document is life skills-based sanitation and hygiene education forprimary school children. For ease of reading we have not made a distinction between
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Preface
adolescents (13-14 years) and the other groups and have used the term ‘children’ to referto all groups. Although the principles of life skills-based education apply also to nurseryschools and some lesson plans for the youngest age group may also be useful for nurseryschools, we hold the view that nursery school teachers and children need a programme,materials and a review document that are specifically tailored to their requirements.
The overall reason for writing this document has been to share the experiences of theproject with all those involved in developing life skills-based hygiene education and tostimulate comments, additions and corrections, so that we can all learn and furtherdevelop the content and materials presented. It is therefore hoped that this start is wellreceived by all people concerned with the education of children. Reactions are warmlyinvited. We also invite others to share curricula, lesson plans, educational materials andteachers’ training materials for further development of the theme. All such contributionswill be fully acknowledged in any updated version.
In addition, we have several specific objectives. The first is to introduce and clarify theconcepts and methods of life skills-based hygiene education. Secondly, we hope toprovide some guidance for the development of this type of hygiene education based onthe activities of the project. A third objective is to present a general overview of thecontent that can be dealt with in life skills-based hygiene education. A set of lesson plansis presented as an example of how content and teaching methodologies can becombined to achieve all the objectives of a lesson. Throughout the document, the readerwill find examples of work in progress in various UNICEF programmes, in order tofacilitate exchange of experience and future cooperation among the countryprogrammes.
The main envisaged users are government policy makers and decision makers andmembers of international organisations and non-governmental institutions involved inschool sanitation and hygiene education programmes. In more general terms, thedocument is meant for everyone interested in initiating and strengthening life skills-based hygiene education as their approach to hygiene education in and around schools.The paper is divided into three sections:
Section 1 gives a general introduction to life skills-based hygiene education. Section 2 gives a general overview of the content of life skills-based hygiene education.Section 3 provides a set of examples of lesson plans for life skills-based hygiene education.
This paper could not have been written without the enthusiasm and work of many of ourcolleagues. Here, we want to thank first all the officers from the UNICEF country officesand ministries and our colleagues from the partner organisations involved in the project.Together we shared insights, exchanged and developed materials, worked forachievements and identified concerns. Thanks also go to the participants of the e-mailconference on school sanitation and hygiene education, organised by IRC and UNICEF in2002. We express special thanks to Lizette Burgers and Amaya Gillespie from UNICEFNew York for their constructive and challenging comments to the draft document.
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Marielle Snel and Kathy Shordt gave valuable contributions while developing an overviewfor the content of life skills-based hygiene education. We thank Sascha de Graaf for herassistance in the production process. All the drawings were made by Jaap Zomerplaag.
Leonie Postma, Renate Getkate and Christine van Wijk
Reactions to this document and contributions on life skills-based school sanitation andhygiene education can be sent to:
IRC International Water and Sanitation CentreP.O. Box 28692601 CW DelftThe Netherlandse-mail: [email protected] web site: www.irc.nl/sshe
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Section 1 - Introduction to life skills-based hygiene education
1
Section 1
2
1. Life skills-based education within school sanitation and hygiene education programmes
School sanitation and hygiene education
School sanitation and hygiene education focuses on both the provision of hygienefacilities (latrines, water supply, hand washing facilities, solid waste disposal, etc.) andthe development of necessary knowledge, attitudes, values and (life) skills thatpromote better sanitation and hygiene practices in families, schools and communities. In school settings, school sanitation and hygiene education makes safe water andsanitation facilities and hygiene part of the school curriculum. Most school sanitation and hygiene education programmes focus on the followingobjectives:• Creating a healthy and safe learning environment • Helping children to develop knowledge, attitudes and life skills - that is, skills to cope
with life - that support the adoption of good hygiene behaviours and better health• Reaching out to families and communities to stimulate safe hygiene and sanitation
practices by all community members
Two important acronymsReaders are encouraged to commit to memory two acronyms that they will findrepeated regularly throughout this publication. They are:
• SSHE = School Sanitation and Hygiene EducationMany readers will be familiar with this term, which has been used in advocacyand investment programmes by UNICEF and other agencies for a number ofyears. It is intended to focus attention on the vital need for safe water andsanitation facilities for boys and girls in all schools, and the incorporation ofhygiene education in school curricula.
• LSBHE = Life Skills-Based Hygiene EducationThis is a more recent term, and the subject of this publication. It seeks tocombine the essential teaching of hygiene principles with children's developingexperience of life at home, at school and in the community. Throughparticipatory learning, the children acquire knowledge, develop positiveattitudes and, critically, gain skills that enable them to improve their own livesand those of their families and communities.
So, look at the terms again, so that you can assimilate them each time they appear.
Safe water and sanitation are essential for a healthy learning environment.Unfortunately having access to safe water and sanitation facilities is not enough.Appropriate hygiene behaviour by all users (children and staff) is essential to derive thefull health benefits from the facilities. Also active management is required to keep thefacilities operational and hygienic. A school may have latrines, but when they are notproperly maintained, they cannot or will not be used.
3
Section 1
SSHE in different environments
School sanitation and hygiene education programmes concentrate on the schoolenvironment, the water and sanitation facilities in this environment and hygieneeducation in the formal or non-formal curriculum. School sanitation and hygieneeducation deals with the total package of sanitary conditions and facilities available inand around the school compound, promoting hygienic conditions at the school andfostering practices of school staff and children that help to prevent water andsanitation-related diseases. School sanitation and hygiene education also promotes thelinkage of improvements in school with improvements in the children’s homes andcommunity.
The ‘FRESH’ initiative
The introduction of life skills-based hygiene education in school sanitation and hygieneeducation programmes implemented by UNICEF and partners is part of UNICEF’Scommitment to the implementation of the FRESH framework. FRESH stands forFocusing Resources for Effective School Health. The initiative is supported bycooperating United Nation agencies such as WHO, UNICEF, UNESCO and the WorldBank, donor agencies such as USAID and DFID, international organisations such asEducation International and the private sector. FRESH is a framework for developingan effective health component in education plans, and can be linked to the broadereffort to achieve more child-friendly schools.
FRESH advocates that the following four core components are implemented as onepackage in all schools across the world:1. Introduction of school health policies from national to community level2. Establishment, proper functioning and upkeep of safe drinking water and sanitation
facilities within school premises, as a first step towards a safe and healthy environment3. Introduction of life skills-based health and hygiene education4. Establishment and proper functioning of health and nutrition services in schools
4
These components should be supported and implemented through effectivepartnerships among students, families, teachers, health workers and communities; andamong education, health and other relevant sectors. (UNESCO; UNICEF; WHO andWorld Bank, 2000)
The FRESH initiative
Better hygiene education through a life skills-based education approach
What is life skills-based education?
Life skills-based education focuses on the development of knowledge, attitudes andskills that support people/children in taking a greater responsibility for their own lives.It helps children to acquire and practise good health behaviours along with theunderlying knowledge and positive attitudes. It also helps children to develop andstrengthen their general interpersonal and psycho-social capabilities or life skills. Lifeskills are abilities for adaptive and positive behaviour that enable individuals to dealeffectively with the demands and the challenges of everyday life (WHO 2000).Examples of interpersonal and psycho-social capabilities (or life skills) are assertion,negotiation, empathy building and stress-coping skills.
Life skills-based education addresses real-life applications of knowledge, attitudes andskills, and makes use of participatory and interactive teaching and learning methods. Itcan be applied to many issues and aspects of life such as peace, human rights, or theenvironment. A range of different terms are used to describe the concept of life skills-based education at the country level, such as skills-based health education when thefocus is health issues; peace education when the focus is violence prevention orconflict management, or even civic education depending on the objectives of thelearning area. The scope of this document is limited to life skills-based education thatfocuses on the promotion of good hygiene behaviours associated with the preventionof water and sanitation-related infectious diseases.
5
Section 1
What is distinct about life skills-based education?
Traditional education methods tend to emphasise academic knowledge but do notsufficiently apply curriculum content to real-life situations. They seldom deal with thekind of practical knowledge, attitudes and skills that children need in their ownenvironment, while they are young and when they are growing up. Traditionalmethods, such as one-way teacher or invited expert lectures, overlook the need forinteraction to develop and extend existing knowledge, attitudes and skills of thelearners.
Current insights show that introduction of life skills-based education in schools next totraditional education has many advantages over teaching according to traditionalmethods alone. Life skills-based education gives room for children to developknowledge, attitudes and skills together that they can use in daily life. It also gives theopportunity to the children to clarify uncertainties, to try out new knowledge andskills, to be creative and to learn from each other.
The role of the teacher is different from that in traditional education. In life skills-basededucation children do not learn only from the teacher, but also from their fellowstudents, for example through playing games and working in small groups. Use ofparticipatory and interactive methods, which address skills, values and attitudes as wellas information transfer, is not only useful for children in an academic sense, but alsohelps them to have better lives. More effective and relevant learning outcomes arelikely to be the result. This does not mean that traditional education methods areuseless, but rather that when the range of methods is expanded, benefits result forboth teachers and students. Children still need to acquire knowledge, but to be moreeffective this can be extended to develop skills and attitudes as well.
Traditional education and life skills-based education
6
Life skills-based education is characterised by the following elements: • Does the programme address relevant health and social issues?• Are there objectives to influence behaviour?• Is there a mix of knowledge, attitudes, and skills?• Are participatory teaching and learning methods used?• Is the programme participant-centred and gender-sensitive?
Table 1 summarises the differences between traditional education and life skills-basededucation.
Table 1: Differences between traditional education and the life skills-approach
Traditional education method
Teacher-centred
Emphasis on reproducing and learning by heart and academic knowledge
The teacher uses one-way teaching, during which the teacher speaks and the students listen
Children sit in rows one behind anotherall the time and the teacher sits facing the class
Learning is mostly through written text (textbooks and taking notes)
The lesson content is not adjusted to local conditions
How does life skills-based education fit into school sanitation and hygiene education?
As we saw in the first paragraph, school sanitation and hygiene education focuses onboth the provision of hygiene facilities and the development of necessary knowledge,attitudes, values and (life) skills. Together they promote better sanitation and hygienepractices in families, schools, and communities.
Life skills-based hygiene education combines all the participatory learning experiencesthat aim to develop the knowledge, attitudes and especially skills needed to takepositive actions to create or maintain hygienic conditions. The conditions may be atthe school, at home or in communities. Life skills-based hygiene education also helpsto foster good hygiene behaviours and practices by school staff, children and allcommunity members. These knowledge, attitudes, skills and practices all help toprevent water and sanitation- related diseases and improve learning and well-being ingeneral.
Human behaviour is an important factor in the transmission of water and sanitation-related diseases. Good hygiene behaviours and practices can broadly be defined as a
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Section 1
Life skills-based educationChild-centred
Emphasis on the application of thecontent and learning of skills and attitudes
Students learn from both the teacher andeach other
Sitting arrangement is flexible and theteacher moves around the class, workingwith an individual a group or the wholeclass depending on the activity
Besides written text, teachers make useof participatory and interactive activities
The content of the lesson is adapted toreal-life situations
wide range of actions that promote health, from eating a healthy diet to washinghands after defecation or to proper operation and maintenance of latrines (Boot1993). Box 1 has definitions of ‘hygiene’ and ‘human behaviour’.
New hygiene and sanitation skills and attitudes can be learned during creative andinteractive classroom lessons, and through assignments carried out in the children’shomes, neighbourhoods and communities. Further knowledge, attitudes and skillsdevelopment, such as maintaining and cleaning the facilities, can be learned during thedesign and construction of hygiene facilities. These can be further enhanced duringthe subsequent upkeep and operation of the new facilities.
Box 1: Definitions of hygiene and human behaviour
Human behaviour: the way people act in general, especially in relation to thesituation they are in or the people they are with.Hygiene: the practice of keeping oneself and one's surroundings clean, especiallyin order to prevent illnesses or the spread of diseases.Source: Boot, 1993
Life skills-based hygiene education offers an effective approach to equipping childrenwith the knowledge, attitudes and skills that they need to help them avoid risk-takingbehaviours and adopt healthier life styles. Central to effective life skills-based hygieneeducation are: • development of knowledge most relevant to the elements of hygiene education
being addressed; • development of specific psychosocial (or life) skills – such as assertion, negotiation,
empathy building – most relevant to the local challenges to health, hygiene, andwell-being;
• development of positive attitudes and motivation to use the skills and knowledge topromote health and hygiene;
• development of necessary hands-on skills such as proper hand washing and use oflatrines, as well as skills in proper operation and maintenance of facilities and, whererelevant, building skills for construction of facilities;
• opportunities to model and practise the knowledge, attitudes and skills within theschool context and local environment.
As a result of effective life skills-based hygiene education, children will have the skillsto critically analyse local conditions and find solutions that fit local means and culture.They will also have the relevant knowledge to guide their actions. If this is supportedby positive attitudes developed during life skills-based education, children will be morelikely to adopt and sustain a healthy life style during their days in school and duringthe rest of their lives. However, life skills-based hygiene education alone is unlikely tobe sufficient to overcome all obstacles in an unwelcoming environment. To maximiseoutcomes, life skills-based hygiene education should be combined with, and supportedby, other reinforcing strategies such as consistent policies that are resourced andenforced, effective training and support for personnel, and provision of clean water.
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In summary the focus of life skills-based hygiene education in the context of schoolsanitation and hygiene education is on developing better knowledge, attitudes, valuesand practices that are specific to hygiene, water and sanitation-related diseases. Inaddition to specific hygiene-related knowledge, attitudes and practices, over time,students also develop a broad foundation of attitudes and skills that can apply to otherissues and situations, such as:• attitudes of respect for the opposite sex;• pride in their own culture;• openness to and respect for habits of other groups and nations; and • skills for cooperating constructively with others or for dealing with sensitive subjects.
What are the elements of life skills-based hygiene education?
The starting point for a skills-based hygiene education programme is clear objectiveswith related learning outcomes. From those, content and methods can be selectedthat will have the greatest impact on reducing local hygiene risks and promotingconditions and practices that will help to prevent water and sanitation-related diseases.
The content of life skills-based hygiene education combines knowledge, attitudes andskills for the promotion of positive conditions and practices with risk reduction. Itshould enable a person to apply the knowledge and develop attitudes and skills tomake positive decisions and take actions to promote and protect both their own healthand that of others1.
Knowledge relates to a range of information and understanding. Teaching knowledgemay include a combination of facts – for example, how diarrhoea is transmitted – andsome understanding of how facts relate to each other, for example how certainpractices such as open defecation increase the risks of diarrhoea transmission.
Attitudes include personal biases, preferences and subjective assessments such as likesor dislikes, good or bad, important or not important, worth caring about or not worthcaring about. Attitudes predispose people to act or respond in a predictable manner.For example, respecting one’s body and believing that it is important to care for it areimportant to preserving health and functioning well, or to feeling the responsibility forpersonal, family and community hygiene and having the confidence to changeunhygienic habits (UNICEF et al. 2003). An example of a lesson that mainly focuses onthe development of values and attitudes can be found in box 2.
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Section 1
1 The text of this paragraph has mainly been adapted from Greene, W.H. and Simons-Morton,B.G., 1984 and from UNICEF, WGHO, World Bank, UNFPA, UNESCO, Development Centre,Education International, Partnership for Child Development, 2003
Box 2: Example of a lesson that mainly focuses on learning values and attitudes
Shield exerciseThis exercise practises the identification of values. The children are asked to make ashield and divide this into five parts (2x2 and 1 at the bottom, see figure 1).
Figure 1: Shield
The children can then be asked to fill each of the parts with the following:1. My least favourite place at school2. My favourite place in school3. The hygiene practice which I think is most important at school4. The hygiene practice which I would like to promote at home5. The way I would like to be remembered
After the children have filled in the shield, the results are discussed in small groups.The main focus of the discussion should be the explanations why children find acertain hygiene practice more important than other practices, why they would like topromote certain practices and how they would like to do this.
As mentioned earlier, life skills are various interpersonal and psycho-social skills such asassertion, negotiation, empathy building and coping skills. In particular, they are agroup of psychosocial competencies and interpersonal skills that help people to makeinformed decisions, solve problems, think critically and creatively, communicateeffectively, build healthy relationships, empathise with others, and cope with andmanage their lives in a healthy and productive manner. Table 2 gives an overview ofthe main life skills that may be included in a life skills-based hygiene educationcurriculum. Life skills may be directed toward personal actions or actions towardothers, as well as to actions to change the surrounding environment to make itconducive to health (UNICEF et al., 2003).
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Table 2: Life skills for skills-based hygiene education
Source: UNICEF, WHO, World Bank, UNFPA, UNESCO, Education DevelopmentCentre, Education International, Partnership for Child Development, 2003
11
Section 1
Communication andInterpersonal Skills
InterpersonalCommunication Skills• verbal/nonverbal
communication• active listening• expressing feelings;
giving feedback (withoutblaming) and receivingfeedback
Negotiation/Refusal Skills• negotiation and conflict
management• assertiveness skills• skills to be able to refuse
Empathy Building• ability to listen,
understand another’sneeds andcircumstances, andexpress thatunderstanding
Cooperation and Teamwork• expressing respect for
others’ contributions anddifferent styles
• assessing one’s ownabilities and contributingto the group
Advocacy Skills• influencing skills and
persuasion• networking and
motivation skills
Decision-Making and Critical Thinking Skills
Decision-Making/Problem-solving Skills• information-gathering
skills• evaluating future
consequences of presentactions for self andothers
• determining alternativesolutions to problems
• analysing skills regardingthe influence of valuesand of attitudes aboutself and others onmotivation
Critical Thinking Skills• analysing peer and
media influences• analysing attitudes,
values, social norms,beliefs and factorsaffecting them
• identifying relevantinformation and sourcesof information
Coping and Self-Management Skills
Skills for IncreasingPersonal Confidence andAbilities to AssumeControl, TakeResponsibility, Make aDifference, or Bring AboutChange• building self-
esteem/confidence• creating self-awareness
skills, includingawareness of rights,influences, values,attitudes, rights,strengths andweaknesses
• setting goals • self-evaluation/self-
assessment/self-monitoring skills
Skills for ManagingFeelings• managing anger• dealing with grief and
anxiety• coping with loss, abuse,
and trauma
Skills for Managing Stress• time management• positive thinking• relaxation techniques
Teaching and learning methods in life skills-based education are mainly interactive andparticipatory. They give students the opportunity to explore and acquire hygiene-promoting knowledge, attitudes and values. They also allow them to practise the skillsthey need to avoid risky and unhealthy situations and adopt and sustain healthier lifestyles. In addition, the skills that are developed may be applicable in situations that gobeyond practices specifically related to the prevention of hygiene, water and sanitation-related diseases. Teaching and learning methods for any particular lesson are determinedby the learning objectives and the desired behavioural outcomes.
Knowledge of academic facts, such as the causes of diseases and the names of bacteriaand viruses, is important to fulfil the standards that may be set in the school curriculum.However, these facts are more valuable to students when they are taught in ways thatmake them relevant to their real lives; when they are accompanied by opportunities topractise skills that allow the students to apply their knowledge; and when they are relatedto attitudes and values that allow them to make sense of these inputs for their everydaylives. Chapter 6 describes in more detail, the kinds of teaching and learning methods thatcan be used in life skills-based hygiene education. Box 3 is an example based on anactivity originally developed in Nepal by the Ministry of Education. The activity can beused to monitor the cleanliness of the children when they come to school. It also enablesthe children to develop their skills to critique others in respectful, supportive andconstructive ways, to deal with criticism, and to make decisions and practise hygiene skills.
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Box 3: Example of an activity including knowledge, attitudes and skills related topersonal hygiene
Train exerciseThis exercise was developed by educationalists in the Ministry of Education, Nepal.It can be used to monitor the cleanliness of 6-9-year-old children in the morningwhen they are entering the classroom. It gives children the skills to critique otherswith respect, to deal with criticism, to make decisions and to practise hygiene skills.
The teacher asks five children to become stationmasters. The teacher will be thestationmaster of the final station. Each stationmaster checks one part of the body(nose, ears, hair, etc.) and at the final station the teacher makes the final check,checking all the body parts that have been checked at the previous stations. If one of the children has, for example, dirty hands, the child will be asked to cleanthese and then pass the stationmaster once again before continuing on its way. The teacher will need to make sure that the materials to clean hands, ears, nose,etc. are available when doing the exercise.
At the end of the activity, the teacher can ask the students to discuss and explainthe consequences of not having each station clean.
Possible stations are:1. Nose station2. Nails station3. Hands station4. Hair station5. Ear station6. Final check station
Of course one can add or delete stations according to what is deemed acceptableand able to be checked without risk to one's own health.
Other life skills to practise with the exercise are empathy (being able to placeoneself in the position of the other, or 'step in that person's shoes'), respect andgiving and receiving feedback. It is crucial that teachers do not blame, ridicule orotherwise stigmatise children with lesser hygiene and that they prevent otherchildren from doing so. Poorer hygiene is often also related to poverty, lacking themeans for hygiene, and the nature of the children's work, e.g. in the fields beforegoing to school. Addressing such aspects with understanding, tact and kindness,without embarrassing the children concerned, demands sensitivity and skills inhandling delicate issues.
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Section 1
2. Life skills-based education and how children learn
Development of the child in the primary years
Teachers often see a gap between what they teach and what the children actuallylearn. For example, a teacher can give lessons about the safe storage of food. Childrenoften only remember that food can go bad when not stored safely, but do notremember the proper ways to store food.
To reduce this gap as much as possible and to enhance children’s learning, it is importantto understand how children learn and when learning occurs, and to have insight intodevelopment in the different age stages. The next section gives details about the stagesof child development. Learning occurs when the child is able to give a relevant answer toa question that s/he could not answer before, or feels more motivated or willing to act inhealthy ways, and also when the child is able to do things such as storing food correctly.
Every child is an individual with different rates and ways of learning, different interests,experiences and abilities. Despite these individual differences a pattern of developmentand characteristics of learning exist, which are common to every child in a specific agerange. The age range can be divided into two main stages of development, 4-7 yearsand 8-11 years.
Working together to achieve results
Support from adults contributes to the physical, cognitive and social-emotionaldevelopment of children, because it motivates them to carry out their plans. Adults can
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encourage children to apply their knowledge, to conquer obstacles and to try out newthings, which lead to new insights. By doing so, children learn through experience. Thereare five important elements for adults to support and help children learn:1. Share the right to speak2. Emphasise the abilities of children3. Create sincere relations with children4. Support the play of children5. Approach conflicts in a problem solving way.
When the activities include several or all elements, mutual reinforcement can beachieved. Together this will enhance the development of trust, independence, and aspirit of enterprise, compassion and self-confidence in the child.
Besides the active support from adults and peer interactions, there are environmentalcircumstances in which children can learn better. For example, a child learns betterwhen materials are available that can be used to investigate and play. These localmaterials do not need to be sophisticated. Slates and blackboards, paper, water, cleansand, calabashes, sticks, leaves, seeds, twigs and cans are all materials that can be usedcreatively and effectively for life skills-based hygiene education. An example of the useof local materials in life skills-based hygiene education can be found in box 4.
Box 4: Use of local materials in life skills-based hygiene education
A week before the lesson the teacher can ask the children to collect local materialssuch as small stones, leaves, twigs, clean pits of fruits, flowers, grasses, or materialsfrom the household such as empty cans, empty toilet rolls, etc., which are safe touse for making an artistic creation to represent how the children would like theschool yard to look. During the lesson the children can use each other's materials.At the end of the lesson, the children can present their work in small groups anddiscuss how they can contribute to the improvement of their courtyard.
Linkages with the stages of child development
The development of children can be influenced by a range of factors including the homeand community environment, the status of women and girls in society, physicalactivity/work that affects sleep and rest patterns, access to adequate diet and cleanwater supply, and poverty. These and other local factors are important to consider. It isalso possible to map the patterns of development and characteristics that are commonfor most children within specific age ranges. These can be divided into three categories2:• Physical• Cognitive • Social-emotional
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2 The text of this paragraph is adapted from: National Council of Educational Research and Traning, 1998.
Physical development
Children in the age range 4-7 cannot sit still for more than 15 minutes. They need avariety of activities involving frequent changes of body position such as indoor/outdooractivities. The child needs opportunities to run, jump, balance, etc. Painting, colouringand drawing are good activities, not only to develop physical abilities such as eye-handcoordination, but also to give openings to the development of intellectual abilities. Forexample, children can be asked to make drawings of different water sources and later toindicate which ones are suitable and safe for different purposes such as drinking,swimming, watering cattle, washing clothes, etc.
Children in the age range 8-11 can perform movements involving better body control,such as running, jumping, skipping, etc. In hygiene classes, children can play pantomimegames – for example to depict different hygiene behaviours such as cleaning watersources or latrines or the correct feeding of babies, or take part in a race in which theymust also properly wash hands at the turning point.
Cognitive development
Children of 4-7 have a short attention span and can only concentrate on single elementsof an object at a time. Therefore, concepts should be introduced only one at a time. Thechild also needs a lot of opportunities to speak with others and listen to good language.If a story is told, the child will keep on interrupting with unrelated comments and willshare irrelevant experiences. Therefore, if in hygiene class the teacher tells a story, forexample, on the effects of eating raw food, the story has to be simple, short and fun,and should allow children to comment and interpret at some point. Examples ofquestions to interpret: What do you think will happen next? Why do you think so?What would you do next? What could have been done differently in the story?
Children of 8-11 develop the capacity to see other’s point of view. This developmenthelps the child analyse, understand and see logical relationships. They also are verycurious and need a stimulating environment to nurture their curiosity. This curiosity canbe used in hygiene class. For example, the children can be asked to work in groups andteams for a range of group work related to water/sanitation/health, such as discussions,role-plays, inventories and observations. During this work, the children will be able tosolve problems and provide critical analysis of the relationship between wealth, hygieneand public health of different groups of people, or design the school toilet facilities orschool garden.
Social-emotional development
Children of 4-7 need physical reassurance by appropriate patting and touching andgiving the child a sense of security and confidence. While initially children tend to playalone or in pairs, gradually they become more interested in playing in small groups.Boys and girls at this stage generally play together easily. In hygiene class the children
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can, for example, sing songs on how to clean themselves in the morning, or dispose ofwaste/garbage properly, during which they act out the different behaviours and afterwhich they are praised on how they have done it.
Children of 8-11 get embarrassed by physical displays of feelings and are sensitive togender differences. Boys want to play with boys and girls with girls. In hygieneeducation, the teacher has to take these feelings into account, for example, whenworking in groups, being careful not to reinforce unhelpful or antisocial genderdifferences and stereotypes, but instead promoting cooperation and resilience.
Table 3 gives a general overview of the pattern of physical, cognitive and social-emotional development in the different age groups. It also gives a number of examplesof how these development patterns can be taken into account when designing lifeskills-based hygiene education lesson plans. The overview is not complete in everyaspect, but includes elements of developments relevant to life skills-based hygieneeducation.
The ages should be seen as approximate, as different age groups can overlap in theirlearning development. For example, a 7-year-old child can have a developmentpattern that theoretically falls under the development of a 9-year-old and a 9-year-oldcan show the development pattern of a 7-year-old.
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Washing hands together
Table 3: Patterns of development of children
Physical development
Cognitive development
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4-7 years
Muscles and bones are still developing.The child is very active and energetic,thus needs a variety of activitiesinvolving frequent change of bodyposition, such as listening to a shortstory or drawing pictures about hygienealternated with singing and dancing orassisting the teachers with the cleaningof the school courtyard. Some mayneed rest at school, depending ondemands at home or elsewhere (such asdomestic chores, collecting water).
The child’s gross movements and thesmall motor activity movements are stilldeveloping. The child therefore needsopportunities for activities to developlarger muscles, such as running andjumping and activities to develop eyeand hand coordination, such asdrawing, painting and using clay.
4-7 years
The typical attention span lasts from 7-15 minutes. However, this will dependon nutritional status, sleep and rest, andphysical demands on the child, as well asthe interest level of the child in the
8-11 years
The child is still very energetic but canalso stay in the same position for alonger time now. This will mean thatthe child can be asked to write its ownstory about the hygiene conditions in itscommunity but can also help teach thesmaller children how to use the latrinescorrectly.
Control over the muscles improvesrapidly. The child becomes more skilfulin writing, drawing, etc., as well asdancing and other movements. Becausechildren in this stage love to show offtheir new skills, the children can beinvolved in pantomime or asked toperform role-plays during which theycan act out certain hygiene behaviours.Problem-solving and logic skills aredeveloping in complexity.
8-11 years
The attention span becomes longer andthe child can also concentrate for alonger time. In hygiene class the teachercan make use, for example, of thepocket-voting methodology3 and
3 Pocket voting can be used to investigate e.g. where the children defecate: attach an envelopeto each drawing that represents a different place where children can defecate (bushes, river,different latrines, etc.). Give each child a little piece of paper. In order to collect gender-differentiated information, girls and boys should be given different colours. Ask the children toindicate where they go for defecation. The children can vote by putting their piece of paper inthe envelope attached to the drawing representing the place where they go for defecation. Theresults can be used to hold discussions.
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particular activity. The teacher caninvolve the children in a variety of shortactivities during the hygiene class, suchas asking all children to draw a picture oftheir households, then asking those withbabies at home to raise their hands. Thiscan be followed by telling a story abouthow to care for babies in a hygienic way.
The child can only concentrate onsingle elements, so concepts should beintroduced only one at a time forchildren to understand. In this stage thechildren will be able to learn to identifywhether a specific hygiene behaviour ishealthy or not.
The child can only see things fromhis/her point of view and not fromothers’ points of view, as they have onlylimited knowledge and exposure to otherpeople and their experiences. Duringhygiene lessons the children can discusstheir experiences of being ill and so learnto recognise the symptoms of being illand how it feels, and begin tounderstand the consequences of healthybehaviour and environment.
At this stage the child has a tendency toexplore her or his surroundings anddiscover properties, patterns andrelations. In hygiene classes the childrencan explore the environmental hygieneconditions and practices in their ownschool, home and neighbourhood andtry to discover their relationships withhealth and hygiene’.
The child loves to play, and enjoysimaginative play imitating others likeparents, teachers or doctors. Duringhygiene les-sons, storytelling and playscan be used to understand factorsaffecting hygiene behaviours.
investigate where the children defecateduring school and at home. This canthen be followed by a discussion on thedangers of defecating in the open andthe reasons why certain families don’thave latrines and why others have them.
The child is able to handle more than oneconcept at a time and can classify objectsin different ways. In this stage an activitysuch as three-pile sorting can beintroduced. For this, the children aregiven a set of pictures of differenthygiene behaviours. They discuss theissues and divide the pictures into threepiles: mostly healthy, in between, mostlynot healthy; or risky, in between, not risky.
The child is able to move from personalexperiences to general principles anddevelops the ability to see others’ pointsof view and learns how to respondappropriately. During hygiene lessons thechildren could assess differential hygieneconditions in the community and assist inimproving sanitation.
The child can plan and organise activitiesleading to specific outcomes along withother children. During hygiene classes thechildren will be willing to cooperate withothers, e.g. to undertake group action toreduce hygiene-related risks in the commu-nity, such as writing and performing sim-ple plays in which some pros and cons ofdifferent hygiene practices are discussed.
The child loves to play, but the gamesbecome more organised and structured,leading to a planned outcome. Duringhygiene lessons the teacher can makeuse of board games or role-plays.
Social-emotional
The life skills learning environment by age
Development of effective life skills-based hygiene education, materials and lessonsplans should take into account not only the children’s development pattern, but alsotheir interest and attitudes in their surrounding environment at different ages. In thecontext of life skills-based hygiene education, the scope of interest and action of thechild evolves from a mere focus on the child’s own body through a focus on thehousehold and school to activities and projects that relate to the community. Table 4gives some examples of hygiene (life) skills in the context of the increase in the scopeof interest and action of the child in its surrounding environment.
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4-7 years
The child likes playing with simple toys inthe immediate environment. Duringhygiene classes the children can be askedto bring safe and clean local objects suchas clean sand, calabashes, sticks, leaves,seeds, twigs and cans that could be usedto make, e.g. puppets, buildings, orpretend food items.
The child enjoys hearing the same storyover and over again. During hygieneclasses this can be used to reinforcemessages by asking the children to singthe same song about good hygienepractices every morning.
The child responds immediately to love,praise or criticism. In this stage it is veryimportant that the teachers and olderchildren assist the children in a positiveway about how to perform goodhygiene behaviours.
8-11 years
The child likes playing with morecomplex toys that can be dismantled andreconstructed, and likes to make his/herown toys. During hygiene classes thechildren can use local materials to maketheir own toys and meanwhile also learnabout the concept of recycling.
Children enjoy variety and stories withadventure, and like to write their ownstories. During hygiene classes theteacher could tell stories during which thechildren may be asked to predict orchange the endings, or a group ofchildren might organise a campaign forimproving the hygiene conditions in theircommunity and tell about the difficultiesthey faced while working with thecommunity.
The child is more conscious of reactingand responding in a socially desirableway. The child will still need to beencouraged and look up to the teachersas their role models. The children at thisstage could assist the teachers inmentoring the younger children on howto perform good hygiene behavioursand supervise them during breaks.
Table 4: Examples of hygiene (life) skills by age group and the scope of interest of thechild in its surrounding environment
Health/Hygiene Life Skills and Attitudes
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Age 4-6-years-olds
Discover own body andbody parts such as arms,legs, nose, ears, etc., andlearn how and when toclean these correctly
Discuss the experience ofbeing ill e.g. diarrhoea,fever, inflamed eyes orskin, etc.
Learn to use the toiletsand water sourcescorrectly (regular times,hygienic manner),through encouragementand praise, not criticism
Learn the differencebetween girls and boys;this is a more sensitiveissue for adults than forchildren, for whom thetopic is very natural
7-9-year-olds
Are able to cleanthemselves in the correctway and are willing todemonstrate to assist theirsiblings and youngerstudents with washingand cleaning
Understand the linkbetween unhygienicbehaviour and thetransmission of diseases,and avoid these riskybehaviours to preventfalling ill from water andsanitation-relateddiseases, e.g. diarrhoea,fever, inflamed eyes orskin, etc.
Practise scheduled simplecleaning skills at homeand at school
Respect different needsof boys and girls, forexample the need forprivacy when using alatrine or washingthemselves, and sharesimple cleaning tasksequally between boysand girls
10-12-year-olds
Take care of youngersiblings and preventthem from becoming illfrom easily preventablewater, sanitation andhygiene-related diseases
Can diagnose the riskthey and others are likelyto suffer from one of themain water, sanitationand hygiene-relateddiseases prevalent in theircommunity, and knowhow to use and applytreatments such as ORT
Are able to clean,maintain and operate thetoilets together with theteachers, parents orothers responsible
Can express themselveson sensitive subjects andissues, e.g. personalhygiene of private parts,safety of using latrines orother defecation areas,myths and beliefs aboutmenstruation
The suitability of life skills-based education for handicapped children
Life skills-based education means that children move, observe and analyse. Is it alsosuitable for physically or mentally handicapped children? For a number of reasons, it issuitable if teachers and children want it:• The activities make use of different senses: hearing, sight, touch, smell. It is thus
possible to use exercises that children with a visual or hearing disability can alsoactively participate in.
• For intellectually disabled children, experiencing personal, school, domestic orcommunity hygiene conditions and practices through movements, plays, drawing,games, site observations, model making, etc. makes the subjects easier to grasp andactively participate in.
• It is an intrinsic part of life skills-based education philosophy and learning thatchildren develop respect and understanding for each other and help each other inthe learning activities.
Much depends, however, on the class size and broader conditions of the learningenvironment, the awareness and creativity of the teachers, and how well their trainingdevelops their sensitivity and skills.
Seven golden rules on learning in primary school
As well as knowing the different development needs and learning environments ofchildren at different ages, it is important to know how children actually learn. If teachersunderstand how children learn, the gap between what is taught by the teacher and whatis actually learned by the children will be reduced and the teaching/learning becomesmore effective. Table 5 contains seven principles that help children to learn better.
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Using your senses
Table 5: Seven golden rules on learning of children
1. Children are not empty vessels. Children come to school with previous experiences. Thelessons planned must take this into account. Children will learn better if the newinformation is based on previous knowledge and insights.
2. Children want to learn. Children ask questions all the time. A teacher can use thiscuriosity (also known as a ‘teachable moment’) to help children learn withoutpresenting the learning activity as being a lesson. For example, a child is confrontinganother child about having dirty hands. The teacher can use this conversation betweenthe children to talk about the meaning of having clean hands and when hands shouldbe washed, without giving a ‘lesson’. At this moment, children will be open to theinformation because they are confronted with it by own questions or actions. Theylearn within the framework of their own activity.
3. Children learn best when using a range of senses. When the learning activities involveusing more than one sense (smell, touch, taste, etc.) children learn better. For example,if a lesson on how to prepare oral rehydration therapy (ORT) involves hearing about it,doing it and tasting it, the child will learn it more easily and more quickly than when theteacher only lectures about the preparation of ORT.
4. Children like to copy. Another fun way for children to learn easily is imitation. It is away to pick up good or bad habits. To do so, they need good role models at schooland at home. They also learn through repetition. Remember, though, that childrendo not like monotonous repetition, so revisiting competencies should vary. Forexample, the children can learn a song that describes the story of water, from fallingas rain on the ground until its use, during which they act out the different stagesand different sources of water available in their community and the purposes forwhich they are used.
5. Children need to learn what is relevant to them. Classroom learning needs to berelated to the child’s environment, because learning is not limited to the classroom orthe school. Children learn not only from the teacher, but also from interacting withother children, adults and their parents. Learning activities should therefore involveactivities such as group discussions, pair work and peer learning, and be related to thechild’s physical environment. During the hygiene lessons the children can go into theschoolyard or community and carry out interviews or surveys on the water, sanitationand hygiene factors in the community that put their health at risk.
6. Children need praise. It’s important that children’s efforts are appreciated along withtheir achievements. This positive reinforcement/encouragement helps children toexperiment successfully and to feel good about themselves. Teachers should beprepared for every child to behave and respond differently even in a similar situation,because children vary in their cognitive styles and differ in the way they think andreason out problems. Also, the teacher has to take into account the social and culturaldifferences between children of different families and how these can influence theabilities and willingness to adopt certain good hygiene behaviours.
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7. Finally, children love to play. It’s fun! Playing is a form of active learning and a verygood way for children to learn. One of the characteristics of active learning is thatchildren play and freely exchange thoughts. This process is based on motivation fromwithin the child. Many themes and topics that should be discussed can be integratedinto games such as board games, jigsaw puzzles, broken telephone/Chinese whispersand role-plays. For example, with Chinese whispers, the children will form a line andthe teacher gives a (health) message and the children pass it on by whispering ineach other’s ear. The last child says the message aloud. Then the first child gives theoriginal message. This is a fun way to learn hygiene messages, but also serves toanalyse what happens when communicating messages between people and whymessages start to be changed.
There is never one right way for children to learn. The only way to see what iseffective in which situation is by experimenting.
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3. Participatory learning methods in life skills-based hygiene education
Use of group work for participatory methods
Participatory learning and teaching methods such as games, role-plays group discussions,can be carried out with the whole group or with several small groups. Working with awhole class is best when dealing with a method in which students give each other positivefeedback. Working in small groups is recommended when every student has to participatemore than once or if the method takes longer. Use of small groups gives every student achance of fully participating and encourages participation and exchange of opinions. Atthe same time, the group work helps the children to develop cooperation and teamworkskills. At the end of small-group work at least a few minutes should be dedicated to workwith the whole class. The spokesperson of each group then responds back to the classabout what the group was doing and what conclusions and results they reached.
To make sure working in small groups is successful, there are a few basic rules that theteacher should establish with the students:• All the children in the group work together. Cooperation is important, not competition.• Each member of the group helps the other children to feel that they belong to the
group. • All participants in the group are equal and have the same rights. This can be stressed
by sitting in a circle.• A group is doing well when all the children are involved in the activities and no child
dominates, although different children will ‘’participate’’ in different ways. To helpthe groups do well, the teacher can observe the process of each group and provideencouragement/positive reinforcement noting where each of them is doing well.S/he can also ask a student in each group to observe who are most active and leastactive and report afterwards. This is not to criticise or punish the children or groupconcerned, but a way to learn and improve!
• It is important to nurture trust in the group.
Participation in activities is important.
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Examples of suitable methods
For effective child-centred life skills-based hygiene education, the methods that are usedmust be activity-based and joyful for children. They should not only give the children theopportunity to learn by doing and experiencing but also the chance to learn at their ownpace and following their own learning style. Use of these methods will give the childrenthe chance to experience, discover, create and construct their own knowledge. This willgive them the opportunity to personalise the information and develop positive attitudesand values as well as to practise the skills they need to avoid risky behaviours andunhealthy situations and adopt and sustain healthy life styles.
For example, a lecture is an effective way to increase knowledge, but it is less effective ininfluencing beliefs and building skills. Discussion, debates, participatory exercises andcarefully prepared written materials can be more effective than lectures in dispelling thelogic or foundation of local myths. Table 6 gives an overview of the different methodsthat can be used in life skills-based hygiene education. Several of these are described inmore detail. For each of these methods, an example is given on how the method couldbe applied in the context of life skills-based hygiene education.
The suggested methods are not only useful for hygiene education but can also be usedin other classes, for example: Role-plays can be used to learn about the history of thecountry and discussions can be used to learn new words in English class.
Table 6: Examples of participatory methods suitable for life skills-based hygiene education
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Methods most suitable for the agegroup 4-7
• Listening to and telling stories• Reciting poems and songs, and singing
songs• Drama/short skits• Seeing and doing various types of
puppet plays• Simple sorting games• Language and number games and
assignments• Reading and reacting to stories • Walks, doing simple observations• Skills demonstrations, with peer
observation and analysis • Movement games, competitions• Conversations and discussions • Drawing, painting, colouring, claying• Doing simple hygiene tasks
Methods most suitable for the agegroup 8-12
• Listening to and telling stories • Reading and analysing stories • Doing quizzes • Conversations and discussions • Singing and dancing• Drawing and painting • Making various types of models• Writing compositions and creative
writing• Brainstorming • Excursions • Drama, role-plays, pantomime, skills
demonstrations• Peer observations and analysis • Language and maths games such as
crosswords• All kinds of competitions
When choosing a method for a lesson, the teacher should ensure that the chosenmethod is not just used for the sake of using a participatory method. Although thelesson might be joyful and activity-based, the method used may not necessarily lead tothe planned learning. It is therefore important to ensure that the chosen method willeffectively address and bring across the planned content (knowledge, attitudes and skills)and enable the child to learn in a joyful and interesting way.
• Class conversationQuestions from students can induce a class conversation. The whole class discussesthe subject. Students can interact. As interaction proceeds, the children can be askedto summarise the discussion, giving the thread of the conversation. During theevaluation, the whole discussion is summarised. Subsequently, the teacher givesremarks about the discussion and the input of the students in order to evaluate theconversation. Through class conversations, all children are able to learn to formulateand defend their opinion and learn to respect the opinions of others.
In the context of life skills-based hygiene education, this method can, for example, beused to discuss whether or not hygiene work is only for women and girls, or whetherhaving or not having latrines is a family’s individual responsibility. Younger children cansit in a circle and be asked to talk about a subject in turn, e.g. about how they wash: ifthey had a bath or a wash this morning or some other time, if the water was cold orhot, if they used soap/a cloth/brush/sponge/certain leaves or a local ‘sponge’ such as adried plant, who washed them, etc. The other children may react as well, but theteacher will make sure that every child gets a turn and that no child is criticised orstigmatised by the other children. The teacher can then give information about theimportance of washing and bathing – that it does not matter if it is with cold or warmwater and without or with soap as long as you rub vigorously, talk about useful plants,not wasting water, etc. If the class is too big, the activity can be done with some of thechildren and be continued with a second group of children the next time, untileveryone has had a turn in a class conversation.
• Concentric circlesFor this activity the teacher forms two equal groups. One group stands in a circlefacing out and one group stands in a circle facing in, so that everyone is facing apartner. The class is asked a question. The students in the inner and outer circlediscuss this question in pairs. After a few minutes the outer circle rotates to the left,
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• Presentation to parents and familymembers
• Development of maps, e.g. of thecommunity
• Measurements and calculations• Practical work, e.g. making soap,
building a drying frame, measuring alatrine, making a soak pit or waste pit
• Developing and asking questions/surveys• Carrying out projects • Exhibitions
so that each student is facing someone new. The process is then repeated, witheither the same question or a new one. The types of questions that are asked will vary with the age of the group and thepurpose of the activity. Younger children can, for example, ask each other, “Do you liketo wash your hands, or your face, or take a bath?”, “Why?”, “Why not?” Olderchildren may discuss, for example, “Is hand washing after using the latrine important?”,“Why/why not?” or “Are home latrines only affordable for ‘rich’ people?”, “Is it usefulto purify water? And can everyone do it?” Through the use of this method the childrenare stimulated to exchange ideas and experiences in pairs. In plenary the teacher maythen ask the children what kind of answers came out, give information and facilitatediscussions on how to solve any specific problems that came up.
• Problem-solving discussions The subject of the discussion has to be determined and delineated by the teacher.The class decides which students are in the discussion. The other students will beobservers. The students tell why they want to talk about this subject and determinethe goals of the discussion.
The discussion starts and the students in the discussion group can express theirviewpoint. Observers note the differences/agreements between the viewpoints. Next, the students try to formulate the problem. Then they may brainstorm aboutpossible solutions. Thereafter, arrangements are made for solving the problem, forinstance: who will do what and when?
Finally all students evaluate the discussion. Questions that can be added during thisevaluation are: “Was the discussion useful for all the students?” “Has the goal ofthe discussion been achieved?”, “Did everyone participate?”, etc.
This method is especially suitable for children in the age group of 10-12. It issuitable for all kinds of topics on which children can take action, e.g. how to washhands well when one has no soap, or how to assist the older and poorer people inthe community in getting a latrine.
• Forum discussionThis activity is for the older age group. The subject of the forum discussion isdefined and expressed as a question. The class chooses three forum members. Aspreparation, the forum members get rules and information that they have to studyin advance. The teacher introduces the subject and gives an explanation if necessary.Each forum member is given some time to express his/her viewpoint on the subject.After this, the forum members publicly discuss the subject with each other. The‘listeners’ can ask for information, place remarks or ask questions to which theforum members have to respond.
Through a forum discussion the children will be able to develop listening skills, as wellas skills to react critically and ask questions. They will also learn that althoughsometimes opinions differ, this does not mean that one opinion is more right thananother.
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Some of the topics that may be useful to discuss are, for example, which safe watersources exist in the community and how to keep them clean, how to prevent localdiseases from spreading, how to involve community in hygiene issues.
• Continuum or rope-votingFor this activity the teacher draws a line on the ground. One end of the linerepresents strong agreement with a position or statement and the other endrepresents strong disagreement. Gradations of opinion are represented by pointsbetween. The teacher reads out a statement on a controversial issue. An example is:“We cannot improve hygiene because we are too poor.” Or: “Taking care ofdomestic hygiene is for women and girls only.” The teacher then asks the studentsto take up a position along the line that represents their point of view. The teacherthen breaks the line into two segments with an equal number of students. The twoextremes of the line are matched with a more moderate position. The children areasked to share their points of view with each other. They may then choose toregroup along the line. By asking children to agree or disagree with a certainstatement and make them explain to the other group why they agree or disagree,the children will learn to make decisions as well as to explain themselves in plenary.
• Calling numbers/Jigsaw puzzleTo start this activity each participant gets a number between one and four.Thereafter all number ones meet as group one, the number twos meet as grouptwo, etc. In these groups, the children discuss and research an issue. Thereafter, theyform new groups of four children in which numbers 1, 2, 3 and 4 are represented.In these small groups the children give feedback to each other and learn from eachother what the other groups have learned.
In organising the groups the teacher can use pictures or coloured cards that havebeen cut into four pieces, or use different coloured leaves, stones, etc. After thepieces or items have been distributed, the students form a group with all differentpieces or items. Later they form groups in which all children have one part of thesame picture, or all have cards/items of the same colour/type.
This method can be used to share knowledge and is a way to form groups duringthe exercise. In life skills-based hygiene education this method can, for example, beused to form small groups that can carry out a research or survey on the hygieneproblems in the community or the households of the community.
• BrainstormingThis method stimulates creative thinking. It also generates a number of alternatives.A variation of brainstorming is that each child writes his/her idea on a slate, card orpiece of paper. These are put on the ground, read aloud, and then grouped.Alternatively, each child may write his/her idea on the blackboard and then theentries are read out and grouped.
Examples for brainstorming are questions such as: “What can make water dirty?”and “What would be the best place on the school compound to build a latrine?”
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• Role-playThis method exercises the students’ ability to take other perspectives into accountand develop problem solving and conflict resolution skills. Children are asked to acta given situation. As they role-play the situation, they communicate with each otherand develop new skills such as cooperation, creativity and self-expression. Somechildren feel shy acting in front of a large group, so ask for volunteers or formgroups which will all role-play in a small group. Once the role-play or plays havebeen done, the teacher may ask questions about the performance. It is veryimportant that the roles played do not extend beyond the subject, as thisdiscourages children from participating in role-play.
During hygiene classes the children might be asked to act out the activities involved inthe preparation of food or a water point committee meeting in which the roles andresponsibilities of the different community members are discussed. During theevaluation of each role-play, it is important that the teacher pays attention to how thegender roles and responsibilities are acted out, and whether these could be changed. Insome cases it might also be important to pay attention to other aspects of social equity,such as cooperation between different economic, religious and and/or ethnic groups.
• PantomimeThe children perform a play without talking. They may, for example, be asked todepict a certain subject, such as playing with and taking care of their siblings. After thepantomime, the observers explain what was depicted and this is followed by adiscussion with the whole class. By playing pantomime, the creativity andconcentration of children is expanded and they also learn another form of expression.The observers learn to interpret body language and a different form of expressionfrom talking.
• SongsWith the children in the age group of 4-7 years, the teacher can teach a song to thechildren, which they sing once a week. At this age, the children like repetition andthe song can serve to reinforce good hygiene behaviours. Combining the song withbehaviours give the children the opportunity to move. They may, for example, singabout and imitate all the hygiene activities that they may do before they go toschool, when they collect water, when they eat certain types of food, etc.
With children of the age group of 9-12, the teacher can provide the class with asubject for the song and ask the children to make the song. The class chooses amelody of a song which is known by them all. The teacher divides the class into fouror more groups. Each group makes a couplet on the melody of the chosen song,after which each group sings their couplet to the other groups. Finally all thecouplets merge to create a song.
Subjects that can be used for making a song might be the risks of playing in anunhygienic community, or a song about the different diseases in the community thatare related to water, sanitation and hygiene and how these can be prevented. Olderstudents can also make songs for children in the lower classes.
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Singing songs is a fun way to learn.
• GamesThe use of games such as board and card games can have an entertainment valueand can arouse children’s interest. If properly used, games can promote children’sparticipation and bring a meaningful context to the teaching and learning process.
Examples of games that can be adapted for the context of life skills-based hygieneeducation are ‘snakes and ladders’, ‘memory’5 and ‘happy families’ (ten sets ofquartets each depicting, for example, four different safe water sources, or fourdifferent latrines, four tools needed to clean latrines, four different uses of water, etc.).
• DemonstrationsThis method requires the students to practise skills such as preparing food in ahygienic way, washing hands or washing dishes. Demonstrators can be silent, withthe comments and explanations coming from the observers. Alternatively,demonstrators themselves may be asked to explain, for example, how they wash thedishes, when and why they wash the dishes and how they dry the dishes. They canalso discuss such issues as what to do when there are no materials to wash and drythe dishes, or when such materials are too expensive and how to ensure that thedishes are stored in such a way that they are kept clean. More sensitive issues, suchas what to do if fathers or boys do not help with the household chores, may also bediscussed via demonstrations.
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5 Memory - This is a game with a number of pairs of cards (two similar cards), that are turnedupside down. Each time it is your turn, you can turn two cards face up. If these are similar youwin the cards. If not, you have to try remember where the similar card are located and hope thatyou find a pair in your next turn.
• VotingThis method may be used to learn about different conditions or practices or to takedecisions in a plenary. An example is: have a drawing of all places where families in thecommunity defecate, i.e. the fields, a bush, the beach, a hole in the ground, a latrine,the rubbish heap, etc. Give each child a bean, pebble or small piece of paper. Whenthe voting is supposed to give insight into differences for girls and boys, make sureboth groups have their own type of token, e.g. two different types of seeds, or a seedand a pebble. The groups now place their token on the place where they usually go todefecate. The results are discussed: what is done most, what least? Do girls and boysuse different places? What is best, what worst? Why? What can be done? Whatproblems may exist? How can they be solved? The method is known as pocket votingwhen the drawings are placed at some distance from the group and the childrendeposit their token or item one by one in the boxes, paper bags, envelopes or othertype of receptacles that are placed under each picture. After everyone has voted, theparticipants lay out the votes under each picture for analysis and discussion. Pocketvoting gives more privacy and is thus more suitable for sensitive subjects.
• RankingThis method stimulates a deeper discussion of issues and the clarifying of priorities.An example is the ranking of the local water sources from safest to most risky fordrinking. This can be followed by a discussion about why one source is riskier thanthe other and what causes this. Another example of ranking, also known as asanitation ladder, is the ranking of different places where people defecate from thesafest to the most risky. An example of how gender and poverty aspects can beincluded is presented in box 5.
Box 5: Example of how to incorporate gender into ranking
Children make drawings on paper or slates of implements for collecting, storing anddrawing drinking water at home. The teacher invites the children to sort them into twopiles: risky and safe, or to lay them out in a range from riskiest to safest. In the discussion,questions are included on what can be done to make methods safer, whether everyonecan afford to use safe methods, and which improvements need little or no money. Also upfor discussion is how much work is involved in using safe methods and what boys andgirls can do to help. By asking the children to add the names in the local and/or nationallanguage, the children expand their vocabulary and writing and learn to spell new words.
• Field visitsThis method offers children the opportunity to experience real-life situations. Insteadof the teacher explaining a process or situation in a classroom, the children are takento observe and learn from people and situations in the field. For children to benefitmost from field visits, it is important to discuss the issue partly and raise somequestions that children should seek answers to when they go out. After the field tripthe children are given the opportunity to discuss what they have learned, and then
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write reports. During the field visits the children can be asked to identify the mainrisk practices in households that are responsible for transmission of prevalent waterand sanitation diseases in their community. They can also do structuredobservations. The results can be used in lessons on hygiene and the environment.
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4. Themes and topics of life skills-based hygiene education
The major themes for life skills-based hygiene education
One way to organise a curriculum is to use themes and subdivide them into topics.The content of the themes and topics for life skills-based hygiene education should bebased on a local assessment of diseases, attitudes, and behaviours prevalent in thevarious areas. For each region, the most appropriate content needs to be identified,including knowledge, attitudes and skills. In general, the content that could beincluded in life skills-based hygiene education can be divided in four themes:
1. Water, sanitation and waste. This theme covers the different types of water sources,the transport, handling and storage of drinking water and different types of waste(including human excreta and rubbish) in school, homes and community and howthey differ in terms of cleanliness and risks to health. The lessons can build upon localknowledge, but should also address locally incorrect and or incomplete perceptions.Many cultures distinguish, for example, between cleanliness of water from differentsources, with usually rain and spring water recognised to be cleanest. Some commonperceptions are not correct, e.g. the belief that infants’ excreta are harmless.
2. Personal and food hygiene. This theme may cover topics on preparing food,cleaning food and eating it. It also covers personal hygiene behaviours andpractices such as washing hands and face, combing hair, bathing, etc. Itencompasses food hygiene in school, homes and the community, coveringconditions and practices that are either positive or negative and the reasons, waysand means to change the negative ones.
3. Water and sanitation-related diseases that have an impact on health. Typical topicsare the incidence, transmission and prevention of diseases in the local environment.The most common diseases to address are water, sanitation and hygiene-relateddiseases, such as diarrhoea, skin and eye infections and worm infestations, butthere may also be locally specific diseases as a result of arsenic or fluoride poisoningin areas with high levels of those chemicals in drinking water.
4. Facilities for water, sanitation and hygiene within schools, households and thecommunity. This category can cover topics such as the proper construction,maintenance, management, use and monitoring of provisions for water supply, excretadisposal, refuse disposal, handwashing, and water storage facilities as well as provisionfor the washing and drying of cooking and eating utensils and provision for kitchenand food hygiene in the schools. It also covers the participation of the staff, boy andgirl students, and male and female parents in the design, planning, construction, andtechnical training for maintenance of the school facilities (see box 6 for an example ofhow this has been done in Vietnam). As part of this category, the programme may alsointroduce staff, students, and parents to facilities that are more suitable for homeconditions and include technical training for the construction of basic facilities.
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Children evaluating school latrines
Box 6: Example of a workshop aimed at involving children in the design of facilities
The UNICEF-supported school sanitation and hygiene education (SSHE) programmein Vietnam strongly promotes children's rights to express themselves and toparticipate in the projects that concern them. Therefore the children of primaryschools in different districts participated in workshops to review the conditions ofthe sanitation in their schools. The workshops aimed to empower children toparticipate in the design of child-friendly facilities. During the workshops, boys and girls were asked to draw a happy and a sad faceon a sheet of paper and to write what they perceived as positive and negativeabout their latrines under the appropriate face. They discussed the outcomes ingroups of five and agreed on the three main positive and negative points. Theythen thought about solutions to the problems and about their role in making thesituation change. Finally, child-friendly designs for latrines were presented for themto express their comments and suggestions. The session ended with a summary ofwhat was to be done, by whom, and how. The adults acted as facilitators andinitiated the activities, but did not influence the children.Source: Vietnam UNICEF programme
Incorporation of concepts such as gender and poverty
Important concepts such as gender, equity, poverty and human rights (such as theright of access to safe water and sanitation) are cross-cutting and are thereforeincorporated in the different themes and not mentioned separately. Examples on howthis can be done are presented in box 7.
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Box 7: Examples of how gender and poverty can be incorporated in the themes
Part of a life skills-based education is that children become aware of gender and socialdifferences and the inequalities and discrimination that are often associated with them.
Between the ages of seven and nine, children begin to deepen their knowledge andunderstanding. They become aware of local differences and begin to understand thatlocal decisions and actions have different implications for different people and groups,e.g. for women and men and for better-off and less well-off families. They also noticesocial problems in their immediate environment: their class, school, home andneighbourhood.
This is the age of wanting to take problem solving action for one's self and for others,the development of strong friendships and first attraction to the other sex, includinglearning about what is accepted and what is not, of being able to express one's ownviews and to listen to and respect others.
Imaginative and creative teachers can bring up social and gender differences andproblem-solving actions in many ways as part of various types of lessons, e.g.:• Hygiene work and responsibilities: How is the work on sanitation and hygiene
divided in the class/school? Who helps to fill the water storage tank at school,who cleans the girls' latrine and who cleans the boys' latrines? How is work forhygiene and sanitation divided at home, between mum and dad, older sisters andbrothers, you and your brother/sister? Who sets good examples (a) in school (b)at home? What do you do when you see that a classmate/younger child doesnot leave the toilet clean/does not wash hands/throws away rubbish? What doyou do when your younger brother/sister does something unhygienic?
• Latrines in the community: Does everyone at home have latrines? How manyfamilies in our neighbourhood/community have no latrine? What does it meanfor our community/neighbourhood when one third/half/three-quarters/... of thefamilies do not have a latrine? What keeps some families from having latrines?Who may have the greatest problems to dig a latrine pit, buy/install a slab, buildan outhouse? What can be done by/for families who have little or no money orno labour to build a latrine?
• Latrine use at home: Who uses the latrine in your family? Mother? Father?Grandmother/grandfather? Younger brothers/sisters? What happens with theexcreta of the baby/small toddler at home? (The stools of young children areoften believed to be harmless. They are therefore not always cleaned up orthrown behind the house or on the rubbish heap. In reality, stools of youngchildren and babies are harmful because they often contain diarrhoeal germs oreggs of worms. This is an aspect that can be brought out quite well in a lessonon disease transmission). Who cleans the latrines? How much work is involved?How equitably is the work divided? What effects may inequitable division have?
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• Water supply at home/in the community: Who uses which type of water sources inthe community? Which sources are safer/closer/more convenient? Which arerisky/far/less convenient? What causes these differences? What do they mean forthe families involved (the mother, father, girls, boys, etc.)? What can be done in theway of improvements?
• Water storage at home: How does your family store drinking water? How do youdraw drinking water from the storage vessel? Can methods be put in order from themost costly to the least costly? What can be done to make storage/drawing safer?Can everyone do these things? Can the solutions be put in order from the mostcostly to the least costly?
• Handwashing with soap: Does the school always have soap for handwashing? Is thissoap always kept safe and clean for use? If not, what can be done? Do all familieshave soap for handwashing? If not, why not? What local alternatives can be used?
The incorporation of sensitive issues
Teachers will have to find ways of dealing with sensitive issues related to sanitation andhygiene such as menstruation of girls in early puberty, the personal hygiene of privateparts for boys and girls, sexual curiosity and forms of harassment ? from teasing andpestering to physical violence and sexual abuse. Addressing these issues is important forthe physical and mental health of children. The proper cleaning of oneself afterdefecation is, for example, important to avoid urinary infections, especially in girls, andgood urination habits and personal hygiene are also important in prevention of cancerin both sexes. Although it might be difficult for teachers to deal with such issues in theirsocial and cultural settings, life skills-based education can be a useful context forhandling these issues.
There are various examples of ways in which teachers and schools in the differentcountries handle these issues. During a discussion in a life skills-based hygiene educationtraining course in Zambia, teachers recognised that becoming curious about the othersex is a natural and healthy part of the development of children. It is often adults, notchildren, that make this a touchy subject. They also concluded that discussing how girlsand boys use the toilet differently because they are built differently and have differentroles in having a family helps to treat the subject in a natural manner. They also agreedthat use of appropriate participatory and interactive methods, such as drawings and caseanalysis, helps to address sensitive issues in a socially and culturally acceptable manner. In Vietnam, schools have adopted policies against all forms of teasing and harassment.They have involved students and teachers in the formulation and regular review of thispolicy. In this way, the policy is generally known and more readily applied in practice. Inschools in other countries, girls and boys know which teachers they can go to forcounselling in case of problems with various forms of harassment or other problems of amore sensitive nature.
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Contents of the themes
In developing life skills-based materials and lesson plans, a balance of the three elements:knowledge, attitudes and skills needs to be considered for every theme/topic. For eachtheme the different topics that will need to be addressed must be identified. For example,in the context of facilities for water, sanitation and hygiene the children will have to learnabout environmental hygiene and the link to facilities, defecation practices, operation andmaintenance of the facilities and the technical and managerial aspects of facilities.
Section 2 of this document provides an overview of the content for four major themes.The content is broken down into knowledge, attitudes and skills. The overview should beseen as a guide and the content will need to be adapted or changed to make it suitablefor the local situation. Table 7 gives an example of the possible contents for each themefor children aged 6-9. Some contents, such as simple practices on personal hygiene, aremore suited to younger children, while preparing an anti-dehydration drink is more suitedfor the older age group. The last column gives possible teaching and learning activities.These should be further developed to ensure that the ‘content’ and the ‘knowledge,attitudes and skills’ are effectively addressed, taught and learned. It is also important toensure that the knowledge, attitudes and skills that are included in local lesson plans focuson the locally or regionally most important aspects relevant to the experiences andinterests of children of different age groups and in different situations.
Knowledge, attitude and skills
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Table 7: Examples of content and methods for the four school sanitation and hygieneeducation themes
1. Types of water sources, waste and environmental hygiene
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Requiredknowledge
• Know all watersources in schooland communityand their purpose
• Know thedifferencebetween safe andunsafe watersources fordrinking (andbathing,swimming in caseof bilharzia)
• Be informed aboutlocally specificpolluted sources(e.g. arsenicpolluted sourcesor chemicalpollution due towar)
• Can mention waysof protection fortwo differentwater sourcesfromcontamination orknow bestalternative forpolluted sources
Required attitude
• Reject usingsources for thosepurposes forwhich they areunsafe ifalternatives areavailable
• Are willing toprevent thespread of diseasesby specifyingwhichcontaminatingbehaviour theywill avoid
• See it as a duty towarn and explainto other childrenand others inschool, at homeand at the sourceabout riskybehaviours atwater sources andthe risks of thesource
• Are willing to helpeach other andcommunitymembers tosecure safedrinking water
Required skills
• Can demonstratehow water getscontaminated
• Can apply specificpurificationtechniques ifavailable
• Can filter waterthrough variousmedia to make itsafer for drinking
• Can demonstratehow to partiallydisinfect drinkingwater throughsunlight
• Can explainlimitations
Method
• Take clean/dirtywater from hometo school and givepresentationsfrom whichsources the watercomes
• Songs about thewater and thecontamination ofwater
• Story aboutswimming anddrinking water, orcatching bilharziaif bathing inunsafe water andstaying in toolong
• Sharing schoolchores likefetching waterbetween boysand girls
• Organising school– communityhealth days
2. Personal and food hygiene
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Requiredknowledge
• Can describe/demonstrate howto take care ofthe hygiene ofdifferent parts oftheir body (hands,face, bottom, feet)
• Can mentionthree ways tohandle foodsafely
• Can mention twoways to practisegood hygiene inhardshipsituations (e.g.little water, nosoap)
• Are able toidentify hygienicfood vendorsaround the school
Required attitude
• Take pride inlooking clean
• Think washingtheirface/bottom/hands is important tobe clean andhealthy
• Are willing tokeep food safely
• Feel they shouldhelpschoolmates/youngerbrothers/sisters topractise hygiene
• Like smelling fresh• Refuse to buy
food fromunhygienic foodvendors aroundthe school
Required skills
• Can demonstratehow to take careof the variousparts of theirbody
• Are able todemonstrate andexplain how tohandle food andwater safely (e.g.in class/school)
• Are able tocommunicaterespectfully tothose nothandling foodand water safely
• Have the skill toresist peerpressure
Method
• Presentations: Ingroups, childrenpresent differentrisks of bad bodyhygiene to therest of the class
• Discussion ongood and badfood handlingpractices followedby drawings ongood foodhandling
• Role-playingpractices; othersobserve andguess/comment
• Guided groupdiscussion withfood vendors
• Expositions anddiscussions withparents andcommunitymembers
3. Water and sanitation-related diseases
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Requiredknowledge
• Know threediseases mostprevalent andmost serious intheir community
• Can mentionhow twopractices linkwith hygiene andhealth
• Know thepreventionmechanisms
Required attitude
• Care about theprevention of themost prevalentand seriousdiseases in theircommunity
• Find it importantto communicateabout the linksbetween poorhygienebehaviour andhealth/ hygiene
• Know they canhelp theircommunity inhelping toprevent diseases
Required skills
• Are able todistinguish betweenrisky and safepractices• Are able to
prepare an anti-diarrhoea drink(water with sugarand salt, ‘as saltyas tears’)
• Are able toidentifyalternatives
Method
• Discussions onhow people canget the diseases
• Knowledge quiz:Teacher makesstatements onthis subject. Ifthe childrenagree, they runto one end of theclass, if theydisagree they runto the other end.Who is right?
3. Water and sanitation-hygiene facilities
The development of a life skills-based hygiene education curriculum
When developing curricula, there is a need to involve the organisations that are directlyconcerned, such as the Institute of Curriculum Development of the Ministry of Educationand the Ministries of Health and Water. For the curricula to be effective, they must alsotarget the most relevant hygiene issues in the community. In collecting information onwhich knowledge, attitudes and skills need to be addressed, parents, teachers,community members, local organisations and students can be involved. All these actorscan help to identify the behaviours, knowledge, values, attitudes, beliefs and skills thatmust be addressed to reduce water, sanitation and hygiene-related diseases in anyparticular community. This involvement needs guidance, however. Box 8 gives anexample of involvement of teachers in development of the content and the teaching andlearning methods for life skills-based hygiene education.
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Requiredknowledge
• Can explain whygood facilitiesand theirhygienic use athome, in schooland in thecommunity aregood for people’shealth
• Know howcontaminationaffects the watersupply system intheir village/town
• Know theamount of waterconsumed andthe cost of waterin their school,community
• Know the basicoperation andmaintenancerequirements
Required attitude
• Feel that goodenvironmentalhygiene at home,in school and inthe community isimportant foreverybody
• View it as a badthing when thewater supplysystems in theirvillage/town getcontaminated bypoor hygienebehaviour
• Are aware thatwater supply,consumption andcost are related
Required skills
• Boys as well asgirls:
• Can use a toilethygienically
• Can do simplecleaning tasks
• Are able toreduce waterwastage
Method
• Consequencesquiz; If you dothis, that willhappen. Theteacher mentionsa behaviour andthe children haveto write downwhat will happenas aconsequence.
• Practising properuse of toilets. Dosimple cleaningtasks withoutdiscrimination(everyone doesall cleaning workequally often andthoroughly).
Box 8: Example of the involvement of teachers in the development of life skills-basedhygiene education materials in Burkina Faso
To start the development of materials for life skills-based hygiene education, twenty orso participatory learning exercises were developed by the team that prepared thetraining. The exercises consisted of a definition of the theme and topic, listing thehygiene objectives of the activity, a list of required materials, a description of the actualactivity and an overview of the life-skills that were developed by it. During the trainingitself, the teachers were encouraged to practise part of these activities. Subsequently,they split up in small groups to develop similar activities themselves, first on a themeand topic that the facilitators had chosen and then on a topic of their own choice.
These and other materials, which will be developed in the future, will form the coreof a so called 'Guide Dynamique'. The facilitators and teachers are creating a loose-leaf manual with sheets describing each learning activity. With the help of theteachers, the project team wants to continue adding new games and exercises tothe guide, until it covers all risks and their prevention through learning exerciseswith every age group in school and with siblings at home. It is intended that oncean interesting guide has emerged and is field-tested, UNICEF and its partners willprint the materials and replicate their use in other areas. The printed materials willbe a communal and participatory product and a concrete output of the project.Source: UNICEF Burkina Faso
Key steps for the development of locally specific curricula
For the development of locally specific curricula, the following seven steps can be followed:1. Analysis of the situation: Identify and prioritise the key behaviours and conditions
that need to be addressed and the most important factors that influence these. Thekey behaviours and conditions can be expressed as overall programme objectives.
2. Determine the existing varying levels of knowledge, attitudes and skills of studentsas well as the prevalent local myths and beliefs, values and practices of the childrenand their home and community environment. This step should result inidentification of key gaps in student knowledge, attitudes and skills, and this can beconverted into the ‘content’ of the programme.
3. After this, determine the desired end level of knowledge, attitudes and skills thatthe children will need to enable them to deal with the identified behaviours andconditions in a healthy way. These can be expressed as knowledge objectives,attitudes (and values) objectives and skills objectives, which relate directly to thefactors affecting the key behaviours and conditions identified in step 1 above.
4. From here the teachers and curricula developers can determine the specific themesand subjects for the lessons and set the objectives for each lesson.
5. Once lesson objectives are set, the specific content can be determined and described.6. Then the most useful teaching and learning methodology and specific activities for
conveying and developing the content can be planned and set in a timeframe.
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7. Exercises need to be specifically chosen and developed for the target group and fortheir relevance to achieving the overall programme objectives. (See chapter 5 andsection 3 of this document for examples of lesson plans).
Sources to develop curricula
Placement of life skills-based hygiene education
Life skills-based hygiene education is unlikely to be included as a subject on its own, giventhe already overcrowded school curriculum in most countries. Often it can be included inan existing carrier subject. In many countries, health education (or similar) already exists inthe formal curriculum, especially in primary schools, and this offers a comfortable homefor hygiene issues, because they can be discussed in the context of other health and socialissues. Environmental science is also a possible carrier subject, especially in secondaryschools where health education may not be offered, although the life skills-basedapproaches are seldom used.
Experiences suggest that the integration of life skills-based hygiene in the ‘more regular’subjects such as mathematics and geography cannot be recommended, as teachers mayget into conflict with the different learning objectives and the content of the information.For example, when focusing on teaching pupils to count, teachers may be disinclined toaddress attitudes and skills related to hygiene. It is therefore important that life skills-basedhygiene education is placed appropriately in the curriculum and not as a sideline in othersubjects such as mathematics.
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5. Principles for the development of lesson plans and materials
Identifying the elements of a lesson plan
The formal curriculum document, usually issued by the national Ministry of Education,lays out specific guidance to the teacher/facilitator on what themes and issues need tobe addressed at what grades, and what learning outcomes need to be achieved. Often,the teacher/facilitator is provided with a module or set lesson plans to follow, but this isnot always the case. Teachers/facilitators usually have some flexibility in how thelessons are conducted, as long as the designated learning outcomes are achieved.Whether lessons are provided or the teacher/facilitator develops them her/himself, thisflexibility is important to maintaining relevance of teaching and learning to the localcontext. Thorough training, and systematic support to teachers/facilitators, helps themto create and adapt lessons so that they address real situations, disease or behaviour(bad or good) that occurs in the school, the homes and/or the overall community.
A lesson plan is the set of steps or instructions used to guide a teacher or facilitatorthrough a set of educational activities. A lesson plan helps to give clarity to theteacher/facilitator about what is expected to be achieved (or learned), how this learningmight be motivated and encouraged, and how long the lesson and elements within thelesson might take. A typical lesson plan includes the following information and guidance:
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The elements of a lesson plan:expectation, motivation, duration
Existing knowledge of the children about the topic
Understanding the existing experience of students in relation to the module orindividual lessons is critical to maintaining relevance. Situation analysis, other forms ofrelated research, monitoring of learning from previous grades or modules, and directobservations made at school or in the community can all directly assist in this process.
The best ‘teachable moment’
The local situation for that topic is an example of a relevant aspect that couldinfluence the lesson. If the teacher has a lesson planned about diarrhoea during theseason that diarrhoea is most prevalent and therefore the community is suffering fromdiarrhoea at that moment, the children will be able to tell and share real experiences inclass and this will influence the lesson. Other examples of relevant aspects are: theweather (flood, drought, food oversupply or shortage), personal circumstances of theteacher or students, events in the community, the type and number of existing water,sanitation and hygiene facilities in the community, emergencies such as a choleraoutbreak or a community project that is going on or due to start.
Purpose of the lesson (objectives)
This part of the lesson plan describes expectations of what students will learn (knowledge,attitude and skills) during the lesson; that is the lesson objectives and/or learningoutcomes. Lesson objectives can be divided into knowledge, attitudes (and values) andskills. For example, if the topic of the lesson is about the prevention of water, sanitationand hygiene-related diseases, the lesson objectives may relate to which measures can betaken to prevent such diseases (knowledge), motivating students to be willing to carrythem out or to communicate about such measures with others (attitudes and values) anddeveloping expertise to take these measures (skills). It is important to note that the mix ofthese three types of objectives depends on the content of the lesson, and not all lessonswill have all three types of lesson objectives. When developing or adapting the lessonplan, objectives and content, teachers will also need to ensure that each lesson deals withthe relevant cross-cutting issues such as gender, equity, human and children’s rights andpoverty. Examples of how this can be done can be found in box 9.
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Box 9: Examples of how issues such as gender and equity can be incorporated in alesson plan
For a lesson on the prevention of water, sanitation and hygiene-related diseases itmay be important to include a moment during which the teacher can discusswhether every community member will be able to afford to take the proposedmeasures and if not, why not.In a lesson related to the proper use of latrines, the teacher may take into account thatnot all young children at school may know how to use the school facilities properly,that boys are often less careful in using latrines than girls, that latrines are sometimesplaces for harassing younger children and other undesirable behaviour and that oldergirls have an increased need for privacy and special provisions once they have theirmenses, such as water to wash and sanitary pads.
Time
The main concern about time allocation should be that the time allowed across the entiremodule, as well as within each specific lesson, is sufficient to achieve the objectives stated.Furthermore, the individual lessons of the module should be offered in relatively closeproximity to each other to support cohesion and continuity for the learner. However, theamount of time available for a particular lesson or module/set of lessons depends on arange of factors including: the formal curriculum allocation of time for that subject; theschool timetable and competing interests; unexpected events which disrupt school life; thetraining and support needs of teachers/facilitators; the physical classroom and generalenvironment (e.g. noise, availability of clean water); class size; the availability of materialsand teaching aids; the developmental stage of students (eg. concentration span) and therange of student learning needs that may be present within the same class or grade.
Resources and tools needed
The information, materials and tools that are needed for the lesson should be clearlyidentified in the plan so that the teacher/facilitator can prepare these ahead of time. Forexample, when the topic is the construction of latrines the teacher may need to havethe correct information/regulations about what is considered a safe and suitable latrine,perhaps materials to make models or actual models such as pictures of differentconstruction phases and information on how they can be constructed, and perhapstools, for example for measuring of the floor plan. Wherever possible, the lesson shouldbe shaped around the availability of local materials or adapted appropriately.
Introduction
The main purpose of the lesson introduction is to get the attention of students, usuallyin a short period of time. The introduction can be used simply to draw in theconcentration of students to focus on an issue, to map out what is planned for thelesson, or to raise curiosity about a topic. A range of techniques can be used to do thissuch as stories, puzzles, stimulus questions, a problem, brainstorming or recalling aprevious activity or lesson.
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Section 1
Main activity
This section of the lesson plan sets out what specific activity or set of activities will providethe main learning opportunities. A range of learning styles should be taken into account,including listening, observing, speaking, tactile activities and physical movement.
Closure
The lesson closure is also used to confirm key points and summarise conclusions, tohighlight issues to be carried forward, or to signal preparation for future classes orevents. In addition to monitoring student progress throughout the lesson, the teachercan check that students understand the key concepts or whether some issues need to berevised. Checking student understanding can also be done during the main activities.Some main activities allow for checking understanding while doing the activity, e.g.question-and-answer quizzes, while others require a separate debriefing time, e.g. role-play, followed by discussion or a worksheet, which might constitute the closure session.
Reflection for the teacher
After the lesson the teacher can reflect on what went well and what could be better. Theteacher can draw his/her conclusions and adjust the lesson (or future lessons) if necessary.
Evaluation/reinforcement
Since the teacher sets specific objectives to be achieved, the lesson plan will also mentionhow the teacher intends to monitor the extent to which the learning objectives have beenachieved. This evaluation may be part of a later event or lesson, e.g. in an activity duringthe introduction to the next lesson. For example, a specific number of children cancorrectly mention certain facts or demonstrate a certain skill, or direct observation mayshow the latrines are much cleaner during a follow-up ‘learning visit’ with the childrenand/or inspection visits by the teacher (box 10). Attitudinal elements can be monitoredthrough discussion, through short answers to scenarios, through scaled items in surveys,and through self-evaluation. Evaluation and monitoring can also be made participatory,with the children playing an active part.
Box 10: Monitoring handwashing practices and water use.
Locating handwashing facilities along the veranda made it possible for the teachersand the children to observe whether those children who return from a visit to thelatrines during class time wash their hands afterwards. It also helps to preservehandwashing provisions. In Somalia, it helped to save water. (Safia Jibril)
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Development of life skills-based hygiene education materials
Education materials include everything that helps people to learn. They are alsomaterials that help teachers to teach. Life skills-based hygiene education materials maybe sets of questions that students are asked to reflect on, discuss and answer; theymay be textbooks; or they may be games, activities and practical exercises throughwhich the students learn. Many natural and low-cost materials can be used foreducational purposes in a life-skills approach. When developing life skills-based hygiene education materials, a number of importantprinciples should be taken into account.
• Use of practical, locally available and acceptable low-cost materialsWhen the methods and materials in life skills-based hygiene education areinexpensive and culturally acceptable they are the most feasible to implement, andalso more familiar and likely to be available to students in their everyday lives. Theuse of learning tools and games should not require a great deal of externalmaterials, such as printed and plasticised tools. Use what is already available in theschool, such as slates, chalk, a blackboard, paper, sand, water, local seeds, etc. Usingactivities that do not require any extra materials is more affordable and creative.
An example of a practical, low-cost, locally specific education method is role-plays.The students can, for example, perform a role-play in which they illustrate thedifficulties of having the whole family wash their hands before eating (practical andlocally specific). Depending on the local situation, the play can be developed withouthaving to worry about the costs. Other practical and low-cost methods that can beused are games, exercises, using slates or the blackboard for drawing, listing, sorting,and using real-life objects such as a pot, a jar, a cup, etc. (box 11). As indicatedearlier, role-plays should avoid stigmatising or reinforcing unhelpful or antisocialgender differences and stereotypes, but instead promote cooperation and resilience.
49
Section 1
Working with every-day materials
Box 11: Real-life objects for hygiene education
The need for the use of soap was illustrated with a very graphic exercise involving twobuckets and a piece of soap. Two small groups of children lined up behind each bucketto wash their hands in the bucket with and without soap. The children washing theirhands using the bucket without the soap could see that the water remained relativelyclear with dirt staying on their hands, while the children using soap could see that thedirt from their hands was all coming off into the water. Simple experiment, but veryconvincing. The exercise can be expanded by adding two glasses, filling them withwater from either bucket and holding them up next to each other to see thedifference. (B. Mathew, Zimbabwe)
• Development of curriculum, lesson plans and methods that cover all relevant aspectsCurricula and lesson plans in life skills-based hygiene education start from thechildren’s knowledge and skills and the local beliefs, values, behaviours and conditionsthat are most relevant for the local context. Practices, skills, beliefs and knowledge ofparents are also taken into account. Many cultures also have valuable indigenousknowledge and beliefs and local skills such as making latrine slabs, pots, drying frames,digging wells, etc. that can play a role.
Technical interventions, student/parent/teacher participation and pedagogic activitiesare linked as much as possible. Lessons in class are, for example, related to what isplanned, designed, constructed or repaired outside; opportunities are used fortechnicians to explain designs and/or ongoing work to the children and parents;technicians explain differences in design and costs between school and householdfacilities to avoid misunderstandings on what parents can and cannot afford. In BurkinaFaso parents requested that children, including girls, are taught basic technical skills.Most importantly, in an integrated approach, female and male children, teachers andparents are all consulted so that their needs and experiences are included.
• Development of educational curricula, lesson plans and methodsIt is an important principle that educational methods are designed and selected in linewith the development stages of the children, to increase knowledge, build positiveattitudes and values, dispel myths, increase skills and promote the reduction andprevention of water and sanitation-related diseases.
Development of the overall context of life skills-lesson plans is best done together witha variety of stakeholders who are directly and indirectly involved at the school such asboys and girls, fathers and mothers, teachers, community members, curricula people,etc. In school sanitation and hygiene education projects, teachers have participated inworkshops on developing life skills-based education lesson plans. In some workshops,e.g. in Burkina Faso, parents participated during part of the planning. The team alsodid a parents’ survey prior to the design of the hygiene education programme.
Participation encourages all those concerned with the development of life skills-basededucational lesson plans to focus on issues that are relevant for the local context and
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set priorities for subjects on which hygiene education should focus. The developmentof life skills-based education materials is an active, participatory, ongoing process thathelps to improve and renew the existing education materials and to further developthe life skills-approach in schools.
• A cross-cutting approachTo be effective and reduce risky conditions and practices, good hygiene educationcannot stop at school. It needs to expand to practices and conditions at home and inthe community. Therefore, the materials need to be cross-cutting. This means that theproblems in school, community and households are all addressed, and the inter-linkages should be pointed out. Gender aspects and social differentiation aspectsshould be included systematically to foster social equity and solidarity. For example, inschool, children can learn to build a latrine (technical skills) and how to use it (socialskills). Involvement of the parents is a very important issue in the cross-cuttingapproach. Children need to practise at home what they learn in school. Parents can beinvited for a meeting in school to learn what the advantages are of having a latrine,how to build a simple latrine and how and when to use it. This could be presented bythe children who have already learned about this subject in school. Equally, homeworktasks can involve students working with their parents.
Examples of lesson plans and curriculum development
A new curriculum with life skills-based hygiene education in Zambia
In Zambia the development of the life-skills approach was part of the overall review ofthe existing curriculum for primary education. In 2000 the Curriculum DevelopmentCentre (CDC) in Lusaka, Zambia, developed the Basic School Curriculum Framework. Itidentified the teaching of life skills as an area of curriculum reform. Teaching of life skillswas introduced as a component in school education at all levels and in all subjects.Health and nutrition are addressed as cross-cutting themes that have to be taught acrossthe curriculum and psycho-social life skills have become part of six major school subjects:English, social studies, moral and social values, environmental science, home economicsand Zambian (Ministry of Education 2000).
This means that the teachers who teach these six subjects will be helped to include the lifeskills that are closest to their lessons and activities. For example, health issues such as druguse, safe and clean drinking water and HIV/AIDS may be addressed in social studies andsocial and moral values; and consumer education will be covered in home economics andsocial studies.
In working with the staff of the Curriculum Development Centre to develop a moredetailed plan on how the teachers of these subjects can integrate the various aspects ofhealth and nutrition into their work, the School Health and Nutrition Team went a stepfurther (Ministry of Education 2000). The ultimate plan defined the scope and sequenceof the various themes and sub-themes that were to be included in the new curriculum:
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Section 1
what to cover with what classes and in what order. In every case the three guidingquestions for developing the contents were:• Knowledge about what?• Attitudes towards what?• Skills for what?
The results for the theme ’water hygiene’ for grades one to seven is presented in table 8.
Table 8: Life skills-based hygiene education: Scope, topics and sequence of the theme‘Water and hygiene’ for a primary school curriculum
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SUB-TOPIC
Water Hygiene
Life skills• Self-
aware-ness
• Decisionmaking
• Problemsolving
Foodhygiene
Life skills• Self-
aware-ness
• Decisionmaking
• Criticalthinking
• Problemsolving
GRADE 1
• Namesourcesof water
• Disting-uishbetweenclean anddirtywater
• Discussdiseasesassocia-ted withdirtywater
• Eat cleanfood
• Carryfood incleanlunchboxes
GRADE 2
• Discussways ofconser-vingwater
• Discussfaecaloraltrans-mission
• Discussdangersof conta-minatedwater
• Discussdangersof streetfood
• Explainthe im-portanceof eatinghot food
GRADE 3
• Discusswaterbornediseases
• List waysof pre-ventingwaterbornediseases
• Discussthe im-portanceofhygienicpre-parationof food
GRADE 4
• Discusseffects ofdiarrhoealdiseasesandbilharziain thebody
• Discussfoodstoragefacilities
GRADE 5
• Discussmeasuresforpurifyingwater
• Discussbilharziacycle
• Explaindangerof poorfoodhandlingandstorage
GRADE 6
• Discussmethodsof pre-ventingandcontrol ofbilharziaanddiarrhoealdiseases
• Discussways ofstoringperis-hablefoods
• Storefoodhygienically
GRADE 7
• Visitwaterworks
• Visitsourcesof water
• Constructa waterfiltrationsystem
• Cleanfoodstorageplacescorrectly
• Commu-nityHygiene
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Section 1
CommunityHygiene
Life skills• Effective
communication
• Problemsolving
• Decisionmaking
DiseasePrevention
Life skills• Self-
aware-ness
• Decisionmaking
• Problemsolving
• Nameitemsused forcleaningsurround-ings
• Discussthe im-portanceof freshair in theroom
• Mentionsome ofthediseasesassocia-ted withwaterand air
• State theimportance ofrest andexercise
• Listmeasuresforcleaninghomesurround-ings
• Identifyitemsused forcleaningthesurround-ings
• Cleanthesurround-ings
• Discussthe im-portanceof venti-lation
• Explaincommu-nityhygiene
• State theimpor-tance ofcommu-nityhygiene
• List thecompo-nents ofcommu-nityhygiene
• Explaindangersof usingcontami-nateditems
• Explaineffects ofpoorcom-munityhygiene
• Discussfactorscontri-buting topoorcom-munityhygiene
• Statecausesof infec-tions
• Discussthe im-portanceof com-munitypartici-pation incom-munityhygiene
• Visitdifferentcom-munities
• Discussdiseasesaffectingdifferentparts ofthe body
• Explainthe im-portanceof restandexercise-foodhandlingandstorage
• Definesanitation
• Discussmeasuresof refusedisposal
• Cleantoiletsandlatrinesusingpro-tectiveclothing
• Listdisin-fectantsused intoilets
• Identifydiseasescausedbyinsects
• Preparea chartshowingharmfulinsectshygieni-cally
• Carry outresearchon com-munityhygiene
• Discussthe lifecycles ofinsectsthatcausediseases
• Suggestways ofpreven-tingthem
Lesson plan developed in Zambia
The Zambian Teacher’s Guide for the Integrated Water, Sanitation and Hygiene Education,and HIV/AIDS for Grades 1 to 7 6 contains two lessons on the safe use of latrines for thestudents in Standard 2 (for students of 6 years old). The overall objectives to be achievedare: for knowledge, that children can state the correct use of the toilet/latrine, can tellhow to wipe their bottoms correctly after using the toilet/latrine, and can give reasonswhy it is important to wash their hands after using the toilet/latrine; for attitudes, childrenwill encourage each other to use the toilet/latrine correctly and show willingness to washtheir hands after using the toilet/latrine; they will further be able to demonstrate thecorrect use of the toilet/latrine and the proper handwashing after using the toilet/latrine;socio-psychological skills (life skills) to be mastered are the ability to communicate toothers about proper handwashing, make decisions about using the toilet/latrine properlyand show awareness of the dangers of not using the toilet properly.
The guide suggests a number of activities to achieve these objectives in a playfulmanner. It recommends that the teachers monitor and evaluate the improved habits andcorrect use of toilets by pupils, e.g. through random interviews, observations and spotchecks on toilets. For monitoring and reinforcing knowledge about personal hygiene theguide recommends a whispering game, for example in the teacher’s ear, on how theyshould wipe their bottoms.
Lesson plan developed in Vietnam
During the national school sanitation and hygiene education workshop in Vietnam, thelife-skills curriculum planners of the Ministry of Education and Training (MOET)developed several lesson plans for life skills-based hygiene education, drawing on theirexperiences with the life skills-based approach to HIV/AIDS prevention in school projectsinitiated in 1997. The curriculum planners and the teachers agreed that the approachcould also be used for other subjects, for example in hygiene education. One result of anexercise in Vietnam that reflects how life skills-based education can be applied in thecontext of lesson plans for hygiene education is presented in table 9.
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6 Source Ministry of Education (1997). The integration of water, sanitation and hygiene education(WASHE) in the teaching of English, social studies, environmental sciences and mathermatics :information and suggested activities. Grades 1-7. Lusaka, Zambia, ministry of Education
Table 9: Washing hands before eating - a role-play
The recommended methods for the exercise in table 9 are brainstorming and role-playing. For the latter, the teacher selects the children to play the three roles. The restof the class observes the play and observe the knowledge, attitudes and life skills-of theolder and younger sister. After the play, the children discuss their observations inplenary and draw conclusions from it. The teacher then summarises the lessons learned.
Lesson plan developed in Burkina Faso
To start the development of life skills-based hygiene education materials for theUNICEF school sanitation and hygiene education programme in Burkina Faso, twentyor so participatory learning exercises were developed by the team that prepared thetraining. During the training these were evaluated by the participants, after which theparticipants used their new knowledge and skills to develop their lesson plans. Thelesson plan presented in table 10 is one of those developed by the teachers during thetraining.
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Section 1
Situation
A girl and her sister areplaying on the ground.Their mother comes backfrom the market andgives them cakes. Theyoung sister wants totake the cake withoutwashing her hands. Ifyou were an older sister,what would you do?
Knowledge
Dirty handscan bringinfectiousdisease
Attitudes
Giveimportanceto washinghandsbeforehandlingfood
(Life) Skills
Ability tosay no tooffering offood if yourhands arenot clean
Teachingmethods
Role-playingand brain-storming
Table 10: Example of a lesson plan developed in Burkina Faso
Topic/title: HANDWASHING, Why, when and how?
Total time: 65 minutes
Starting positionExisting knowledge: Transmission routes of infection Relevant aspects that can influence the lesson: Age of the children (8-11 years old)
Purpose of the lesson (objectives) At the end of the lesson the student will:
KnowledgeThe children:• know the faecal-oral diseases and worm infections and their transmission and
blocking of transmission by handwashing;• know when handwashing is required, effective techniques of hand washing and
linkage with socio-economic conditions.
AttitudesThe children:• appreciate the importance of washing hands;• are keen to pass on the knowledge to members of one’s family; • appreciate the poverty aspects of hand washing such as the fact that poor people
might not be able buy soap for handwashing and will therefore have to use mudor ashes instead.
Life SkillsThe children:• are able to advocate to others to wash their hands (e.g. to a school vendor);• are able to negotiate for the resources needed to wash hands effectively.
‘Hands-on’ SkillsThe children:• are able to demonstrate and explain effective techniques of handwashing.
Time Activities Organisation (in minutes)
10 min
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Teacher asks three groups to prepare and performa role-play, pantomime or plays in which they:(Group 1) act out what happens when aninfection passes through the stool of a diseasedperson via the hands of that person or someoneelse, to an uninfected other person(Group 2) act out how hands are washed indifferent
Teacher dividesthe class in threegroups
(role-) plays
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Section 1
10 min
20 min
25 min
Materials: a basin,water, a kettle,soap, ashes, sand,a naturalscrubbing sponge.A bucket, towel,plate, local fruit.Materials to showtransmission, forexample: dark-coloured sand
Discussion
(Group 3) act out when handwashing is important
The groups prepare their plays (each group actsout one subject)
The groups perform their plays
Evaluation of the plays (discussion):• Identification of the transmission risks and
types of diseases transmitted and theirsymptoms and treatment
• Identification of conditions and practices ofhandwashing in the school
• Discussion of the implications of handwashingbehaviour for the work of mothers anddaughters, and responsibilities of fathers andsons
• Discussion of the tasks of mothers, fathers andthe students themselves in the promotion ofhandwashing
• Ways in which students can do an inventory ofhandwashing materials and practices in theirhomes
• Discussion of the nutrition consequences ofdiarrhoeal disease for children's weight,growth, physical and mental development,resistance against illness and school attendance
Evaluation for the teacher:After each lesson the teacher should try to answer the following questions: • What went well?• What could I do differently next time?• Were the objectives achieved and why?
Learning from country experiments
As life skills-based hygiene education is a relatively young approach, several countries areexperimenting with the planning and testing of different lessons plans. The examplespresented above provide a good start for implementing life skills-based hygieneeducation and provide valuable information for further development. Some of the mostcritical challenges encountered are:1. ensuring a balance of topics and sub-topics within the curriculum and lesson plans;
are the most critical topics included and are they relevant to the local conditionsand problems?
2. ensuring that the lesson plans address the most critical and common hygiene risksand diseases prevalent in the area;
3. ensuring a balance between knowledge, attitudes and skills objectives for eachtopic/sub-topic conforming to the age range of the children, with a special focus onthe inclusion of practical life skills like ‘demonstrate’, ‘show’ and ‘practise’;
4. ensuring an increasing complexity for the lesson plans from grade one to eightmatching the age range and capacities of the children;
5. ensuring the use of a large variety of participatory methods, each suitable for thesubject that is addressed and the age range of the children;
6. ensuring a regular review and upgrade of lessons plans and curricula, according tothe developments and changes that take place in the country, regions, towns andcommunities where the lessons are implemented.
Those starting with the development of a new curriculum or the revision of an existingcurriculum may find it helpful to identify the most critical topics in the community and todefine separate objectives for each topic for knowledge, attitudes and skills. This may helpto ensure the right balance between both the content and the three learning elements ofthe lesson plans. A review of the full set of lesson plans may help to achieve increasedcomplexity and sufficient variation in the knowledge, attitudes and skills over the fullperiod of the primary school.
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6. Implementation of life skills-based hygiene education in schools
The need for training
The implementation of hygiene education in school requires support at national/regionallevel. In many schools and countries, the curriculum currently does not give muchattention to sanitation and hygiene. It is important to incorporate hygiene and sanitationin the curriculum and textbooks with a focus on practical exercises including evaluationsystems. This will mean that in most educational programmes, the teaching aids andprogrammes on sanitation and hygiene have to be adapted or developed.
Schoolteachers need to be trained before they can implement life skills-based hygieneeducation. Often, teachers have little experience with participatory, child-centred teachingmethods, as for example in Nicaragua (box 12). It takes time for teachers and children toget used to this new education methodology. However, good teachers already use theirown creativity to make lessons interesting and practical. It is important to recognise thesecreative and hands-on learning skills of teaching staff so the same participatory andcreative methods can be used during the training.
Box 12: Child-centred teaching methods in Nicaragua
Training in life skills-based education also prepares the teachers to develop their owntools, techniques and materials and to use a variety of educational methods. Duringthe training, teachers learn to use teaching methods that effectively influence variousfactors that contribute to transmission of water, sanitation and hygiene-relateddiseases in the community. Teachers learn to use methods that engage students andparents in the education process and that require their participation. Examples of such
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Section 1
In March 2001, during the national school sanitation and hygiene education workshop,the life-skills approach was introduced for the very first time in Nicaragua. Questionssuch as: "What do you remember from your own school days?' made the teachersrealise that they did not remember that they had learned mathematics. What they didremember was teachers scolding them. This was the inducement for a discussion onthe effectiveness of traditional learning methods and the need to introduce newmethods. The teachers agreed on this need for change, which led them to complete asimple matrix on their perception of the situation of children with respect to theirphysical and emotional development, personal hygiene and personal behaviour.The approach was very revealing for the participating teachers. Before the workshop,they only thought of disciplining children to keep them quiet and getting them toknow things by heart. This exercise made them see that children themselves have quitedifferent needs and that for their teaching to be effective, they have to address thesechildren's needs of physical and emotional development, personal hygiene andpersonal behaviour, instead of just their own needs of discipline and knowledge transfer.
methods, such as discussions, debates and role-plays have been given in chapter 4. Before applying the life skills approach, teachers should learn how and why they needto understand the local beliefs, values, attitudes, risk behaviours and prevalentdiseases. Once the teacher is aware of this, s/he can adapt the lesson plans to thecontext and address the issues that are most relevant to the local conditions.
Training the teachers
Family outreach and the child-to-child approach
Outreach activities that use a life-skills education approach will increase the chances thatstudents replicate the behavioural changes they have adopted in school in their homeenvironment, and that behavioural changes brought home by them will be taken over byfamily members. These activities will also reach a significant proportion of those children,especially girls, who drop out of school at en early age or are denied the opportunity toattend formal education. Good school sanitation and hygiene education programmestherefore include strategies for reaching out-of-school children (Hooff 1998).
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To make the link with home, teachers may encourage the children to share theinformation and skills they learned with their families, or to spread their ideas andmessages within their communities. In cultures where parents have no time and/or arenot used to playing with children, the teacher may encourage the children to share witha grandfather or mother. In Vietnam, for example, UNICEF has a programme – andbooklet – that encourages grandparents to play with their grandchildren for a betterdevelopment of the children. Also, through caring for younger brothers and sisters andplaying with those children who have less opportunities to go to school, the children areable to influence/improve the health of others as well as themselves.
Possible activities for the outreach to families or the child-to-child approach are:• putting up posters in the community or in households with hygiene messages that
have been developed during hygiene lessons;• setting up a school health club that takes up the tasks of organising activities in the
community, such as a cleaning campaign;• inviting the parents, brothers and sisters of the students for a role-play written and
acted out by the children;• involving the parents, not only those active in the Parent-Teacher Association, but
also others, in the school sanitation and hygiene education activities such as theconstruction of new facilities or the operation and maintenance of existing facilities;
• giving the children homework or lessons that include survey work in their homes andthe community, such as making a drawing of the way drinking water is stored intheir homes, counting the number of latrines in the community, mapping theneighbourhood or making a community map with the different types of water andsanitation facilities, etc;
• reinforcing, during life skills-based hygiene education, the importance of using theirknowledge and skills while caring for their younger sisters and brothers.
Children show at home what they have learnt in school.
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Section 1
Monitoring and evaluation
Monitoring and evaluation of the implementation
Once implemented, life skills-based hygiene education should be monitored to see thepositive and negative changes. For monitoring there must be indicators that help toshow the planning process and outcome of the programme. This process can beguided from above or it can be a self-motivated process.
To check the quality of the implementation of life skills-based education in the school,the district or regional education officer, the school’s head teacher or the teacher canask several questions, such as7:
Teacher training:• Do teachers understand the new ideas and are they committed to implementing
them?• In teacher training, who are trained on hygiene: female teachers, male teachers or
both?• Does the content of teachers’ training also cover gender and social equality aspects? • Are they, at the end of the training, willing to set good hygiene examples in the
school?
At the school:• Is life skills-based hygiene education part of the school programme?• Can life skills-based hygiene education be practised in the school; are facilities
available and can they be used?• Who is in charge of life skills-based hygiene education: female teachers, male
teachers or both?• Do the teachers set good hygiene and life skills examples in the school?• Are other supportive activities such as setting up a school health club, organising and
supervising hygiene work being organised? • Who is in charge of this: female teachers, male teachers or both?• Who is in charge of management tasks on sanitation and hygiene: male teachers,
female teachers or both?• Who does the cleaning work in classrooms, schoolyards, latrines: girl students, boy
students, both or others? How equitably is the work divided?• Have the teachers/schools/school health clubs set specific objectives on
learning/practising good sanitation and hygiene? Are achievements monitored?What are the results? Is action taken when results are not up toexpectations/standard? Do actions make a difference?
For the extension into school, home and community:• Do methods and learning materials link learning in the classroom with life skills at
home and in the community?
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7 Source: Some of the questions presented below orginate from a handout given to theparticipants of the life skills workshop organised by UNICEF in New York, 2001.
• Does the programme effectively aim to complement classroom teaching with regularactivity around the school?
• Is learning in the school transferred through joint school/community activities or lessformally through child-to-child activities?
• Are children involved in planning community activities rather than merely carryingout a programme entirely designed by adults?
• When activities are taken to the community and the children’s homes, are culturallyacceptable approaches being used?
• Who deals with the contacts of parents on hygiene: female teachers, male teachersor both? Whom do they contact: mothers, fathers or both?
• Who deals with the contacts with community leaders on water supply, sanitationand hygiene: teachers or also students? Female teachers/students, male teachers/students or both? Whom do they meet with: male leaders, female leaders or both?
Monitoring and evaluation of a life skills-based lesson
To check the quality of the life skills-based lesson plans, the teacher can ask severalquestions. Examples of these questions can be found below. Some of these questionscan be used by teachers themselves and some of the questions might be more suitablefor those who supervise the teachers at school level or at district level8. A real lifeskills-based lesson will meet all or most of the ‘REAL’ criteria:
For the content - the five Rs: • Is the content relevant to the hygiene needs of the students? Does it address local
risky practices and measures to prevent the most prevalent diseases?• Does the content reflect the age and the interests of the students?• Is the content realistic, given the human and materials resources available? • Does the content have the right balance between knowledge, attitudes and skills,
including life skills?• Does the content recognise gender and poverty/social equity aspects?
For the use of the content - the three Es:• Is the content effectively followed and thought out?• Is the time available managed efficiently?• Is there evidence of meeting changing needs and interests?
For the methodologies and approaches - the four As:• Is there a range of approaches, methods and materials that are appropriate for their
purposes?• Is learning made attractive?• Are students involved in active learning and thinking? • Are all students involved and not just some of them?
63
Section 1
8 Source: The questions presented originate from a handout given to the participants of the lifeskills workshop organised by NUICEF in New York, 2001.
For the interest, attitudes and practices of the students - the four Ls:• Do students like learning about and practising hygiene in their school?• Do they try to spread learnings to others? • Do students have leverage on others by promoting good and discouraging risky
hygiene?• Do they treat everyone likewise and fairly or do they, or teachers, pick on certain types
of students such as those from poor families, younger or less popular children, girls?
64
Section 2 - Suggestions for the content for life skills-based hygiene education
65
Section 2
66
Introduction to the content of life skills-based hygieneeducation
Education needs goals to work towards. The goals used in life skills-based hygieneeducation can be divided in cognitive goals (knowledge goals), goals that handle attitudeand self-image and goals that deal with the learning of (life) skills. The challenge is toimplement and integrate the achievement of goals related to life skills within thecognitive and attitude goals. Life skills such as psycho-social skills and socio-emotionalskills can not easily be taught as lessons on their own and must therefore be integratedin lessons on other subjects.
The overview presented in this section of the document gives examples of how theimplementation of the three goals could take place in the context of life skills-basedhygiene education. Depending on the local situation, the overview can be adapted andimproved. In working to achieve the goals, child friendliness should not be forgotten!By using different methods such as role-plays, games, etc., the goals can be achieved ina child friendly way.
We have seen that life skills-based hygiene education has three components:knowledge, attitude and skills. It is very important to adapt the knowledge to the localsituation. For example, if skin and eye problems are not common in the area, thechildren do not need to learn as much about them as children who live in areas whereskin and eye problems are very common.
The attitudes children need to learn are directly associated with the type of hygieneknowledge that they acquire. For example, children need to know the risks of solidwaste. The associated attitude is that the children are willing to see the risks of solidwaste – meaning that if children know what the risk is but are not able to grasp theimportance of it, the knowledge is not useful.
The skills in the overview include hands-on skills or practical skills as well as life skills.Hands-on skills include, for example, being able to clean one’s fingernails or being ableto clean a latrine properly. Life skills include active listening, cooperation and positivethinking.
For the purpose of this document, the themes that could be included in life skills-basedhygiene education have been divided into four subject areas, described in chapter 4 ofsection 1:
• Theme 1: Water, sanitation and waste in the community• Theme 2: Personal and food hygiene• Theme 3: Water and sanitation-related diseases• Theme 4: Water, sanitation and hygiene facilities
67
Section 2
For each theme, the possible content has been worked out based on experiencesgathered in workshops during which life skills-based hygiene education materials havebeen developed, tested and used. Although the content may seem quite detailed, there isno intention to be exhaustive and it is therefore essential to check its relevance in the localsituation and be sure that it covers all the relevant issues. To check whether the suggestedcontent is relevant and applicable in the local situation, one can ask the followingquestions, amongst others:• Is the content relevant to the hygiene needs of the students?• Is the content related to the age and the interests of the students?• Is the content realistic, given the human and material resources and time available?• Is the sequence of the content logical and well thought through?• Are messages reinforced, where possible, across the curriculum?
The overview also contains some examples of methods and activities that can be usedto achieve the set goals. The suggested methods and activities are just examples. Likethe content, these methods will need to be adapted to the local situation as well as tothe experience of the teachers who use the methods and activities. Note too, that thesuggested methods and activities are not exhaustive for achieving all the set goals andthat many methods and activities described may be used in an adapted form to coverother parts of the theme as well.
The suggested methods are not only useful for hygiene education but can also be usedin other classes. Role-plays can, for example, be used to learn about the history of thecountry; and discussions and card games can be used to learn new words during alanguage class.
68
Theme: Water, sanitation and waste in the community
This theme covers the different types of water sources, the transport, handling andstorage of drinking water and different types of waste (including human excreta andrubbish) in school, homes and the community and how they differ in terms of cleanlinessand risks to health. The lessons can build upon local knowledge but should also addresslocally incorrect or incomplete perceptions. Many cultures distinguish, for example,between cleanliness of water from different sources, with usually rain and spring waterrecognised to be cleanest. Some common perceptions are not correct, e.g. the belief thatinfants’ excreta are harmless.
The theme can be subdivided as follows:• Water sources in the school compound and the community• Water transport, storage and handling at home and in school• Waste materials, including human excreta and rubbish at home, in the school
compound and in the community• Water quality and purification
69
Section 2
70
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w a
ll w
ater
sou
rces
in t
hesc
hool
com
poun
d an
d in
the
com
mun
ity a
nd f
or t
hat
purp
ose
they
are
use
d•
Kno
w w
hich
sou
rces
are
clea
n/sa
fe f
or d
rinki
ng a
ndw
hich
sou
rces
are
dirt
y •
Kno
w t
hat
it is
impo
rtan
t to
use
clea
n an
d sa
fe w
ater
sou
rces
for
drin
king
and
coo
king
pur
pose
s•
Can
men
tion
two
way
s/pr
actic
esth
roug
h w
hich
wat
er s
ourc
esca
n ge
t di
rty/
cont
amin
ated
by
peop
le a
nd a
nim
als
• C
an m
entio
n th
e m
ost
rele
vant
way
s th
roug
h w
hich
wat
erso
urce
s ca
n be
com
e na
tura
llyco
ntam
inat
ed (
arse
nic,
flu
orid
e,ch
emic
al w
aste
, etc
.) •
Kno
w t
he m
ost
impo
rtan
t ef
fect
sof
the
se c
onta
min
atio
ns f
orpe
ople
’s he
alth
• K
now
tw
o m
easu
res
for
prev
entin
g tw
o di
ffer
ent
wat
erso
urce
s fr
om b
ecom
ing
cont
amin
ated
by
peop
le a
ndan
imal
s
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
inte
rest
ed in
fin
ding
out
whe
ther
a w
ater
sou
rce
is cl
ean/
safe
or
dirt
y •
Are
con
fiden
t to
use
wat
er f
rom
safe
sou
rces
for
drin
king
and
cook
ing
purp
oses
• A
re m
otiv
ated
to
prev
ent
the
spre
ad o
f di
seas
es b
y av
oidi
ngso
me
spec
ific
beha
viou
rs t
hat
cont
amin
ate
wat
er s
ourc
es•
Whe
re t
here
are
nat
ural
cont
amin
ated
wat
er s
ourc
es, a
rem
otiv
ated
to
prev
ent
the
use
ofth
ese
sour
ces
• A
re a
war
e of
the
con
sequ
ence
sof
con
tam
inat
ion
for
peop
le’s
heal
th•
App
reci
ate
that
diff
eren
t so
urce
ssh
ould
be
used
for
diff
eren
tpu
rpos
es•
Are
ope
n-m
inde
d to
war
dsch
angi
ng u
nhea
lthy
beha
viou
r•
Fin
d it
wor
thw
hile
to
enco
urag
eot
hers
to
use
wat
er f
rom
saf
eso
urce
s•
Are
will
ing
to b
e in
volv
ed in
keep
ing
safe
sou
rces
fre
e fr
omco
ntam
inat
ion
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
nam
e an
d di
stin
guish
all w
ater
sou
rces
in t
he s
choo
lco
mp-
und
and
com
mun
ity a
ndex
plai
n fo
r w
hich
pur
p-os
e th
eyar
e us
ed•
Are
abl
e to
exp
lain
whi
chso
urce
s ar
e cl
ean/
saf
e an
dw
hich
sou
rces
are
dirt
y•
Are
abl
e to
dec
ide
to u
se c
lean
and
safe
wat
er s
ourc
es f
ordr
inki
ng a
nd c
ooki
ng•
Are
abl
e to
eff
ectiv
ely
com
mun
icat
e th
e im
port
ance
of
gett
ing
wat
er f
rom
saf
e w
ater
sour
ces
for
drin
king
and
coo
king
• C
an m
entio
n an
d ex
plai
nw
ays/
prac
tices
tha
t ca
use
wat
erso
urce
s to
bec
ome
cont
amin
ated
• A
re a
ble
to p
reve
nt d
iffer
ent
wat
er s
ourc
es f
rom
bec
omin
gco
ntam
inat
ed•
Are
abl
e to
pre
vent
the
mse
lves
from
get
ting
ill t
hrou
gh t
he u
seof
dirt
y w
ater
• A
re a
ble
to s
how
and
exp
ress
thei
r aw
aren
ess
of r
isks
asso
ciat
ed w
ith t
he u
se o
fun
safe
wat
er s
ourc
es
Met
hods
6-9-
year
-old
s:•
Tak
ing
safe
/dirt
y w
ater
fro
mho
me
to s
choo
l and
ask
to
give
pres
enta
tions
exp
lain
ing
whi
chso
urce
the
wat
er c
omes
and
for
whi
ch p
urpo
ses
the
wat
er is
used
• D
raw
ings
diff
eren
t w
ater
sou
rces
follo
wed
by
a vo
te: W
ho u
ses
wat
er f
or w
hat?
• B
rain
stor
m s
essio
n in
gro
ups
abou
t ho
w t
o pr
even
tco
ntam
inat
ion
of s
ourc
es•
Dra
win
g of
dai
ly u
se o
f w
ater
,fo
llow
ed b
y di
scus
sion
• S
ingi
ng s
ongs
abo
ut w
ater
and
the
cont
amin
atio
n of
wat
er•
Pra
ctisi
ng a
num
ber
of m
easu
res
whi
ch p
reve
nt w
ater
fro
mbe
com
ing
cont
amin
ated
, suc
h as
cove
ring
the
drin
king
wat
er,
clea
ning
the
are
a ar
ound
the
sour
ce, e
tc.
Wat
er s
ourc
es i
n th
e sc
hool
com
poun
d an
d th
e co
mm
unit
y
71
Section 2
10-1
2-ye
ar-o
lds:
• K
now
the
diff
eren
ce b
etw
een
safe
and
dirt
y so
urce
s in
the
scho
ol c
ompo
und
and
the
com
-mun
ity•
Kno
w t
he d
iffer
ence
bet
wee
nna
tura
l pol
lutio
n of
wat
er s
ourc
esan
d th
e en
viro
nmen
t an
dpo
llutio
n by
peo
ple
and
anim
als
• K
now
all
the
way
s/pr
actic
esth
roug
h w
hich
wat
er s
ourc
esca
n be
com
e co
ntam
inat
ed b
ype
ople
and
ani
mal
s as
wel
l as
natu
rally
(ar
seni
c, f
luor
ide,
chem
ical
was
te)
• K
now
how
to
prev
ent
the
cont
amin
atio
n of
the
diff
eren
tw
ater
sou
rces
in t
he s
choo
lco
mpo
und
and
the
com
mun
ity
• K
now
the
pos
sibl
eco
nseq
uenc
es o
f br
oken
sys
tem
sfo
r w
ater
qua
lity
• K
now
why
it is
impo
rtan
t to
use
clea
n an
d sa
fe w
ater
sou
rces
for
drin
king
and
coo
king
, bat
hing
and
was
hing
•
Kno
w t
he e
ffec
ts o
n pe
ople
’she
alth
of
usin
g un
safe
wat
er f
ordi
ffer
ent
activ
ities
suc
h as
drin
king
, coo
king
and
bat
hing
•
Kno
w f
our
dise
ases
tha
t ca
n be
asso
ciat
ed w
ith t
he u
se o
f or
play
-ing
in u
nsaf
e/ d
irty
wat
er
10-1
2-ye
ar-o
lds:
• A
re a
war
e of
the
diff
eren
t w
ays
thro
ugh
whi
ch t
hey
can
cont
ribut
e to
the
con
tam
inat
ion
of t
he d
iffer
ent
wat
er s
ourc
es
• A
re w
illin
g to
cha
nge
thei
rbe
havi
our
in o
rder
to
prev
ent
cont
amin
atio
n of
the
diff
eren
tw
ater
sou
rces
in t
he s
choo
lco
mpo
und
and
the
com
mun
ity
• A
ppre
ciat
e th
e im
port
ance
of
wel
l-fu
nctio
ning
sys
tem
s fo
rpr
ovid
ing
good
wat
er q
ualit
yan
d di
slik
e m
isus
e of
the
faci
litie
s•
Fin
d it
impo
rtan
t to
use
cle
anan
d sa
fe w
ater
sou
rces
for
diff
eren
t pu
rpos
es•
Are
aw
are
that
uns
afe/
dirt
yw
ater
can
cau
se d
isea
ses
and
are
will
ing
to c
omm
unic
ate
this
to o
ther
s •
App
reci
ate
the
impo
rtan
ce o
fin
terc
hang
ing
gend
er r
oles
inta
king
pre
vent
ive
mea
sure
s
10-1
2-ye
ar-o
lds:
• A
re a
ble
to d
istin
guis
h be
twee
nsa
fe a
nd d
irty
sour
ces
in t
hesc
hool
com
poun
d an
dco
mm
unity
• A
re a
ble
to r
ecog
nise
and
dist
ingu
ish
betw
een
natu
ral
pollu
tion
of w
ater
sou
rces
and
the
envi
ronm
ent
and
pollu
tion
by p
eopl
e an
d an
imal
s•
Are
abl
e to
exp
lain
all
prac
tices
thro
ugh
whi
ch w
ater
sou
rces
can
beco
me
cont
amin
ated
• A
re a
ble
to t
ake
mea
sure
s to
prev
ent
cont
amin
atio
n of
the
diff
eren
t w
ater
sou
rces
in t
hesc
hool
com
poun
d an
dco
mm
unity
• A
re a
ble
to d
ecid
e to
use
onl
ysa
fe w
ater
for
drin
king
, coo
king
and
bath
ing
activ
ities
• A
re a
ble
to n
egot
iate
for
the
use
of s
afe
wat
er f
or d
rinki
ng,
cook
ing
and
bath
ing
activ
ities
by t
heir
fam
ily•
Are
abl
e to
men
tion
and
expl
ain
four
dis
ease
s th
at c
an b
eas
soci
ated
with
the
use
of
orpl
ayin
g in
uns
afe/
dirt
y w
ater
10-1
2-ye
ar-o
lds:
• P
uttin
g on
pla
ys f
or t
hepa
rent
s/co
mm
unity
in w
hich
the
child
ren
com
mun
icat
e th
epr
e-ve
ntiv
e m
easu
res
and
enco
urag
e th
e pe
ople
to
help
to
prev
ent
cont
amin
atio
n •
Gro
up w
ork:
Bra
inst
orm
ing
with
each
oth
er a
bout
cle
an a
nddi
rty
sour
ces
and
the
cons
eque
nces
of
the
use
ofdi
rty
wat
er; b
rain
stor
min
gab
out
wha
t th
ey c
an d
o to
prot
ect
the
sour
ces
to k
eep
the
wat
er s
afe;
pre
sent
ing
thei
rfin
ding
s to
eac
h ot
her
• E
xcur
sion
to
wat
er s
ourc
es in
the
scho
ol c
ompo
und
and
com
mun
ity; w
ritin
g an
ess
ayab
out
this
exc
ursi
on•
Inve
stig
atin
g w
hich
wat
erso
urce
in t
he c
omm
unity
is u
sed
for
whi
ch p
urpo
se a
nd f
indi
ngou
t th
e re
ason
s
72
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w v
ario
us w
ays
that
wat
eris
tra
nspo
rted
in c
omm
unity
• K
now
tw
o w
ays
to t
rans
port
wat
er s
afel
y•
Kno
w t
hat
it is
impo
rtan
t to
stor
e an
d ha
ndle
drin
king
wat
ersa
fely
• K
now
how
to
stor
e an
d ha
ndle
wat
er s
afel
y in
the
ir ho
use
and
scho
ol•
Kno
w w
hich
ven
dors
aro
und
the
scho
ol h
andl
e w
ater
saf
ely
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
aw
are
ther
e ar
e di
ffer
ent
way
s to
tra
nspo
rt w
ater
• F
ind
it im
port
ant
to t
rans
port
wat
er s
afel
y •
Are
con
cern
ed w
hen
they
see
othe
rs t
rans
port
ing
wat
er in
an
unsa
fe w
ay•
App
reci
ate
the
impo
rtan
ce o
fst
orin
g an
d ha
ndlin
g dr
inki
ngw
ater
saf
ely
• A
re w
illin
g to
sto
re a
nd h
andl
ew
ater
saf
ely
• A
re k
een
to d
rink
safe
lyha
ndle
d w
ater
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
exp
lain
tw
odi
ffer
ent
way
s to
tra
nspo
rtw
ater
• A
re a
ble
to m
entio
n tw
odi
ffer
ent
way
s to
tra
nspo
rtw
ater
saf
ely
and
can
expl
ain
why
the
se w
ays
are
safe
• U
nder
stan
d th
at g
ende
r ro
les
inth
e co
ntex
t of
wat
er t
rans
port
are
inte
rcha
ngea
ble
and
that
both
girl
s an
d bo
ys h
ave
are
spon
sibi
lity
• A
re a
ble
to s
tore
and
han
dle
the
wat
er in
the
ir ho
use
and
scho
ol s
afel
y•
Are
abl
e to
exp
lain
how
drin
king
wat
er c
an b
e st
ored
safe
ly•
Are
abl
e to
ref
use
to b
uy d
rinks
and
food
fro
m v
endo
rs w
ho d
ono
t ha
ndle
wat
er a
nd f
ood
safe
ly
Met
hods
6-9-
year
-old
s:•
Lea
rnin
g a
song
abo
ut t
wo
diff
eren
t w
ays
to t
rans
port
wat
er s
afel
y•
Rol
e-pl
ay: A
ctin
g ou
t di
ffer
ent
safe
way
s to
tra
nspo
rt w
ater
• T
ellin
g a
stor
y ab
out
wat
ertr
ansp
ort
that
incl
udes
gen
der
aspe
cts
• D
emon
stra
tion:
How
to
stor
ean
d ha
ndle
drin
king
wat
ersa
fely
• L
earn
ing
a so
ng a
bout
saf
ew
ays
to s
tore
and
han
dle
wat
er•
Dai
ly p
ract
ice
and
supe
rvis
ion
inth
e cl
ass
Wat
er t
rans
port
, st
orag
e an
d ha
ndlin
g at
hom
e an
d in
sch
ool
73
Section 210
-12-
year
-old
s:•
Kno
w t
he d
iffer
ence
bet
wee
nsa
fe a
nd u
nsaf
e w
ater
tra
nspo
rtan
d kn
ow w
hy c
erta
in w
ays
are
not
safe
• K
now
the
ris
ks o
f un
safe
wat
ertr
ansp
ort
• K
now
how
the
se r
isks
can
be
prev
ente
d –
know
how
to
tran
spor
t w
ater
saf
ely
• K
now
the
impo
rtan
ce o
f sa
few
ater
tra
nspo
rt f
or t
he h
ealth
of t
heir
pare
nts,
bro
ther
s, s
iste
rsan
d ot
her
com
mun
ity m
embe
rs
• K
now
the
impo
rtan
ce t
ope
ople
’s he
alth
of
safe
wat
erst
orag
e an
d ha
ndlin
g fo
rdr
inki
ng a
nd c
ooki
ng p
urpo
ses
in t
he h
ouse
and
the
sch
ool
• K
now
the
diff
eren
ce b
etw
een
safe
and
uns
afe
wat
er s
tora
gean
d w
ater
han
dlin
g in
the
hous
e, t
he s
choo
l and
the
com
mun
ity•
Kno
w d
iffer
ent
mea
sure
s th
atca
n be
tak
en t
o en
sure
saf
est
orag
e an
d ha
ndlin
g of
wat
erin
the
hou
se, t
he s
choo
l and
the
com
mun
ity•
Kno
w w
hich
ven
dors
aro
und
the
scho
ol h
andl
e w
ater
saf
ely
10-1
2-ye
ar-o
lds:
• A
re m
otiv
ated
to
unde
rsta
ndth
e di
ffer
ence
bet
wee
n sa
fe a
ndun
safe
wat
er t
rans
port
• A
re a
war
e of
the
con
sequ
ence
sof
saf
e an
d un
safe
wat
ertr
ansp
ort
• A
re w
illin
g an
d m
otiv
ated
to
tran
spor
t w
ater
saf
ely
• A
re w
illin
g to
adv
ocat
e th
eim
port
ance
of
safe
wat
ertr
ansp
ort
to o
ther
s•
Are
aw
are
of t
he lo
cal p
ract
ices
and
belie
fs t
hat
mig
ht e
xist
abou
t w
ater
tra
nspo
rt•
Are
aw
are
of t
he li
nkag
ebe
twee
n sa
fe w
ater
sto
rage
and
hand
ling
and
peop
le’s
heal
th•
Are
aw
are
of s
afe
and
unsa
few
ays
to s
tore
and
han
dle
wat
er
• A
re w
illin
g to
use
diff
eren
tm
easu
res
to e
nsur
e sa
fe s
tora
gean
d ha
ndlin
g of
wat
er
10-1
2-ye
ar-o
lds:
• A
re a
ble
to m
entio
n an
d ex
plai
nth
e di
ffer
ence
bet
wee
n sa
fe a
ndun
safe
wat
er t
rans
port
• A
re a
ble
to p
reve
nt u
nsaf
ew
ater
tra
nspo
rt•
Are
abl
e to
tra
nspo
rt w
ater
safe
ly•
Are
abl
e to
exp
lain
the
impo
rtan
ce o
f sa
fe w
ater
tran
spor
t to
oth
ers
• A
re a
ble
to e
ncou
rage
oth
ers
topr
even
t un
safe
wat
er t
rans
port
and
tran
spor
t w
ater
saf
ely
with
out
crea
ting
conf
lict
• A
re a
ble
to e
xpla
in t
heim
port
ance
for
peo
ple’
s he
alth
of s
afe
wat
er s
tora
ge a
ndha
ndlin
g fo
r dr
inki
ng a
ndco
okin
g pu
rpos
es in
the
hou
sean
d sc
hool
env
ironm
ent
• A
re a
ble
to s
tore
and
han
dle
drin
king
and
coo
king
wat
er s
afel
y•
Are
abl
e to
exp
lain
the
diff
eren
ce b
etw
een
safe
and
unsa
fe w
ays
wat
er h
andl
ing
• A
re a
ble
to a
void
uns
afe
stor
age
and
hand
ling
of w
ater
• A
re a
ble
to t
ake
diff
eren
tm
easu
res
to e
nsur
e sa
fe s
tora
gean
d ha
ndlin
g of
wat
er in
the
hous
e, s
choo
l and
com
mun
ity•
Are
abl
e to
ref
use
and
conv
ince
othe
rs n
ot t
o bu
y dr
inks
and
food
fro
m v
endo
rs w
ho d
o no
tha
ndle
wat
er a
nd f
ood
safe
ly
10-1
2-ye
ar-o
lds:
• W
ritin
g an
ess
ay o
n sa
fe w
ater
tran
spor
t•
In g
roup
s: C
reat
ing
a sl
ogan
whi
ch w
ill t
ell w
hy a
nd h
ow t
otr
ansp
ort
wat
er in
a s
afe
way
• R
ole-
play
s: H
ow w
ould
you
enco
urag
e ot
hers
to
tran
spor
tw
ater
in a
saf
e w
ay?
• C
ontin
uum
/rop
e vo
ting
todi
scus
s th
e re
spon
sibi
litie
s of
the
diff
eren
t fa
mily
mem
bers
to
prev
ent
unsa
fe w
ater
tra
nspo
rt•
Writ
ing
an e
ssay
on
safe
way
sto
sto
re a
nd h
andl
e w
ater
• G
roup
dis
cuss
ion:
Saf
e an
dun
safe
way
s to
sto
re w
ater
: •
Writ
ing
dow
n ho
w w
ater
isst
ored
and
han
dled
in t
heir
hom
e; d
iscu
ssin
g th
is in
cla
ss;
child
ren
can
give
eac
h ot
her
alte
rnat
ives
on
how
to
stor
ean
d ha
ndle
wat
er m
ore
safe
lyat
hom
e•
Gam
e: “
Wha
t w
ould
you
do?
”Th
e te
ache
r m
akes
a li
st o
fqu
estio
ns, a
ll st
artin
g w
ith‘W
hat
wou
ld y
ou d
o if…
’ For
exam
ple:
Wha
t w
ould
you
do
ifyo
u ar
e no
t su
re if
the
wat
eryo
u w
ant
to d
rink
is c
lean
? Th
ech
ildre
n w
rite
this
dow
n. In
the
end,
all
ques
tions
are
dis
cuss
edin
ple
nary
.
74
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Know
tha
t an
env
ironm
ent
(hom
e, s
choo
l and
com
mun
ity)
whe
re w
aste
is d
ispos
ed o
f sa
fely
is im
port
ant
for
thei
r he
alth
• C
an m
entio
n th
ree
heal
th r
isks
rela
ted
to w
aste
mat
eria
ls(h
uman
exc
reta
and
rub
bish
) in
unsp
ecifi
ed p
lace
s in
the
hous
ehol
d, s
choo
l and
com
mun
ity•
Kno
w h
ow h
uman
exc
reta
can
be
disp
osed
of
safe
ly•
Kno
w w
hat
type
of
was
tem
ater
ials
, apa
rt f
rom
hum
anex
cret
a, a
re h
arm
ful f
or c
hild
ren
at h
ome,
sch
ool a
nd in
the
com
mun
ity•
Kno
w t
he s
afes
t pr
actic
es f
orw
aste
man
agem
ent
rela
ted
toth
e sp
ecifi
c co
nditi
ons
at h
ome,
scho
ol a
nd t
he c
omm
unity
•
Kno
w h
ow t
o as
sist
the
teac
hers
in k
eepi
ng t
he s
choo
len
viro
nmen
t fr
ee o
f w
aste
•
Kno
w h
ow t
o as
sist
the
irpa
rent
s an
d ol
der
brot
hers
and
sist
ers
in k
eepi
ng t
he h
ouse
hold
envi
ronm
ent
free
of
solid
and
liqui
d w
aste
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
aw
are
that
an
envi
ronm
ent
whe
re w
aste
mat
eria
ls (
e.g.
hum
an e
xcre
ta a
nd r
ubbi
sh)
are
disp
osed
of
safe
ly is
impo
rtan
tfo
r th
eir
heal
th•
Dis
like
to s
ee h
uman
exc
reta
inun
spec
ified
pla
ces
at h
ome,
scho
ol o
r in
the
com
mun
ity•
Dis
like
to s
ee r
ubbi
sh in
unsp
ecifi
ed p
lace
s at
hom
e, in
scho
ol o
r in
the
com
mun
ity
• A
ppre
ciat
e a
clea
n en
viro
nmen
tat
hom
e, s
choo
l and
in t
heco
mm
unity
• A
re m
otiv
ated
to
deve
lop
and
keep
the
hab
it to
dis
pose
of
hum
an e
xcre
ta a
nd o
ther
was
tesa
fely
• A
re a
war
e of
the
ir ro
le in
help
ing
othe
rs t
o ke
ep t
heen
viro
nmen
t fr
ee o
f hu
man
excr
eta
and
rubb
ish
• A
re w
illin
g to
kee
p an
d ca
rry
out
thei
r w
aste
to
plac
es w
here
it ca
n be
di
spos
ed o
f sa
fely
(and
not
thr
ow it
any
whe
re)
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
mak
e th
e lin
kbe
twee
n a
was
te f
ree
envi
ronm
ent
and
thei
r ow
nhe
alth
• A
re a
ble
to m
entio
n an
d ex
plai
nhe
alth
ris
ks r
elat
ed t
o hu
man
excr
eta
in u
nspe
cifie
d pl
aces
• A
re a
ble
to m
entio
n an
d ex
plai
nhe
alth
ris
ks r
elat
ed t
o ru
bbis
h in
unsp
ecifi
ed p
lace
s•
Are
abl
e to
dis
pose
of
hum
anex
cret
a an
d ru
bbis
h co
rrec
tly in
a sa
fe w
ay•
Are
abl
e to
mak
e de
cisi
ons
onke
epin
g th
e en
viro
nmen
t fr
eeof
was
te m
ater
ials
• A
re a
ble
to a
ssis
t ot
hers
inke
epin
g th
e sc
hool
, hou
seho
ld,
and
com
mun
ity e
nviro
nmen
tfr
ee o
f w
aste
mat
eria
ls
• A
re a
ble
to d
ecid
e w
heth
er a
cert
ain
plac
e is
saf
e to
dis
pose
of w
aste
mat
eria
ls o
r no
t•
Hav
e th
e sk
ills
to a
ssis
t th
ete
ache
rs o
r cl
eane
rs t
o ke
ep t
hesc
hool
env
ironm
ent
free
of
was
te m
ater
ials
Met
hods
6-9-
year
-old
s:•
Brok
en t
elep
hone
/Chi
nese
whi
sper
s: C
hild
ren
are
sitt
ing
ina
circ
le. T
he t
each
er w
hisp
ers
ast
atem
ent
to o
ne c
hild
. The
child
ren
whi
sper
the
sta
tem
ent
in e
ach
othe
r’s e
ars.
The
last
child
in t
he c
ircle
has
to
say
the
stat
emen
t al
oud.
•
Sto
ryte
lling
: The
tea
cher
tel
ls a
stor
y th
at in
clud
es t
he r
isks
of
unsa
fe s
olid
was
te d
ispo
sal,
the
cons
eque
nces
for
the
hea
lth o
fth
e co
mm
unity
mem
bers
, and
how
diff
eren
t co
mm
unity
mem
bers
hav
e he
lped
to
chan
ge t
he s
ituat
ion
• S
ched
ule/
prac
tice
of t
he s
kills
:Ea
ch c
hild
has
to
help
onc
e a
wee
k to
kee
p th
e sc
hool
envi
ronm
ent
clea
n an
d fr
ee o
fso
lid a
nd li
quid
was
te•
Dai
ly c
lean
ing
of t
he c
lass
room
•
Mes
sage
s in
sch
ool o
n go
odw
aste
man
agem
ent
• M
appi
ng o
f sa
fe p
lace
to
disp
ose
of r
ubbi
sh a
t ho
me,
scho
ol a
nd in
the
com
mun
ity
Was
te m
ater
ials
, in
clud
ing
hum
an e
xcre
ta a
nd r
ubbi
sh a
t ho
me,
in
the
scho
ol c
ompo
und
and
in t
he c
omm
unit
y
75
Section 2
10-1
2-ye
ar-o
lds:
• K
now
the
rel
atio
n be
twee
n th
esa
fe d
ispo
sal o
f w
aste
mat
eria
ls(r
ubbi
sh a
s w
ell a
s hu
man
excr
eta)
at
hom
e, s
choo
l and
the
heal
th (
risks
) of
the
peo
ple
• K
now
the
ris
ks o
f hu
man
excr
eta
at u
nspe
cifie
d pl
aces
at
hom
e, in
the
sch
ool c
ompo
und
and
in t
he c
omm
unity
•
Kno
w t
he r
isks
of
usin
gun
trea
ted
or p
artia
lly t
reat
edex
cret
a as
fer
tilis
ers
• K
now
the
ris
ks o
f th
e di
spos
al o
fdi
ffer
ent
kind
of
rubb
ish
(e.g
.gl
ass,
org
anic
mat
eria
ls, w
aste
wat
er)
at u
nspe
cifie
d pl
aces
at
hom
e, in
the
sch
ool c
ompo
und
and
in t
he c
omm
unity
•
Kno
w d
iffer
ent
way
s th
at w
aste
mat
eria
ls c
an b
e d
ispo
sed
ofsa
fely
(de
pend
ing
on t
he t
ype
of w
aste
and
the
am
ount
) –
burn
ing,
rec
yclin
g, c
ompo
stin
gat
hom
e, in
the
sch
ool
com
poun
d an
d in
the
com
mun
ity
10-1
2-ye
ar-o
lds:
• Be
lieve
and
acc
ept
ther
e is
are
latio
n be
twee
n th
e (u
n)sa
fedi
spos
al o
f w
aste
mat
eria
ls(in
clud
ing
hum
an e
xcre
ta)
atho
me,
sch
ool a
nd t
heco
mm
unity
and
hea
lth (
risks
)•
Are
will
ing
to s
ee a
ndun
ders
tand
the
ris
ks o
f th
edi
spos
al o
f w
aste
mat
eria
ls a
tun
spec
ified
pla
ces
• A
re a
war
e of
the
ris
ks o
f us
ing
untr
eate
d or
par
tially
tre
ated
excr
eta
as f
ertil
iser
s•
Find
it im
port
ant
that
was
tem
ater
ials
are
di
spos
ed o
f sa
fely
and
whe
n po
ssib
le a
re r
ecyc
led
• A
re a
war
e of
the
impo
rtan
ce o
fgo
od d
rain
age
• Fi
nd it
impo
rtan
t to
con
trib
ute
to g
ood
drai
nage
in t
he s
choo
lar
ea•
Are
will
ing
to s
ee t
he r
isks
of
poor
dra
inag
e•
App
reci
ate
diff
eren
t w
ays
todr
ain
liqui
ds•
Are
mot
ivat
ed t
o de
velo
p an
dke
ep g
ood
beha
viou
r on
saf
edi
spos
al o
f w
aste
mat
eria
ls
10-1
2-ye
ar-o
lds:
• A
re a
ble
to e
xpla
in w
hy s
afe
disp
osal
of
was
te m
ater
ials
,in
clud
ing
hum
an e
xcre
ta a
tho
me,
at
scho
ol a
nd in
the
com
mun
ity is
impo
rtan
t fo
rth
eir
own
and
othe
rs’ h
ealth
• A
re a
ble
to e
xpla
in t
he r
isks
of
disp
osal
of
was
te m
ater
ials
at
unsp
ecifi
ed p
lace
s•
Are
abl
e to
exp
lain
the
ris
ks o
fus
ing
untr
eate
d or
par
tially
trea
ted
excr
eta
as f
ertil
iser
s•
Are
abl
e to
con
vinc
e ot
hers
not
to u
se u
ntre
ated
or
part
ially
trea
ted
excr
eta
as f
ertil
iser
s•
Are
abl
e to
exp
lain
diff
eren
tw
ays
to d
ispo
se o
f va
rious
was
te m
ater
ials
saf
ely
at h
ome,
in t
he s
choo
l com
poun
d an
d in
the
com
mun
ity•
Are
abl
e to
exp
lain
how
to
burn
,re
cycl
e an
d co
mpo
st w
aste
safe
ly•
Are
abl
e to
ass
ist
othe
rs t
oim
plem
ent
thes
e m
easu
res
• A
re a
ble
to e
xpla
in t
he r
isks
of
poor
dra
inag
e at
hom
e, in
the
scho
ol c
ompo
und
and
in t
heco
mm
unity
10-1
2-ye
ar-o
lds:
• W
ritin
g an
ess
ay o
n th
e w
aste
mat
eria
ls (
e.g.
con
cern
ing
cond
ition
s in
the
com
mun
ityan
d th
e he
alth
ris
ks, s
afe
disp
osal
, rec
yclin
g, e
tc.)
•
Ana
lyse
in c
lass
: Wha
t ar
e th
eris
ks o
f w
aste
mat
eria
ls in
the
envi
ronm
ent
at h
ome,
in t
hesc
hool
com
poun
d, f
or p
eopl
e’s
heal
th?
• G
roup
wor
k: C
lass
is d
ivid
ed in
thre
e gr
oups
, eac
h gr
oup
has
tofin
d in
form
atio
n an
d gi
ve a
pres
enta
tion
on d
iffer
ent
way
sto
dis
pose
of
diff
eren
t w
aste
mat
eria
ls s
afel
y•
Pant
omim
e: C
hild
ren
depi
ct a
subj
ect
– ki
nd o
f w
aste
mat
eria
l, e.
g. g
lass
, org
anic
was
te, e
xcre
ta, e
tc.;
the
rest
of
the
clas
s tr
ies
to g
uess
wha
t th
ech
ild is
dep
ictin
g•
Ass
istin
g th
e te
ache
rs in
mak
ing
the
sche
dule
s fo
r th
e cl
eani
ngof
the
sch
ool e
nviro
nmen
t •
Sett
ing
up s
choo
l hea
lth c
lub
76
• K
now
the
ris
ks r
elat
ed t
o po
ordr
aina
ge a
t ho
me,
in t
he s
choo
lco
mpo
und
and
in t
heco
mm
unity
• K
now
diff
eren
t w
ays
that
liqu
ids
can
be d
rain
ed in
the
sch
ool
area
• K
now
how
to
orga
nise
, tog
ethe
rw
ith t
he t
each
er, a
cam
paig
n to
pick
up
was
te m
ater
ials
at
com
mun
ity le
vel
• A
ppre
ciat
e a
clea
n en
viro
nmen
t•
Are
will
ing
to h
elp
othe
rs in
keep
ing
the
envi
ronm
ent
free
of w
aste
mat
eria
ls
• A
re w
illin
g an
d m
otiv
ated
to
swee
p or
pic
k up
rub
bish
whe
neve
r th
ey s
ee it
•
Hav
e de
velo
ped
the
inte
ntio
n to
part
icip
ate
in h
ygie
ne a
ctiv
ities
• A
re a
ble
to d
rain
liqu
ids
in t
hesc
hool
are
a sa
fely
and
cor
rect
ly•
Are
abl
e to
ass
ist
othe
rs in
keep
ing
the
scho
ol e
nviro
nmen
tcl
ean
• A
re a
ble
to s
tart
and
org
anis
e,to
geth
er w
ith t
he t
each
er, a
cam
paig
n to
pic
k up
was
tem
ater
ials
at
com
mun
ity le
vel
• A
ssig
ning
or
aski
ng f
orvo
lunt
eers
res
pons
ible
to
assi
stth
e te
ache
rs d
urin
g th
e br
eaks
in s
uper
visi
ng t
he o
ther
chi
ldre
nre
gard
ing
the
disp
osal
of
thei
rw
aste
mat
eria
ls (
and
poss
ible
othe
r hy
gien
e-re
late
dbe
havi
ours
)•
Map
ping
of
plac
es w
here
was
tem
ater
ials
are
dis
pose
d of
in t
heco
mm
unity
, ind
icat
ing
whi
char
e sa
fe a
nd w
hich
are
not
saf
efo
r th
e he
alth
of
othe
rs. T
his
can
be e
xpan
ded
by a
skin
gch
ildre
n to
indi
cate
the
cha
nges
that
nee
d to
tak
e pl
ace
in t
heco
mm
unity
to
ensu
re t
hat
mos
tha
rmfu
l was
te m
ater
ials
are
disp
osed
of
safe
ly
77
Req
uire
d kn
owle
dge
10-1
2-ye
ar-o
lds:
• K
now
how
to
iden
tify
whi
chw
ater
sou
rces
will
nee
d to
be
purif
ied
• K
now
the
opt
ions
of
purif
icat
ion
at h
ouse
hold
leve
l and
at
com
mun
ity le
vel (
or a
t th
eso
urce
and
at
the
poin
t of
cons
umpt
ion)
• K
now
thr
ee w
ays
to p
urify
wat
er (
boili
ng, f
ilter
ing,
use
of
chem
ical
s or
SO
DIS
(so
lar
disi
nfec
tion)
– d
epen
ding
on
wha
t is
sui
tabl
e in
the
are
a)
• K
now
the
adv
anta
ges
and
disa
dvan
tage
s of
the
var
ious
purif
icat
ion
met
hods
•
Kno
w h
ow a
wat
er f
ilter
can
be
built
• K
now
wha
t is
req
uire
d to
alw
ays
drin
k pu
rifie
d w
ater
(pro
duct
s, p
rice,
eff
ort)
•
Kno
w w
hat
purif
icat
ion
tech
niqu
es a
re b
eing
use
d at
hom
e, a
t sc
hool
and
in t
heco
mm
unity
Req
uire
d at
titu
de
10-1
2-ye
ar-o
lds:
• A
ppre
ciat
e th
e im
port
ance
of
wat
er p
urifi
catio
n•
Are
aw
are
whe
n w
ater
nee
ds t
obe
pur
ified
and
und
erst
and
diff
eren
t w
ays
to d
o it
• A
re w
illin
g to
und
erst
and
the
diff
eren
ce b
etw
een
the
vario
usw
ays
to p
urify
wat
er
• A
re w
illin
g to
(he
lp)
build
aw
ater
filt
er•
App
reci
ate
that
bot
h bo
ys a
ndgi
rls a
re a
ble
to le
arn
how
to
build
a w
ater
filt
er•
Are
kee
n to
drin
k pu
re o
rpu
rifie
d w
ater
onl
y, e
ven
if th
eta
ste
chan
ges
slig
htly
Req
uire
d sk
ills
10-1
2-ye
ar-o
lds:
• A
re a
ble
to e
xpla
in t
heim
port
ance
of
purif
ying
wat
er•
Are
abl
e to
iden
tify
whi
ch w
ater
sour
ces
need
to
be p
urifi
ed•
Are
abl
e to
pur
ify w
ater
in t
hree
diff
eren
t w
ays
• A
re a
ble
to c
hoos
e th
e m
ost
appr
opria
te w
ay t
o pu
rify
wat
erco
nsid
erin
g th
e di
ffer
ent
soci
alan
d ec
onom
ic a
spec
ts
• A
re a
ble
to d
istin
guis
h th
ead
vant
ages
and
dis
adva
ntag
esof
the
var
ious
pur
ifica
tion
met
hods
• A
re a
ble
to (
help
) bu
ilt a
wat
erfil
ter
• A
re a
ble
to f
ollo
w t
here
gula
tions
of
build
ing
a w
ater
filte
r
Met
hods
10-1
2-ye
ar-o
lds:
• C
ontin
uum
: The
tea
cher
mak
es a
stat
emen
t; fo
r ex
ampl
e: W
e do
not
need
to
purif
y w
ater
fro
mso
urce
X. A
line
is d
raw
n on
the
grou
nd. C
hild
ren
who
agr
eest
and
on o
ne e
nd o
f th
e lin
e,ch
ildre
n w
ho d
isagr
ee o
n th
eot
her
end.
The
line
is ‘b
roke
n’ in
two.
Chi
ldre
n w
ho a
gree
can
disc
uss
why
the
y ag
ree
with
the
child
ren
who
disa
gree
. At
the
end
of t
he d
iscus
sion,
chi
ldre
nha
ve t
o ch
oose
aga
in if
the
yag
ree
or d
isagr
ee. T
hey
can
chan
ge t
heir
first
opi
nion
.•
Gue
st s
peak
er: T
he t
each
erin
vite
s a
gues
t sp
eake
r w
hoex
plai
ns a
nd d
emon
stra
tes
how
to b
uild
a w
ater
filt
er. C
hild
ren
can
ask
ques
tions
and
get
ach
ance
to
prac
tice.
• Pr
actic
e of
SO
DIS
• C
arto
on, a
sk c
hild
ren
to m
ake
aca
rtoo
n ab
out
wat
er p
urifi
catio
n•
Hou
seho
ld v
isits
/Hom
ewor
kas
sign
men
t to
ass
ess
cond
ition
sat
hom
e•
Excu
rsio
n to
com
mun
ity w
ater
purif
icat
ion
stat
ion
Wat
er q
ualit
y an
d pu
rifi
cati
on
78
79
Section 2
Theme: Personal and food hygiene
This theme includes personal and food hygiene in school, homes and community,covering conditions and practices that are either positive or negative and the reasons,ways and means to change the latter. It includes topics on preparing food, cleaning foodand eating it. It also covers personal hygiene behaviours and practices such as washinghands and face, combing hair, bathing, etc. The theme can be subdivided as follows:• Personal hygiene• Nutrition - Food hygiene, eating patterns, water availability
80
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w t
hat
it is
impo
rtan
t to
was
h th
eir
hand
s af
ter
defe
catio
n, b
efor
e pr
epar
ing
food
and
eat
ing
and
afte
rhe
lpin
g th
eir
smal
ler
brot
hers
and
sist
ers
• K
now
how
to
was
h th
eir
hand
sco
rrec
tly, w
ith s
oap,
ash
or
only
wat
er•
Kno
w t
hat
by w
ashi
ng t
heir
hand
s at
crit
ical
mom
ents
and
corr
ectly
the
y ca
n pr
even
t be
-co
min
g si
ck o
r m
akin
g ot
hers
sick
• K
now
tha
t it
is im
port
ant
tow
ash
thei
r fa
ce a
nd t
hose
of
thei
r lit
tle b
roth
ers
and
sist
ers
and
to k
eep
the
eyes
cle
an•
Kno
w t
hat
it is
impo
rtan
t to
keep
you
r bo
dy in
a g
ood
and
heal
thy
cond
ition
and
so
to:
bath
e an
d w
ash
your
hai
rfr
eque
ntly
; cle
an y
our
teet
h at
leas
t on
ce a
day
; cle
an y
our
finge
rnai
ls f
requ
ently
;•
Kno
w h
ow e
ach
of t
hese
prac
tices
is d
one
prop
erly
• K
now
tha
t it
is b
est
to d
efec
ate
in a
latr
ine
and
to p
rote
ctot
hers
fro
m y
our
excr
eta
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
con
vinc
ed t
hat
they
nee
d to
was
h th
eir
hand
s af
ter
defe
catio
n, b
efor
e pr
epar
ing
food
and
eat
ing
and
afte
rhe
lpin
g th
eir
smal
ler
brot
hers
and
sist
ers
• A
re w
illin
g to
was
h th
eir
hand
sco
rrec
tly a
t cr
itica
l tim
es•
Are
aw
are
of t
he im
port
ance
of
was
hing
han
ds a
nd f
ace/
eyes
corr
ectly
• A
ppre
ciat
e th
e co
rrec
t us
e of
item
s th
at a
re u
sed
for
hand
was
hing
• A
ppre
ciat
e th
e lin
k be
twee
nbe
com
ing
sick
or
mak
ing
othe
rssi
ck a
nd n
ot w
ashi
ng h
ands
corr
ectly
at
criti
cal m
omen
ts•
Are
inte
rest
ed t
o se
e th
e lin
ksbe
twee
n a
good
and
hea
lthy
cond
ition
and
fre
quen
tlyba
thin
g; f
requ
ently
was
hing
thei
r ha
ir; c
lean
ing
teet
h at
leas
ton
ce a
day
; fre
quen
tly c
lean
ing
finge
rnai
ls•
Feel
res
pons
ible
for
the
clea
nlin
ess
of t
heir
own
body
,ha
ir, t
eeth
and
nai
ls•
App
reci
ate
and
like
to k
eep
thei
rha
nds
clea
n
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
was
h th
eir
hand
sco
rrec
tly a
fter
def
ecat
ion,
befo
re p
repa
ring
food
and
eatin
g an
d af
ter
help
ing
thei
rsm
alle
r br
othe
rs a
nd s
iste
rs•
Are
abl
e to
was
h th
eir
hand
sco
rrec
tly w
ith s
oap,
ash
or
only
wat
er•
Are
abl
e to
dem
onst
rate
to
othe
rs h
ow a
nd w
hen
to w
ash
hand
s an
d fa
ce/e
yes
corr
ectly
and
help
the
ir lit
tle b
roth
ers
and
sist
ers
to d
o so
as
wel
l•
Are
abl
e to
exp
lain
the
impo
rtan
ce o
f w
ashi
ng t
heir
hand
s co
rrec
tly•
Are
abl
e to
exp
lain
the
link
sbe
twee
n w
ashi
ng t
heir
hand
sco
rrec
tly a
t cr
itica
l mom
ents
and
avoi
ding
ge
ttin
g si
ck o
rm
akin
g ot
hers
sic
k•
Are
abl
e to
fre
quen
tly b
athe
,w
ash
thei
r ha
ir, c
lean
the
ir te
eth
and
finge
rnai
ls a
nd w
ash
thei
rcl
othe
s•
Are
abl
e to
com
mun
icat
eef
fect
ivel
y to
oth
ers
the
impo
rtan
ce o
f ha
ndw
ashi
ng a
tcr
itica
l tim
es
Met
hods
6-9-
year
-old
s:•
Sing
ing
song
s ab
out
whe
n to
was
h yo
ur h
ands
, how
to
do it
and
why
• D
emon
stra
tions
of
was
hing
hand
s•
Stor
y. In
gro
ups
child
ren
have
to
deve
lop
a st
ory
on t
he r
elat
ion
betw
een
not
was
hing
han
ds a
tcr
itica
l mom
ents
and
get
ting
sick
or
mak
ing
othe
rs s
ick
• Q
uiz:
The
tea
cher
is a
sks
ques
tions
on
whe
n, h
ow a
ndw
hy t
o ba
the,
was
h ha
ir, c
lean
teet
h, e
tc.
Pers
onal
hyg
iene
81
Section 2
10-1
2-ye
ar-o
lds:
• K
now
how
to
take
car
e of
the
irbo
dy c
once
rnin
g w
ater
and
sani
tatio
n-re
late
d hy
gien
e ris
ks
• K
now
why
in p
artic
ular
was
hing
hand
s an
d fa
ce is
impo
rtan
t•
Kno
w h
ow t
o ta
ke c
are
ofyo
unge
r si
blin
gs c
once
rnin
gw
ater
and
san
itatio
n-re
late
dhy
gien
e ris
ks
• K
now
the
diff
eren
t he
alth
and
soci
al r
easo
ns w
hy it
isim
port
ant
to: b
athe
and
was
hyo
ur h
air
freq
uent
ly; c
lean
tee
that
leas
t on
ce a
day
; cle
an y
our
finge
rnai
ls f
requ
ently
; and
was
hcl
othe
s fr
eque
ntly
•
Kno
w t
he d
iffer
ence
in t
he n
eed
for
pers
onal
hyg
iene
bet
wee
nbo
ys a
nd g
irls
• K
now
the
impo
rtan
ce o
fpe
rson
al h
ygie
ne f
or p
eopl
ew
ith A
IDS
or w
ho a
re H
IVpo
sitiv
e
10-1
2-ye
ar-o
lds:
• A
re w
illin
g an
d do
like
to
take
care
of
thei
r bo
dy t
o pr
otec
tth
em a
gain
st w
ater
, san
itatio
nan
d hy
gien
e-re
late
dris
ks/d
isea
ses
• A
re w
illin
g to
spe
nd e
xtra
tim
eto
was
h th
eir
hand
s an
d fa
ceco
rrec
tly a
nd a
t cr
itica
l tim
es•
Are
will
ing,
mot
ivat
ed a
nd f
ind
it im
port
ant
to t
ake
care
of
youn
ger
sibl
ings
con
cern
ing
wat
er a
nd s
anita
tion-
rela
ted
hygi
ene
risks
• A
re a
war
e of
hea
lth a
nd s
ocia
lre
ason
s w
hy it
is im
port
ant
to:
bath
and
was
h yo
ur h
air
freq
uent
ly; c
lean
you
r te
eth
atle
ast
once
a d
ay; c
lean
you
rfin
gern
ails
fre
quen
tly; a
nd w
ash
clot
hes
freq
uent
ly
• A
re a
war
e of
the
diff
eren
ce in
need
s an
d im
port
ance
for
pers
onal
hyg
iene
bet
wee
n bo
ysan
d gi
rls, e
spec
ially
rel
ated
to
the
priv
ate
part
s
10-1
2-ye
ar-o
lds:
• A
re a
ble
to w
ash
thei
r ha
nds
and
face
cor
rect
ly a
nd a
t cr
itica
ltim
es•
Are
abl
e to
tak
e ca
re o
f th
eir
body
• •
Are
abl
e to
exp
lain
the
rela
tion
betw
een
wat
er a
ndsa
nita
tion-
rela
ted
risks
and
good
bod
y hy
gien
e•
Are
abl
e to
tak
e ca
re o
f yo
unge
rsi
blin
gs c
once
rnin
g w
ater
and
sani
tatio
n-re
late
d hy
gien
e ris
ks•
Are
abl
e to
exp
lain
the
diff
eren
tre
ason
s to
fre
quen
tly b
athe
,w
ash
hair,
cle
an t
eeth
and
finge
rnai
ls a
nd w
ash
clot
hes
• A
re a
ble
to d
emon
stra
te t
oot
hers
how
to
was
h ha
ir, c
lean
teet
h an
d fin
gern
ails
and
was
hcl
othe
s pr
oper
ly•
Are
abl
e to
com
mun
icat
e to
othe
rs a
bout
the
impo
rtan
ce o
fke
epin
g on
e’s
body
cle
an a
ndhy
gien
ic•
Are
abl
e to
und
erst
and
and
iden
tify
the
diff
eren
ces
betw
een
10-1
2-ye
ar-o
lds:
• Pr
esen
tatio
ns: I
n gr
oups
,ch
ildre
n ha
ve t
o pr
esen
tdi
ffer
ent
risks
of
bad
body
hygi
ene
to t
he r
est
of t
he c
lass
• C
hild
ren
teac
h th
e yo
unge
rch
ildre
n in
sch
ool t
heim
port
ance
of
good
bod
yhy
gien
e•
Writ
ing
an e
ssay
on
pers
onal
hygi
ene
• D
evel
opin
g a
list
of t
hing
s on
ene
eds
to d
o w
hen
clea
ning
hair/
teet
h/na
ils, t
oget
her
with
the
child
ren
• In
gro
ups
of t
wo,
chi
ldre
n ca
nde
mon
stra
te w
hat
to d
o w
hen
clea
ning
hai
r/te
eth/
nails
. The
child
ren
obse
rve
each
oth
er a
ndno
te w
hat
the
othe
r on
e is
doin
g w
rong
/rig
ht a
ccor
ding
to
the
list
• D
iscu
ssio
n on
the
var
ious
soci
al/e
cono
mic
rea
sons
why
peop
le m
ight
not
fre
quen
tlycl
ean
thei
r bo
dies
82
• A
ppre
ciat
e th
at c
erta
in p
eopl
em
ight
fac
e so
cial
and
eco
nom
icco
nstr
aint
s fo
r cl
eani
ng t
heir
body
fre
quen
tly a
nd d
o no
tdi
scrim
inat
e ag
ains
t th
ose
who
face
the
se d
iffic
ultie
s•
Wan
t to
giv
e ex
tra
care
to
peop
le w
ith A
IDS
or w
ho a
reH
IV p
ositi
ve t
o ke
ep t
heir
bodi
es c
lean
peop
le a
nd h
ow t
hese
rel
ate
toth
eir
poss
ibili
ties
of k
eepi
ngth
emse
lves
cle
an
• A
re a
ble
to a
ssis
t pe
ople
with
AID
S or
who
are
HIV
pos
itive
to
keep
the
ir bo
dies
cle
an w
ithou
tris
king
infe
ctio
n
• D
iscu
ssio
n w
ith n
urse
or
doct
oron
the
con
sequ
ence
s of
HIV
/AID
S an
d th
e re
latio
nbe
twee
n th
e he
alth
of
infe
cted
peop
le a
nd t
he d
ange
rs o
fun
hygi
enic
beh
avio
urs
and
poor
pers
onal
hyg
iene
83
Section 2
84
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w t
hat
dise
ases
may
be
star
ted
or p
asse
d on
by
eatin
gra
w (
unco
oked
) fo
od, s
uch
asfr
uit,
milk
, mea
t an
d ve
geta
bles
•
Kno
w t
hat
food
pre
pare
dan
d/or
eat
en w
ith d
irty
(un-
or
inco
rrec
tly w
ashe
d) h
ands
, can
star
t or
pas
s on
di
seas
es•
Kno
w h
ow t
o ha
ndle
foo
dsa
fely
• K
now
som
e of
the
mos
t ris
kypr
actic
es w
hen
hand
ling
food
•
Kno
w w
here
the
y ca
n bu
y fo
odan
d dr
inks
tha
t ar
e ha
ndle
dsa
fely
(m
any
child
ren
eat
snac
ksfr
om v
endo
rs)
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
will
ing
to a
void
eat
ing
raw
(unc
ooke
d) f
ood
• A
re w
illin
g to
pre
vent
sta
rtin
g or
pass
ing
on d
isea
ses
• A
re w
illin
g to
was
h th
eir
hand
sco
rrec
tly b
efor
e ea
ting
• A
re w
illin
g to
han
dle
food
saf
ely
• A
re a
war
e of
the
mos
t ris
kypr
actic
es in
foo
d ha
ndlin
g •
App
reci
ate
that
som
e fa
mily
mem
bers
are
mor
e in
volv
ed in
food
pre
para
tion
than
oth
ers
but
mig
ht f
ace
diff
icul
ties,
beca
use
of m
ultip
le t
asks
, to
alw
ays
was
h th
eir
hand
s w
hen
need
ed –
suc
h as
mot
hers
taki
ng c
are
of s
mal
l bab
ies
whi
le c
ooki
ng f
ood
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
exp
lain
how
dis
ease
sm
ay b
e st
arte
d or
pas
sed
on b
yea
ting
raw
(un
cook
ed)
food
• A
re a
ble
to li
st t
ypes
of
food
that
sho
uld
be c
ooke
d•
Are
abl
e to
pre
pare
and
eat
food
with
cle
an h
ands
to
prev
ent
dise
ases
• A
re a
ble
to e
xpla
in h
ow t
oha
ndle
foo
d sa
fely
• A
re a
ble
to a
void
the
mos
t ris
kypr
actic
es in
foo
d ha
ndlin
g•
Are
abl
e to
iden
tify
heal
thy
and
mor
e ris
ky f
ood
hand
lers
at
scho
ol a
nd in
the
com
mun
ity
Met
hods
6-9-
year
-old
s:•
Play
: Chi
ldre
n pe
rfor
m a
pla
y in
whi
ch t
hey
expl
ain
how
raw
/unc
ooke
d fo
od c
an s
tart
dise
ases
and
how
to
prev
ent
this
The
par
ents
are
invi
ted
toth
is p
lay
• M
akin
g dr
awin
gs o
f fo
odha
ndlin
g fo
llow
ed b
y a
disc
ussi
on o
n w
hich
dra
win
gre
pres
ents
goo
d fo
od h
andl
ing
and
whi
ch d
raw
ing
repr
esen
tsba
d fo
od h
andl
ing
Nut
riti
on -
Foo
d hy
gien
e, e
atin
g pa
tter
ns,
wat
er a
vaila
bilit
y
85
Section 2
0-12
-yea
r-ol
ds:
• K
now
tha
t sp
ecifi
c gr
oups
are
mor
e at
ris
k th
an o
ther
s fr
omea
ting
unsa
fe f
ood
– su
ch a
ssm
all c
hild
ren
or p
eopl
ein
fect
ed w
ith A
IDS
• K
now
the
rol
es o
f di
ffer
ent
acto
rs in
sta
rtin
g or
spr
eadi
ngdi
seas
es r
elat
ed t
o la
ck o
f fo
odhy
gien
e•
Kno
w t
he m
ost
risky
pra
ctic
es in
food
han
dlin
g•
Kno
w w
hat
can
be d
one
toav
oid
eatin
g co
ntam
inat
ed f
ood
• K
now
var
ious
dis
ease
s th
at a
rere
late
d to
poo
r fo
od h
ygie
ne•
Kno
w t
hat
stor
age
of f
ood
may
rend
er it
uns
afe
to e
at la
ter
• K
now
how
to
mak
e fo
od s
afe
toea
t•
Kno
w d
iffer
ent
sym
ptom
s of
food
dep
rivat
ion
• K
now
wha
t co
nseq
uenc
es f
ood-
rela
ted
dise
ases
hav
e, f
orth
emse
lves
and
oth
ers
• K
now
the
nee
ds/i
mpo
rtan
ce o
fa
wel
l bal
ance
d fo
od p
acka
ge,
10-1
2-ye
ar-o
lds:
• A
re a
war
e th
at s
peci
fic g
roup
sar
e m
ore
at r
isk
than
oth
ers
from
eat
ing
unsa
fe f
ood
– su
chas
peo
ple
infe
cted
with
AID
S •
Are
aw
are
ther
e ar
e di
ffer
ent
acto
rs t
hat
can
star
t or
spr
ead
dise
ases
tha
t ar
e re
late
d to
lack
of h
ygie
ne•
Are
will
ing
to t
ake
prec
autio
nsto
avo
id e
atin
g co
ntam
inat
edfo
od•
Are
will
ing
to m
ake
food
saf
ebe
fore
eat
ing
• A
re a
war
e of
foo
d de
priv
atio
n•
Are
aw
are
of t
he c
onse
quen
ces
of f
ood-
rela
ted
dise
ases
• Fi
nd it
impo
rtan
t to
eat
a w
ell-
bala
nced
foo
d pa
ckag
e•
Are
aw
are
of t
he c
onse
quen
ces
of f
ood
depr
ivat
ion
and
find
itim
port
ant
to p
reve
nt t
his
• A
re c
aref
ul w
hen
buyi
ng t
heir
food
fro
m f
ood
vend
ors
10-1
2-ye
ar-o
lds:
• A
re a
ble
to e
xpla
in w
hy a
ndw
hat
spec
ific
grou
ps a
re m
ore
at r
isk
than
oth
ers
from
eat
ing
unsa
fe f
ood
– su
ch a
s pe
ople
infe
cted
with
AID
S •
Are
abl
e to
exp
lain
whi
chdi
ffer
ent
acto
rs c
an s
tart
or
spre
ad d
isea
ses
rela
ted
to a
lack
of f
ood
hygi
ene
• A
re a
ble
to a
void
the
mos
t ris
kypr
actic
es•
Are
abl
e to
avo
id e
atin
gco
ntam
inat
ed f
ood
• U
nder
stan
d th
e lin
k be
twee
nva
rious
dis
ease
s an
d po
or f
ood
hygi
ene
• A
re a
ble
to a
void
sto
ring
food
unsa
fely
• A
re a
ble
to m
ake
food
saf
e to
eat
• A
re a
ble
to r
ecog
nise
the
sig
nsof
foo
d de
priv
atio
n•
Are
abl
e to
def
ine
wha
tm
inim
um c
ooki
ng t
ime
and
max
imum
sto
-rag
e tim
es a
re f
ordi
ffer
ent
food
s
10-1
2-ye
ar-o
lds:
• O
pen
disc
ussi
on in
sm
all g
roup
s:Ea
ch c
hild
writ
es a
car
d w
ithon
e go
od a
nd o
ne b
ad p
ract
ice
acco
rdin
g to
the
ir ow
nex
perie
nces
- in
cas
e of
hig
hpr
eval
ence
of
AID
S, s
peci
alat
tent
ion
has
to b
e gi
ven
to t
his
subj
ect
• C
hild
ren
take
foo
d fr
om h
ome
(if p
ossi
ble)
and
dis
cuss
wha
tfo
od is
saf
e, w
hat
food
nee
dsto
be
cook
ed, h
ow lo
ng it
can
be s
tore
d, e
tc.
• C
once
ntric
circ
les:
The
cla
ss is
divi
ded
into
tw
o eq
ual g
roup
s.O
ne g
roup
sta
nds
in a
circ
lefa
cing
out
and
one
gro
upst
ands
in a
circ
le f
acin
g in
, so
that
eve
ryon
e is
fac
ing
apa
rtne
r. Th
e cl
ass
is a
sked
aqu
es-t
ion
abou
t fo
od h
ygie
ne,
whi
ch t
he s
tude
nts
disc
uss
inpa
irs. A
fter
a f
ew m
inut
es t
heou
ter
circ
le r
otat
es t
o th
e le
ft,
so t
hat
each
stu
dent
is f
acin
gso
meo
ne n
ew. T
he p
roce
ss is
86
espe
cial
ly f
or t
hose
infe
cted
with
HIV
/Aid
s•
Kno
w t
he n
eeds
for
foo
dhy
gien
e•
Kno
w t
hat
alth
ough
foo
d fr
omfo
od v
endo
rs m
ight
look
nic
e, it
mig
ht n
ot b
e hy
gien
ic
• A
re a
ble
to e
xpla
in t
heco
nseq
uenc
es o
f fo
od-r
elat
eddi
seas
es, f
or t
hem
selv
es a
ndot
hers
• A
re a
ble
to c
reat
e a
wel
lba
lanc
ed f
ood
pack
age
• A
re a
ble
to m
eet
the
need
s of
food
hyg
iene
• A
re a
ble
to u
nder
stan
d th
atce
rtai
n fa
mili
es m
ay f
ace
mor
edi
ffic
ultie
s ea
ting
a ba
lanc
eddi
et t
han
othe
rs
repe
ated
, with
a n
ew q
uest
ion
abou
t th
e su
bjec
t. In
the
end
,th
e te
ache
r di
scus
ses
the
ques
tions
and
diff
icul
ties
durin
gth
e ex
erci
se in
ple
nary
.•
Obs
erva
tions
on
the
food
hygi
ene
of f
ood
vend
ors,
follo
wed
by
a di
scus
sion
on
wha
t ca
n be
don
e, b
yth
emse
lves
, by
the
food
vend
ors,
etc
.
Theme: Water and sanitation-related diseases
This theme includes water and sanitation-related diseases that have an impact on health.Incidence, transmission and prevention of the most critical water, sanitation and hygiene-related diseases in the local environment need to be addressed, including diarrhoea, skinand eye infections, worm infestations or other locally specific diseases as result of highlevels of arsenic and fluoride in drinking water. The theme can be subdivided as follows:Incidence and transmission of diseases in the local environment• Diarrhoea• Skin and eye diseases• Worm and lice infestation• Area specific diseases, e.g. related to arsenic and fluoride pollution• Malaria
87
Section 2
88
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w w
hat
dise
ase/
illne
ss is
•
Kno
w h
ow t
o se
e w
heth
er t
hey
or t
heir
fam
ily m
embe
rs a
re s
ick
• K
now
tw
o di
seas
es m
ost
prev
alen
t an
d m
ost
serio
us in
thei
r co
mm
unity
• K
now
tw
o di
seas
es w
hich
are
rela
ted
to p
oor
wat
er, s
anita
tion
and
hygi
ene
cond
ition
s •
Hav
e a
basi
c kn
owle
dge
of h
owth
ese
dise
ases
are
tra
nsm
itted
and
whi
ch p
reve
ntiv
e m
easu
res
can
be t
aken
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Acc
ept
that
eve
rybo
dy c
an g
etsi
ck•
Are
aw
are
of t
he m
ost
prev
alen
tan
d se
rious
dis
ease
s in
the
irco
mm
unity
• A
re a
war
e of
dis
ease
s th
at a
rere
late
d to
poo
r w
ater
, san
itatio
nan
d hy
gien
e co
nditi
ons
• A
re w
illin
g to
tak
e pr
even
tive
mea
sure
s to
avo
id t
rans
mitt
ing
wat
er, s
anita
tion
and
hygi
ene-
rela
ted
dise
ases
• A
re w
illin
g to
thi
nk c
ritic
ally
abou
t w
ays
of t
rans
mis
sion
and
prev
entio
n•
Are
aw
are
that
soc
ial/
econ
omic
diff
eren
ces
may
hav
e an
impa
cton
the
pre
vale
nce
of w
ater
,sa
nita
tion
and
hygi
ene-
rela
ted
dise
ases
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
def
ine
dise
ase/
illne
ss•
Are
abl
e to
see
whe
n so
meo
nein
the
ir fa
mily
is s
ick
• A
re a
ble
to d
escr
ibe
two
dise
ases
mos
t pr
eval
ent
and
mos
t se
rious
in t
heir
com
mun
ity•
Are
abl
e to
men
tion
two
dise
ases
rel
ated
to
poor
wat
er,
sani
tatio
n an
d hy
gien
eco
nditi
ons
• A
re a
ble
to e
x-pl
ain
how
the
sedi
seas
es m
ay b
e tr
ansm
itted
• A
re a
ble
to e
xpla
in w
hich
prev
entiv
e m
easu
res
can
beta
ken
to p
reve
nt t
hetr
ansm
issi
on o
f di
seas
es•
Are
abl
e to
app
ly t
he m
ost
criti
cal h
ygie
nic
beha
viou
rs
Met
hods
6-9-
year
-old
s:•
Inve
ntor
y (o
n bl
ackb
oard
) of
wha
t di
seas
es c
hild
ren
know
,w
ith d
ivis
ion
into
dis
ease
sym
ptom
s an
d (lo
cal)
nam
es o
fdi
seas
es t
hat
the
child
ren
give
• D
iscu
ssio
n of
how
you
may
get
each
dis
ease
•
Cla
ss c
onve
rsat
ion:
Chi
ldre
n ca
nte
ll w
hat
happ
ened
whe
n th
eyw
ere
sick
, how
the
y fe
lt, e
tc.
Chi
ldre
n ca
n m
ake
soun
ds w
ithth
e st
orie
s: f
or e
xam
ple,
whe
nth
ey h
ave
a fe
ver
(in t
he s
tory
)al
l chi
ldre
n pu
t th
eir
hand
s on
thei
r fo
rehe
ads.
Whe
n th
ey a
rebe
tter
, all
child
ren
clap
the
irha
nds.
Inci
denc
e an
d tr
ansm
issi
on o
f di
seas
es i
n th
e lo
cal
envi
ronm
ent
89
Section 2
10-1
2-ye
ar-o
lds:
• H
ave
know
ledg
e ab
out
the
rela
tion
betw
een
wat
er,
sani
tatio
n an
d hy
gien
e-re
late
ddi
seas
es a
nd g
ende
r, ag
e an
dw
ealth
diff
eren
ces
• K
now
the
mos
t cr
itica
l wat
eran
d sa
nita
tion-
rela
ted
dise
ases
in t
heir
fam
ily/c
omm
unity
• K
now
the
fou
r ca
tego
ries
for
wat
er, s
anita
tion
and
hygi
ene-
rela
ted
dise
ases
• K
now
whi
ch d
isea
ses
are
rela
ted
to p
oor
wat
er, s
anita
tion
and
hygi
ene
cond
ition
s•
Kno
w t
he t
rans
mis
sion
rou
tes
ofth
e fo
ur m
ost
impo
rtan
t w
ater
and
sani
tatio
n-re
late
d di
seas
es•
Kno
w d
iffer
ent
exam
ples
of
dise
ases
in t
he f
our
cate
gorie
san
d ca
n ex
plai
n ho
w t
o pr
even
tth
em•
Kno
w t
he li
nks
betw
een
unhy
gien
ic b
ehav
iour
and
heal
th•
Kno
w t
hat
hygi
ene
attit
udes
and
prac
tices
are
rel
ated
to
envi
ronm
enta
l, so
cial
and
hygi
ene
cond
ition
s an
dco
nstr
aint
s –
for
exam
ple
in t
heris
ks o
f sk
in a
nd e
ye d
isea
ses
indr
y ar
eas
10-1
2-ye
ar-o
lds:
• A
re w
illin
g to
see
the
rel
atio
nbe
-tw
een
wat
er, s
anita
tion
and
hygi
ene-
rela
ted
dise
ases
and
gend
er, a
ge a
nd w
ealth
dif-
fere
nces
• A
re a
war
e of
the
tra
nsm
issi
onro
utes
of
wat
er a
nd s
anita
tion-
rela
ted
dise
ases
•
Find
it im
port
ant
to t
ake
actio
nsat
hom
e, a
t sc
hool
and
in t
heir
com
mun
ity t
o pr
even
t w
ater
and
sani
tatio
n-re
late
d di
seas
es•
Are
aw
are
of t
he li
nks
betw
een
unhy
gien
ic b
ehav
iour
and
heal
th•
Are
aw
are
of t
he li
nks
betw
een
hygi
ene
attit
udes
and
pra
ctic
esan
d en
viro
nmen
tal,
soci
al a
ndhy
gien
e co
nditi
ons
and
cons
trai
nts
10-1
2-ye
ar-o
lds:
• A
re a
ble
to s
ee a
nd e
xpla
in t
here
latio
n be
twee
n w
ater
,sa
nita
tion
and
hygi
ene-
rela
ted
dise
ases
and
gen
der,
age
and
wea
lth d
iffer
ence
s•
Are
abl
e to
men
tion
the
four
cate
gorie
s fo
r w
ater
, san
itatio
nan
d hy
gien
e-re
late
d di
seas
es•
Are
abl
e to
giv
e di
ffer
ent
exam
ples
of
dise
ases
in t
hese
four
cat
egor
ies
• A
re a
ble
to e
xpla
in w
hich
dise
ases
are
rel
ated
to
poor
wat
er, s
anita
tion
and
hygi
ene
cond
ition
s•
Are
abl
e to
des
crib
e th
etr
ansm
issi
on r
oute
s of
the
thr
eem
ost
impo
rtan
t w
ater
and
sani
tatio
n-re
late
d di
seas
es in
thei
r en
viro
nmen
t•
Are
abl
e to
tak
e th
e m
ost
criti
cal
actio
ns a
t ho
me
and
at s
choo
lto
pre
vent
the
mse
lves
and
othe
rs f
rom
the
mos
t co
mm
ondi
seas
es in
the
com
mun
ity•
Are
abl
e to
exp
lain
the
rel
atio
nsbe
twee
n be
havi
our
and
heal
th•
Are
abl
e to
exp
lain
how
hyg
iene
attit
udes
and
pra
ctic
es a
rere
late
d to
env
ironm
enta
l, so
cial
and
hygi
ene
cond
ition
s an
dco
nstr
aint
s
10–1
2-ye
ar-o
lds:
• Fo
cuse
d di
scus
sion
to
find
out
child
ren’
s pe
rcep
tion
of d
isea
ses
(wha
t is
bei
ng il
l; ho
w d
o yo
ufa
ll ill
; whi
ch p
eopl
e ar
e ill
mos
tof
ten
in t
heir
own
expe
rienc
e -
age,
sex
, wel
fare
)•
Qui
z on
kno
wle
dge:
Tea
cher
mak
es s
tate
men
ts o
n th
issu
bjec
t. If
the
chi
ldre
n ag
ree,
they
run
to
one
end
of t
he c
lass
,if
they
dis
agre
e th
ey r
un t
o th
eot
her
end.
For
eac
h tim
e th
eyan
swer
cor
rect
ly t
hey
get
one
poin
t. In
the
end
the
chi
ld w
ithth
e m
ost
poin
ts h
as w
on.
• D
iscu
ssio
n on
the
hyg
iene
attit
udes
, age
and
wea
lthdi
ffer
ence
s be
twee
n pe
ople
and
the
impa
ct o
f th
ese
diff
eren
ces
on t
heir
beha
viou
r•
Invi
tatio
n of
a n
urse
or
doct
orto
giv
e a
lect
ure
on t
he s
peci
alne
eds
of p
eopl
e w
ho a
re H
IVpo
sitiv
e w
ith r
egar
d to
the
prev
entio
n of
wat
er, s
anita
tion
and
hygi
ene-
rela
ted
dise
ases
90
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w w
hat
diar
rhoe
a is
(fre
quen
cy o
f lo
ose
stoo
l) •
Kno
w h
ow d
iarr
hoea
is t
rans
-m
itted
• K
now
whe
re o
ne is
at
risk
and
wha
t ea
ch a
ctor
- s
elf,
scho
olm
ates
, mot
hers
, fat
hers
,br
othe
rs a
nd s
iste
rs, t
each
ers
-m
ay d
o to
pre
vent
dia
rrho
eafr
om s
prea
ding
• K
now
tha
t al
l sto
ols
are
dang
erou
s, e
ven
thos
e of
babi
es a
nd in
fant
s •
Kno
w t
he s
erio
usne
ss o
fdi
arrh
oeas
(ef
fect
of
dehy
drat
ion)
• K
now
how
to
reco
gnis
e si
gns
ofde
hydr
atio
n an
d w
hat
may
be
done
• K
now
abo
ut O
RS/
ORT
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
aw
are
of t
he t
rans
mis
sion
rout
es o
f di
arrh
oea
• A
re a
war
e th
at a
ll st
ools
are
dang
erou
s•
Are
will
ing
to w
ash
hand
s ex
tra
care
fully
whe
n ha
ving
dia
rrho
eaor
whe
n a
fam
ily m
embe
r ha
sdi
arrh
oea
• A
re w
illin
g to
see
the
serio
usne
ss o
f di
arrh
oea
• A
re a
war
e of
the
dan
ger
ofde
hydr
atio
n•
Are
will
ing
to t
ake
actio
ns t
opr
even
t de
hydr
atio
n in
them
selv
es b
y dr
inki
ng r
egul
arly
and
in o
ther
s by
pro
vidi
ng t
hem
liqui
ds c
orre
ctly
• Fe
el r
espo
nsib
le t
o ta
ke a
ctio
nto
pre
vent
dia
rrho
ea f
or s
elf
and
othe
rs
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
def
ine
diar
rhoe
a•
Are
abl
e to
des
crib
e th
etr
ansm
issi
on r
oute
s of
dia
rrho
ea•
Are
abl
e to
avo
id c
onta
min
atio
nw
ith d
iarr
hoea
• A
re a
ble
to e
xpla
in t
o ot
hers
how
to
prev
ent
diar
rhoe
a •
Are
abl
e to
pre
vent
the
tran
smis
sion
of
diar
rhoe
a•
Are
abl
e to
exp
lain
why
all
stoo
ls a
re d
ange
rous
, eve
nba
bies
’ and
infa
nts’
• A
re a
ble
to e
xpla
in t
hese
rious
ness
of
diar
rhoe
a to
oth
ers
• A
re a
ble
to c
ompr
ehen
d th
eco
nseq
uenc
es o
f di
arrh
oea
• A
re a
ble
to r
ecog
nise
dehy
drat
ion
by s
elf
and
othe
rs•
Are
abl
e to
pre
vent
deh
ydra
tion
• A
re a
ble
to p
repa
re O
RTso
lutio
ns a
nd a
re a
ble
topr
epar
e al
tern
ativ
e so
lutio
ns if
ORT
is n
ot a
vaila
ble
• A
re a
ble
to e
xpla
in w
hen
and
how
to
give
ORT
-sol
utio
ns a
ndto
who
m a
nd w
hy
Met
hods
6-9-
year
-old
s:•
Sing
ing
song
s on
dia
rrho
ea: W
hat
is it,
how
is it
tran
smitt
ed a
ndho
w is
it p
reve
nted
• R
ole-
play
s: C
hild
ren
act
out
the
cons
eque
nces
of
diar
rhoe
a an
dde
hydr
atio
n an
d w
hat
can
bedo
ne a
bout
the
m. A
fter
the
play
the
chi
ldre
n ca
n di
scus
sw
hat
was
cor
rect
and
wha
tco
uld
be b
ette
r.•
Mak
ing
flash
car
ds p
rese
ntin
gth
e kn
owle
dge
gain
ed•
Dem
onst
ratio
n an
d pr
actic
e of
prep
arin
g O
RT, f
ollo
wed
by
ade
mon
stra
tion
on w
hen
and
how
it s
houl
d be
use
d
Dia
rrho
ea
91
Section 2
92
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w t
he im
port
ance
of
regu
lar
was
hing
and
bat
hing
to
prev
ent
eye
and
skin
dis
ease
s•
Kno
w h
ow t
o pr
even
t sk
in a
ndey
e pr
oble
ms
• K
now
how
to
iden
tify
the
star
tof
ski
n an
d ey
e pr
oble
ms
inth
emse
lves
and
the
ir fa
mily
mem
bers
• K
now
wha
t to
do
whe
n sk
inan
d ey
e di
seas
es s
tart
and
whe
n/w
here
to
seek
hel
p
Req
uire
d at
titu
de
6-9-
year
-old
s:•
App
reci
ate
the
actio
ns t
hat
can
be t
aken
to
prev
ent
skin
and
eye
prob
lem
s•
Are
will
ing
to t
ake
actio
ns t
opr
even
t an
d tr
eat
skin
and
eye
dise
ases
for
the
mse
lves
and
othe
rs•
Dis
like
it w
hen
they
are
not
abl
eto
tak
e pr
even
tive
mea
sure
san
d ar
e m
otiv
ated
to
chan
geth
is s
ituat
ion
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
tak
e pr
ecau
tions
to
prev
ent
skin
and
eye
pro
blem
s•
Are
abl
e to
rec
ogni
se s
kin
and
eye
prob
lem
s in
the
mse
lves
and
in o
ther
s•
Are
abl
e to
tak
e ac
tions
to
trea
tsk
in a
nd e
ye d
isea
ses
Met
hods
6-9-
year
-old
s:•
Face
was
hing
com
petit
ions
with
1 l.
wat
er w
ith c
hild
ren
(and
pare
nts)
• M
akin
g dr
awin
gs o
f ho
w t
opr
even
t sk
in a
nd e
ye p
robl
ems
• St
oryt
ellin
g: T
he t
each
er c
an t
ell
a st
ory
abou
t sk
in a
nd e
yedi
seas
es a
nd t
he c
onse
quen
ces
Skin
and
eye
dis
ease
s
93
Section 2
10-1
2-ye
ar-o
lds:
• K
now
how
and
why
reg
ular
was
hing
and
bat
hing
can
prev
ent
eye
and
skin
pro
blem
s•
Kno
w h
ow t
o pr
even
t sk
in a
ndey
e di
seas
es w
ithin
the
irho
useh
old
• K
now
the
soc
ial c
onse
quen
ces
of e
ye a
nd s
kin
dise
ases
and
the
impa
ct f
or w
omen
and
men
(75%
of
peop
le b
linde
d du
e to
trac
hom
a ar
e w
omen
) •
Kno
w t
hat
hygi
ene
attit
udes
and
prac
tices
are
rel
ated
to
envi
ronm
enta
l, so
cial
and
hygi
ene
cond
ition
s an
dco
nstr
aint
s –
for
exam
ple
in t
heris
ks o
f sk
in a
nd e
ye d
isea
ses
indr
y ar
eas
• K
now
wha
t to
do
whe
n sk
inan
d ey
e di
seas
es s
tart
and
whe
n/w
here
to
seek
hel
p
10-1
2-ye
ar-o
lds:
• A
ppre
ciat
e re
gula
r w
ashi
ng a
ndba
thin
g as
a m
eans
to
prev
ent
skin
and
eye
pro
blem
s•
Are
aw
are
of t
he s
ocia
lco
nseq
uenc
es o
f sk
in a
nd e
yedi
seas
es a
nd a
ccep
t th
at t
hey
shou
ld n
ot d
iscr
imin
ate
agai
nst
peop
le w
ho s
uffe
r fr
om t
hese
dise
ases
• R
ecog
nise
tha
t m
en a
ndw
omen
, boy
s an
d gi
rls m
ay b
eat
diff
eren
t ris
ks•
Are
aw
are
of t
he li
nks
betw
een
prac
tices
and
env
ironm
enta
l,so
cial
and
hyg
iene
con
ditio
nsan
d co
nstr
aint
s •
Are
will
ing
to a
ssis
t bl
ind
peop
lein
the
com
mun
ity
10-1
2-ye
ar-o
lds:
• A
re a
ble
to e
xpla
in h
ow a
ndw
hy r
egul
ar w
ashi
ng a
ndba
thin
g ca
n pr
even
t ey
e an
dsk
in p
robl
ems
• A
re a
ble
to t
ake
mea
sure
s to
prev
ent
skin
and
eye
dis
ease
sw
ithin
the
ir ho
mes
• A
re a
ble
to e
xpla
in t
he s
ocia
lco
nseq
uenc
es o
f sk
in a
nd e
yedi
seas
es t
o ot
hers
and
are
abl
eto
enc
oura
ge o
ther
s to
pre
vent
thes
e di
seas
es
• A
re a
ble
to h
elp
redu
ce t
he r
isk
of t
rans
mis
sion
at
hom
e•
Are
abl
e to
exp
lain
tha
t hy
gien
eat
titud
e an
d pr
actic
es a
rere
late
d to
env
ironm
enta
l, so
cial
and
hygi
ene
cond
ition
s an
dco
nstr
aint
s•
Are
abl
e to
exp
lain
why
ski
nan
d ey
e pr
oble
ms
are
mor
eco
mm
on in
dry
are
as
10-1
2-ye
ar-o
lds:
• A
naly
sing
was
hing
hab
its a
ndge
nder
and
cla
ss r
elat
ions
hips
(who
col
lect
s ho
w m
uch
wat
er;
who
hel
ps; p
ract
ices
and
attit
udes
tow
ards
use
and
was
tage
of
wat
er in
wat
er-
scar
ce e
nviro
nmen
ts; a
vaila
bilit
yan
d us
e of
soa
p an
d its
alte
rnat
ives
)•
Writ
ing
an e
ssay
on
why
ski
nan
d ey
e pr
oble
ms
are
mor
eco
mm
on in
dry
are
as•
With
in t
he s
choo
l the
tea
cher
mus
t m
ake
sure
tha
t th
ose
child
ren
with
ski
n an
d ey
edi
seas
es a
re n
ot d
iscr
imin
ated
agai
nst.
Whe
n di
scrim
inat
ion
occu
rs t
he t
each
ers
mus
tor
gani
se s
peci
al a
ctiv
ities
inth
eir
clas
s to
pay
att
entio
n to
the
issu
e.
94
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w w
hat
a lic
e or
wor
min
fest
atio
n is
• K
now
tw
o of
the
mos
t cr
itica
lw
orm
infe
stat
ions
(ho
okw
orm
,w
hipw
orm
, rou
ndw
orm
, gui
nea
wor
m, s
chis
toso
mia
sis,
etc
.) in
thei
r co
mm
unity
•
Kno
w w
hen
they
are
at
risk
and
how
the
y ge
t th
ese
dise
ases
• K
now
the
mos
t cr
itica
lpr
even
tion
mea
sure
s to
app
ly a
tsc
hool
, at
hom
e an
d in
the
com
mun
ity (
e.g.
saf
e di
spos
alof
sto
ols,
use
of
latr
ines
,ha
ndw
ashi
ng, w
earin
g sh
oes,
filte
ring
drin
king
wat
er, s
afe
prep
arat
ion
of f
ood,
not
ente
ring/
swim
min
g in
infe
cted
wat
er)
• K
now
wha
t to
do
whe
n in
fect
edan
d un
ders
tand
why
the
y ar
ebe
ing
trea
ted
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
aw
are
of t
he s
igns
of
the
mos
t cr
itica
l wor
m a
nd li
cein
fest
atio
ns•
Are
aw
are
of w
hat
they
nee
d to
do t
o av
oid
gett
ing
infe
cted
by
wor
ms
and
lice
• A
re w
illin
g to
tak
e ac
tions
to
prev
ent
wor
m in
fest
atio
n, s
uch
as t
he u
se o
f la
trin
es, w
earin
gsh
oes,
avo
idin
g ea
ting
raw
mea
t, w
ashi
ng v
eget
able
s an
dfr
uits
bef
ore
eatin
g, a
ndav
oidi
ng s
wim
min
g in
infe
cted
wat
er•
Are
will
ing
to d
ispo
se o
f st
ools
at h
ome
and
at s
choo
l saf
ely,
e.g.
by
usin
g la
trin
es•
Are
will
ing
to h
elp
thei
r lit
tlebr
othe
rs a
nd s
iste
rs t
o av
oid
infe
ctio
n•
Are
will
ing
to t
ake
trea
tmen
t
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
indi
cate
whe
n th
eyha
ve a
wor
m o
r a
lice
infe
stat
ion
• A
re a
ble
to e
xpla
in h
ow w
orm
san
d lic
e ar
e tr
ansm
itted
• A
re a
ble
to c
ompr
ehen
d th
atw
orm
s an
d lic
e ar
e ha
rmfu
l•
Are
abl
e to
tak
e th
e m
ost
criti
cal
actio
ns t
o pr
even
t in
fect
ion
and
tran
smis
sion
of
wor
ms
and
lice
• A
re a
ble
to d
ispo
se o
f th
eir
stoo
ls s
afel
y, t
o w
ash
thei
rha
nds
corr
ectly
at
criti
cal t
imes
and
alw
ays
to d
rink
safe
wat
er
• A
re a
ble
to h
elp
thei
r si
blin
gs t
opr
even
t in
fest
atio
ns
• A
re a
ble
to s
eek
trea
tmen
t
Met
hods
6-9-
year
-old
s:•
Dra
win
gs: C
lass
is d
ivid
ed in
tofo
ur g
roup
s. T
he f
irst
grou
psdr
aws
the
sym
ptom
s of
a w
orm
or li
ce in
fest
atio
n, t
he s
econ
dgr
oup
draw
s ho
w w
orm
s an
dlic
e ar
e tr
ansm
itted
, the
thi
rdgr
oup
draw
s ho
w t
o pr
even
ttr
ansm
issi
on a
nd t
he f
ourt
hgr
oup
draw
s ho
w a
nd w
here
to
seek
tre
atm
ent
• C
ompe
titio
n:A
ll th
e ch
ildre
n si
tin
a c
ircle
. The
tea
cher
mak
esst
atem
ents
abo
ut e
.g.
schi
stos
omia
sis. I
f the
chi
ldre
nag
ree
with
the
stat
emen
t the
yra
ise th
eir h
and.
If th
e an
swer
isw
rong
, the
y ha
ve to
leav
e th
eci
rcle
. The
chi
ldre
n w
ho a
re s
till i
nth
e ci
rcle
at t
he e
nd h
ave
won
.•
Dem
onst
ratio
n of
how
to
prev
ent
tran
smiss
ion:
e.g
. how
to
use
afil
ter
to p
reve
nt g
uine
a w
orm
,ho
w t
o w
ash
hand
s co
rrec
tly,
how
to
use
a la
trin
e co
rrec
tly•
Scho
ol-g
uide
d su
ppor
t gr
oups
for
infe
cted
peo
ple
Wor
m a
nd l
ice
infe
stat
ions
95
Section 2
10-1
2-ye
ar-o
lds:
• U
nder
stan
d th
e tr
ansm
issi
onro
utes
and
pre
vent
ion
mea
sure
sof
the
mos
t cr
itica
l hel
min
thin
fest
atio
ns in
the
ir co
mm
unity
and
the
seas
onal
pat
tern
• K
now
whe
n th
ey o
r th
eir
smal
ler
brot
hers
or
sist
ers
have
a lic
e or
a w
orm
infe
stat
ion
–an
d kn
ow t
hat
they
will
nee
d to
seek
tre
atm
ent
• K
now
how
to
prev
ent
them
selv
es a
nd t
heir
fam
ilym
embe
rs f
rom
get
ting
orsp
read
ing
the
dise
ases
•
Kno
w t
hat
a w
orm
infe
stat
ion
will
hav
e a
nega
tive
impa
ct o
nth
eir
heal
th a
nd t
hat
trea
tmen
tis
eas
y•
Und
erst
and
that
infe
cted
peo
ple
may
nee
d in
form
atio
n an
dsu
ppor
t to
pre
vent
fur
ther
tran
smis
sion
of
the
dise
ases
10-1
2-ye
ar-o
lds:
• A
re a
war
e of
the
sym
ptom
s of
wor
m a
nd li
ce in
fest
atio
ns
• A
re w
illin
g to
pra
ctis
e go
odhy
gien
e to
pre
-ven
t in
fest
atio
n•
Are
will
ing
and
mot
ivat
ed t
ota
ke a
ctio
ns t
o pr
even
ttr
ansm
issi
on a
t sc
hool
, at
hom
ean
d in
the
wid
er c
omm
unity
•
Are
will
ing
to s
eek
trea
tmen
t fo
rth
emse
lves
and
oth
ers
• A
ccep
t th
at a
nyon
e m
ay g
etw
orm
or
lice
infe
stat
ions
and
that
sup
port
may
be
requ
ired
tost
op t
rans
mis
sion
•
Rec
ogni
se t
hat
boys
and
girl
sm
ay b
e at
diff
eren
t ris
ks, e
.g.
girls
mor
e of
ten
infe
cted
with
guin
ea w
orm
or
schi
stos
omia
sis
if fe
tchi
ng w
ater
, boy
s m
ore
ofte
n in
fect
ed w
ithsc
hist
osom
iasi
s if
assi
stin
g w
ithfis
hing
, etc
.
10-1
2-ye
ar-o
lds:
• A
re a
ble
to e
xam
ine
them
selv
esan
d re
cogn
ise
a lic
e or
wor
min
fest
atio
n in
the
mse
lves
or
youn
ger
brot
hers
or
sist
ers
• A
re a
ble
to id
entif
y th
e m
ost
criti
cal s
ourc
es o
f w
orm
and
lice
infe
stat
ions
at
scho
ol, a
t ho
me
and
in t
he c
omm
unity
and
know
wha
t ca
n be
don
e to
stop
/red
uce
infe
stat
ion
and
tran
smis
sion
• A
re a
ble
to b
e as
sert
ive
and
seek
tre
atm
ent
for
them
selv
esan
d ot
hers
• A
re a
ble
to p
reve
nt in
fest
atio
nsof
the
mse
lves
and
oth
ers
• A
re a
ble
to p
rovi
de in
form
atio
nan
d su
ppor
t to
fam
ily a
ndco
mm
unity
mem
bers
in a
resp
ectf
ul a
nd h
elpf
ul w
ay•
Are
abl
e to
res
ist
peer
pre
ssur
ee.
g. w
hen
invi
ted
for
swim
min
gon
a h
ot d
ay
10-1
2-ye
ar-o
lds:
• R
ole-
play
s:C
hild
ren
act
out
wha
t to
do
whe
n yo
u ha
ve a
wor
m o
r lic
ein
fect
ion
(par
ents
and
com
mun
ity m
em-b
ers
can
bein
vite
d fo
r th
is p
lay)
• W
ritin
g an
ess
ay o
n ho
w t
hedi
seas
es a
re t
rans
-mitt
ed•
Gro
up d
iscu
ssio
n: w
hy a
re b
oys
and
girls
at
diff
eren
t ris
ks?
• C
ompl
etin
g un
finis
hed
stor
ies
• M
appi
ng o
f po
tent
ial s
ourc
es•
Perf
orm
ance
and
rol
e-pl
ay f
orpa
rent
s an
d co
mm
unity
mem
bers
• D
emon
stra
tion
and
prac
tice,
e.g.
on
how
to
build
a f
ilter
to
‘rem
ove’
the
gui
nea
wor
m a
ndho
w t
o op
erat
e an
d m
aint
ain
it•
Dev
elop
ing
a pl
an f
or a
cam
paig
n to
pre
vent
lice
or
wor
m in
fest
atio
n in
sch
ool
• If
pos
sibl
e, v
isiti
ng a
loca
l clin
icw
here
the
nur
se o
r do
ctor
expl
ains
abo
ut li
ce/w
orm
infe
stat
ions
and
will
sho
w t
helic
e an
d w
orm
s•
Envi
ronm
enta
l wal
k
96
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w t
he s
peci
fic d
isea
ses
rela
ted
to w
ater
pol
lutio
n, e
.g.
due
to a
rsen
ic o
r flu
orid
e in
thei
r co
mm
unity
•
Kno
w w
hen
they
are
at
risk
and
how
the
y ge
t th
ese
dise
ases
• K
now
the
pol
lute
d w
ater
sour
ces
and
alte
rnat
ives
in t
heir
com
mun
ity•
Kno
w w
hat
to d
o w
hen
they
or
thei
r fa
mily
mem
bers
are
affe
cted
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
mot
ivat
ed t
o av
oid
cons
umpt
ion
of p
ollu
ted
wat
er•
Are
will
ing
to t
ake
actio
ns t
ose
ek t
reat
men
t•
Are
will
ing
to in
vest
ext
ra e
ffor
tsto
con
sum
e on
ly s
afe
wat
er
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
exp
lain
whi
ch w
ater
sour
ces
are
pollu
ted/
risky
• A
re a
ble
to r
esis
t th
e te
mpt
atio
nto
drin
k po
llute
d w
ater
, eve
nw
hen
very
thi
rsty
•
Are
abl
e to
iden
tify
prop
erso
urce
s fo
r w
ater
sup
ply
• A
re a
ble
to a
pply
sim
ple
purif
icat
ion
tech
niqu
es if
avai
labl
e
Met
hods
6-9-
year
-old
s:•
Com
petit
ion:
All
the
child
ren
are
sitt
ing
in a
circ
le. T
he t
each
er m
akes
stat
emen
ts a
bout
the
dis
ease
. If
the
child
ren
agre
e w
ith t
hest
atem
ent
they
rai
se t
heir
hand
.If
the
ans
wer
is w
rong
, the
yha
ve t
o le
ave
the
circ
le. T
hech
ildre
n w
ho a
re s
till i
n th
eci
rcle
at
the
end
have
won
.•
Map
ping
of
pollu
ted
wat
erso
urce
s an
d al
tern
ativ
es•
Dem
onst
ratio
n on
how
to
use
filte
r te
chni
ques
• Sc
hool
-gui
ded
supp
ort
grou
psfo
r in
fect
ed p
eopl
e
Are
a sp
ecif
ic d
isea
ses
due
to p
ollu
tion
of
wat
er s
ourc
es (
e.g.
ars
enic
and
flu
orid
e)
97
Section 2
10-1
2-ye
ar-o
lds:
• K
now
the
inci
denc
e an
d im
pact
of t
he d
isea
ses
and
whe
n th
eyar
e at
ris
k •
Kno
w h
ow t
he t
rans
mis
sion
islin
ked
with
diff
eren
t w
ater
sour
ces
• K
now
the
mos
t cr
itica
lpr
even
tion
mea
sure
s to
app
ly a
tsc
hool
, at
hom
e an
d in
the
com
mun
ity•
Kno
w w
hat
to d
o w
hen
they
or
fam
ily m
embe
rs a
re a
ffec
ted
10-1
2-ye
ar-o
lds:
• A
re a
war
e of
the
tra
nsm
issi
onro
utes
and
the
act
ual r
isks
• A
re w
illin
g to
inve
st e
ffor
ts t
oav
oid
the
cons
umpt
ion
ofpo
llute
d w
ater
• A
re in
tere
sted
to
lear
n ab
out
purif
icat
ion
tech
niqu
es•
Are
inte
rest
ed t
o co
ntrib
ute
tocr
eatin
g aw
aren
ess
abou
t th
eris
ks o
f co
nsum
ing
pollu
ted
wat
er a
nd a
ltern
ativ
e so
urce
sw
ithin
the
com
mun
ity•
Are
will
ing
to h
elp
peop
le in
the
com
mun
ity t
o fe
tch
wat
er if
nece
ssar
y
10-1
2-ye
ar-o
lds:
• A
re a
ble
to d
escr
ibe
the
tran
smis
sion
rou
tes
and
impa
ctof
the
pol
lutio
n•
Are
abl
e to
con
sum
e w
ater
fro
mal
tern
ativ
e so
urce
s at
hom
e an
dat
sch
ool
• A
re a
ble
to o
pera
te a
ndm
aint
ain
sim
ple
purif
icat
ion
tech
nolo
gies
at
hom
e an
d at
scho
ol if
ava
ilabl
e •
Are
abl
e to
com
mun
icat
eef
fect
ivel
y w
ith f
amily
and
com
mun
ity t
o pr
ovid
ein
form
atio
n ab
out
pollu
ted
wat
er s
ourc
es a
nd a
ltern
ativ
es
10-1
2-ye
ar-o
lds:
• W
ritin
g an
ess
ay o
n ho
w t
hepo
llutio
n oc
curs
and
the
impa
cton
the
ir liv
es
• G
roup
dis
cuss
ion:
Wha
tal
tern
ativ
es a
re a
vaila
ble,
wha
tre
sour
ces
are
requ
ired
to a
void
the
cons
umpt
ion
of p
ollu
ted
wat
er a
nd w
heth
er a
llco
mm
unity
mem
bers
will
be
able
to
appl
y al
tern
ativ
es•
Com
plet
ing
unfin
ishe
d st
orie
s•
Map
ping
of
pote
ntia
l pol
lute
dan
d sa
fe s
ourc
es•
Perf
orm
ance
and
rol
e-pl
ay f
orpa
rent
s an
d co
mm
unity
mem
bers
• D
emon
stra
tion
and
prac
tice
ofho
w t
o ap
ply
sim
ple
purif
icat
ion
tech
niqu
es a
nd h
ow t
o op
erat
ean
d m
aint
ain
them
98
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w w
hat
mal
aria
is a
nd h
owit
is t
rans
mitt
ed•
Kno
w s
ever
al a
ctio
ns o
ne c
anta
ke t
o pr
even
t m
alar
ia•
Kno
w t
hey
need
to
slee
p un
der
a be
d ne
t •
Kno
w t
he s
ympt
oms
of m
alar
ia•
Kno
w t
hat
they
hav
e to
ask
for
trea
tmen
t•
Kno
w h
ow t
o de
tect
mos
quito
bree
ding
gro
unds
and
wha
t to
do
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
aw
are
of t
he t
rans
mis
sion
rout
e of
m
alar
ia
• A
re w
illin
g to
tak
e ac
tions
to
prev
ent
mal
aria
• A
re a
war
e of
the
sig
ns o
fm
alar
ia•
Are
will
ing
to s
eek
trea
tmen
t•
Are
will
ing
to h
elp
thei
r si
blin
gssl
eep
unde
r be
d ne
ts
Req
uire
d sk
ills
6-9-
year
-old
s:
• A
re a
ble
to d
efin
e m
alar
ia•
Are
abl
e to
des
crib
e ho
wm
alar
ia is
tra
nsm
itted
• A
re a
ble
to t
ake
actio
ns t
opr
even
t m
alar
ia•
Are
abl
e to
see
k tr
eatm
ent
Met
hods
6-9-
year
-old
s:•
Que
stio
n an
d an
swer
stu
dies
•
Sing
ing
song
s on
wha
t m
alar
iais
, how
it is
tra
nsm
itted
and
how
it c
an b
e pr
even
ted,
etc
.
Mal
aria
99
10-1
2-ye
ar-o
lds:
• K
now
the
diff
eren
t so
urce
s of
tran
smis
sion
in t
he h
ouse
hold
,sc
hool
env
ironm
ent
and
com
mun
ity•
Kno
w w
hat
diff
eren
t m
easu
res
can
be t
aken
at
the
pers
onal
,be
havi
oura
l and
env
ironm
enta
lhy
gien
e le
vel i
n or
der
topr
even
t its
tra
nsm
issi
on•
Kno
w t
he a
ppro
xim
ate
cost
of
diff
eren
t pr
even
tive
mea
sure
s•
Kno
w t
hat
not
all c
omm
unity
mem
bers
will
be
able
to
affo
rdth
e m
ater
ials
to
prev
ent
mal
aria
(suc
h as
mos
quito
net
s) a
ndkn
ow t
hat
the
cost
mig
ht h
ave
to b
e su
bsid
ised
for
som
e
10-1
2-ye
ar-o
lds:
• A
re a
war
e of
the
diff
eren
tso
urce
s of
tra
nsm
issi
on o
fm
alar
ia in
the
hou
seho
ld, s
choo
len
viro
nmen
t an
d th
eco
mm
unity
• A
re w
illin
g to
tak
e m
easu
res
atpe
rson
al, b
ehav
iour
al a
nden
viro
nmen
tal h
ygie
ne le
vel i
nor
der
to p
reve
nt it
s tr
ansm
issi
on•
App
reci
ate
that
the
re is
a c
ost
invo
lved
in t
akin
g pr
even
tive
mea
sure
s•
Are
aw
are
that
due
to
soci
al a
ndec
onom
ic d
iffer
ence
s no
tev
eryo
ne is
in t
he p
ositi
on t
oaf
ford
mat
eria
ls n
eede
d to
prev
ent
infe
ctio
n w
ith m
alar
ia
• A
re o
f th
e op
inio
n th
at in
prin
cipl
e al
l sho
uld
have
acc
ess
to t
hese
mat
eria
ls
• A
ccep
t th
e id
ea t
hat
som
eco
mm
unity
mem
bers
can
get
the
mat
eria
ls f
or a
low
er c
ost
than
oth
ers
10-1
2-ye
ar-o
lds:
• A
re a
ble
to e
xpla
in w
hich
sour
ces
can
caus
e th
etr
ansm
issi
on o
f m
alar
ia in
the
hous
ehol
d, s
choo
l env
ironm
ent
and
com
mun
ity
• A
re a
ble
to t
ake
mea
sure
s at
pers
onal
, beh
avio
ural
and
envi
ronm
enta
l lev
el t
o pr
even
tth
e tr
ansm
issi
on o
f m
alar
ia•
Are
abl
e to
und
erst
and
that
due
to s
ocia
l and
eco
nom
icdi
ffer
ence
s no
t ev
eryo
ne is
inth
e po
sitio
n to
aff
ord
mat
eria
lsne
eded
to
prev
ent
infe
ctio
nw
ith m
alar
ia
• C
an a
rgue
and
def
end
that
som
e co
mm
unity
mem
bers
shou
ld b
e ab
le t
o ge
t th
em
ater
ials
for
a lo
wer
cos
t th
anot
hers
, bec
ause
of
the
soci
alan
d ec
onom
ic d
iffer
ence
s th
atex
ist
in t
he c
omm
unity
10-1
2-ye
ar-o
lds:
• R
ole-
play
abo
ut m
alar
ia, t
ellin
gth
e st
ory
from
infe
ctio
n to
trea
tmen
t an
d a
cam
paig
n to
get
rid o
f m
osqu
itoes
• A
naly
sing
how
man
y pe
ople
incl
ass
have
had
mal
aria
, how
man
y pa
rent
s, b
roth
ers,
sis
ters
,et
c. a
nd m
akin
g a
diag
ram
of
this
info
rmat
ion
• Po
ster
: The
chi
ldre
n fir
stde
velo
p a
mes
sage
for
aca
mpa
ign
agai
nst
mal
aria
. Onc
ea
mes
sage
has
bee
n de
velo
ped
each
chi
ld m
akes
a p
oste
r. Th
epo
ster
s ca
n be
dis
play
ed in
scho
ol o
r co
mm
unity
• In
vest
igat
ion
of t
he c
ost
ofm
ater
ials
nee
ded
to p
reve
ntm
alar
ia a
nd w
here
the
mat
eria
lsca
n be
pur
chas
ed. O
nce
the
inve
stig
atio
n is
com
plet
ed,
child
ren
can
pres
ent
thei
rre
sults
. Thi
s co
uld
be f
ollo
wed
by a
dis
cuss
ion
on w
ho c
ould
affo
rd t
o bu
y m
ater
ials
and
who
coul
d no
t an
d w
hat
coul
d be
done
to
help
tho
se w
ho f
ace
prob
lem
s.
Section 2
100
101
Section 2
Theme: Water, sanitation and hygiene facilities
This theme deals with different aspects related to the facilities for water, sanitation andhygiene within schools, households and the community. Topics to address include theproper construction, maintenance, management, use and monitoring of upkeep and useof provisions for water supply, excreta disposal, refuse disposal, handwashing, and waterstorage facilities as well as provision for the washing and drying of cooking and eatingutensils and provision for kitchen and food hygiene in the schools. It also covers theparticipation of the staff, boy and girl students, and mothers and fathers in the design,planning, construction and technical training for maintenance of the school facilities. Aspart of this category, the programme may also introduce staff, students, and parents tofacilities that are more suitable for home conditions and include technical training for theconstruction of basic facilities. The theme can be subdivided as follows:• Basic knowledge about environmental hygiene at home, in school and in the
community• Defecation practices at home, in school and in the community• Operation and maintenance of household and school facilities• Technical and managerial aspects of facilities at home and in school
102
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w t
hat
it is
impo
rtan
t fo
rpe
ople
’s he
alth
to
have
goo
den
viro
nmen
tal h
ygie
ne a
tho
me,
in t
he s
choo
l and
in t
heco
mm
unity
• K
now
tw
o of
the
mos
tim
port
ant
effe
cts
on p
eopl
e’s
heal
th o
f po
or e
nviro
nmen
tal
hygi
ene
in t
heir
hous
ehol
d,sc
hool
• K
now
the
mos
t cr
itica
l pro
blem
sco
ntrib
utin
g to
poo
ren
viro
nmen
tal h
ygie
ne a
tho
me,
in s
choo
l or
in t
heco
mm
unity
• K
now
the
thr
ee m
ost
impo
rtan
tac
tions
tha
t ca
n be
tak
en t
ocl
ean
the
hous
ehol
d an
d th
esc
hool
and
kee
p th
em c
lean
(saf
e w
aste
dis
posa
l, sa
fedi
spos
al o
f ex
cret
a -
use
ofla
trin
es, a
nd t
he u
se o
f sa
few
ater
sou
rces
)
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
aw
are
of t
he im
port
ance
for
peop
le’s
heal
th o
f go
oden
viro
nmen
tal h
ygie
ne a
tho
me,
in s
choo
l and
in t
heco
mm
unity
• A
re a
war
e of
the
eff
ects
on
peop
le’s
heal
th o
f po
oren
viro
nmen
tal h
ygie
ne in
hous
ehol
ds, s
choo
ls a
ndco
mm
uniti
es•
Are
will
ing
to a
void
beh
avio
urth
at c
an c
ontr
ibut
e to
poo
rhy
gien
e at
hom
e, in
sch
ool a
ndin
the
com
mun
ity a
re m
otiv
ated
to t
ake
actio
ns t
o cl
ean
thei
rho
useh
old
and
scho
ol
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
link
goo
den
viro
nmen
tal h
ygie
ne a
tho
me,
in t
he s
choo
l and
in t
heco
mm
unity
with
goo
d he
alth
• A
re a
ble
to e
xpla
in t
wo
of t
hem
ost
impo
rtan
t ef
fect
s on
the
irhe
alth
of
poor
env
ironm
enta
lhy
gien
e in
the
ir ho
useh
old,
scho
ol a
nd c
omm
unity
• A
re a
ble
to e
xpla
in t
hree
beha
viou
rs o
r fa
ctor
s th
at c
anco
ntrib
ute
to p
oor
hygi
ene
atho
me,
in s
choo
l •
Are
abl
e to
tak
e ac
tions
to
clea
nth
e ho
useh
old
and
scho
olsu
rrou
ndin
gs
Met
hods
6-9-
year
-old
s:•
Con
sequ
ence
s qu
iz: I
f yo
u do
this
, tha
t w
ill h
appe
n. T
hete
ache
r gi
ves
a be
havi
our
and
the
child
ren
have
to
writ
e do
wn
wha
t w
ill h
appe
n as
aco
nseq
uenc
e of
thi
s be
havi
our.
• Sc
hedu
le: E
ach
child
has
to
help
the
teac
hers
onc
e a
wee
k w
ithcl
eani
ng t
he s
choo
l sur
roun
ding
s•
Telli
ng a
sto
ry t
hat
incl
udes
the
impo
rtan
ce o
f go
oden
viro
nmen
tal h
ygie
ne a
tsc
hool
, at
hom
e an
d in
the
com
mun
ity s
uch
as t
he b
ookl
et‘M
eena
, thr
ee w
ishe
s. T
owar
dsa
Safe
Env
ironm
ent’
dev
elop
edby
UN
ICEF
Ban
glad
esh
1996
or
‘App
rend
amos
tod
os ju
nto.
Gui
a de
Hig
iene
’, pa
rt o
f a
pack
age
deve
lope
d by
Pla
nIn
tern
atio
nal,
Cat
holic
Rel
ief
Serv
ices
(C
RS)
and
Car
itas
LaPa
z, in
Bol
ivia
.
Bas
ic k
now
ledg
e ab
out
envi
ronm
enta
l hy
gien
e at
hom
e, i
n sc
hool
and
in
the
com
mun
ity
103
Section 2
10-1
2-ye
ar-o
lds:
• K
now
how
to
iden
tify
and
dist
ingu
ish
betw
een
the
mos
tcr
itica
l fac
tors
jeop
ardi
sing
hygi
ene
cond
ition
s at
hom
e, in
the
scho
ol a
nd in
the
com
mun
ity•
Kno
w f
ive
criti
cal a
ctio
nsco
ntrib
utin
g to
impr
oved
hous
ehol
d, s
choo
l and
com
mun
ity h
ygie
ne•
Kno
w t
hree
act
ions
tha
t ca
n be
take
n to
cle
an t
he h
ome,
sch
ool
and
com
mun
ity e
nviro
nmen
t •
Kno
w d
iffer
ent
heal
th a
nd s
ocia
lre
ason
s w
hy it
is im
port
ant
toke
ep a
hyg
ieni
c en
viro
nmen
t at
hom
e, a
t sc
hool
and
in t
heco
mm
unity
• K
now
how
to
defin
e sa
nita
tion
in t
heir
com
mun
ity•
Kno
w h
ow d
iffer
ent
cont
amin
atio
ns a
ffec
t th
e w
ater
supp
ly s
yste
ms
in t
heir
villa
ge/t
own
• K
now
how
to
prev
ent
cont
amin
atio
n of
the
wat
ersu
pply
sys
tem
in t
heir
villa
ge/t
own
10-1
2-ye
ar-o
lds:
• A
re a
war
e th
at c
erta
inbe
havi
our
can
cont
ribut
e to
poor
hou
seho
ld, s
choo
l and
com
mun
ity h
ygie
ne•
Are
aw
are
of t
he im
port
ance
of
a hy
gien
ic e
nviro
nmen
t at
hom
e, s
choo
l and
in t
heco
mm
unity
• A
re w
illin
g to
tak
e ac
tions
to
clea
n th
e ho
me,
sch
ool a
ndco
mm
unity
sur
roun
ding
s•
Are
aw
are
of t
he im
pact
of
faec
al p
ollu
tion
and
the
risks
of
cont
amin
ated
wat
er f
orev
eryb
ody’
s he
alth
• A
re a
war
e of
the
aff
ects
of
cont
amin
ated
wat
er t
o th
ew
ater
sup
ply
syst
ems
in t
heir
villa
ge/t
own
• A
re w
illin
g to
pre
vent
cont
amin
atio
n of
the
wat
ersu
pply
sys
tem
in t
heir
villa
ge/t
own
10-1
2-ye
ar-o
lds:
• A
re a
ble
to e
xpla
in w
hich
beha
viou
rs c
an c
ontr
ibut
e to
poor
hou
seho
ld, s
choo
l and
com
mun
ity h
ygie
ne a
nd w
hy•
Are
abl
e to
tak
e cr
itica
l act
ions
to c
lean
the
hou
seho
ld, s
choo
lan
d co
mm
unity
sur
roun
ding
s•
Are
abl
e to
exp
lain
the
ris
ks o
fan
unh
ygie
nic
envi
ronm
ent
atsc
hool
, hom
e an
d in
the
com
mun
ity a
nd a
re a
ble
to t
ake
actio
n fo
r pr
even
tion
• A
re a
ble
to in
volv
e ot
hers
incl
eani
ng t
heir
hous
ehol
d, s
choo
lan
d co
mm
unity
env
ironm
ent
• A
re a
ble
to d
istin
guis
h be
twee
nth
e im
pact
of
diff
eren
tpr
even
tive
mea
sure
s
10-1
2-ye
ar-o
lds:
• G
roup
dis
cuss
ion
abou
t th
ere
latio
n be
twee
n be
havi
our
and
poor
hyg
iene
• G
ame:
One
chi
ld g
ives
an
exam
ple
of p
oor
hous
ehol
d or
scho
ol h
ygie
ne. T
he c
hild
choo
ses
anot
her
child
who
has
to e
xpla
in t
he r
isks
of
this
beha
viou
r. Th
is c
hild
cho
oses
anot
her
child
who
has
to
expl
ain
how
to
prev
ent
this
beha
viou
r, et
c.•
Som
e id
eas
for
extr
a cu
rric
ula
activ
ities
:•
Org
anis
e a
com
petit
ion
in t
hesc
hool
– w
hich
cla
ss h
as t
hecl
eane
st c
lass
room
• O
rgan
ise
a ca
mpa
ign
to c
lean
the
scho
ol o
r co
mm
unity
•
Part
icip
atio
n of
the
chi
ldre
n in
activ
ities
of
a sc
hool
hea
lthcl
ub, s
uch
as o
utre
ach
to t
heco
mm
unity
• D
evel
opm
ent
of m
essa
ges
rela
ted
to s
choo
l hyg
iene
on
piec
es o
f pa
per
that
can
be
hung
in t
he s
choo
lyar
d an
d cl
asse
s
104
Req
uire
d kn
owle
dge
6-9-
year
-old
s:
• K
now
tha
t op
en d
efec
atio
n ca
nco
ntam
inat
e th
e en
viro
nmen
tan
d th
e w
ater
sou
rces
• K
now
tha
t w
ater
can
get
cont
amin
ated
whe
n ur
inat
ing
inth
e w
ater
• K
now
whe
re t
o fin
d la
trin
es a
ndsa
fe p
lace
s to
rel
ieve
one
self
• K
now
how
to
use
the
scho
olla
trin
es p
rope
rly a
nd t
o w
ash
hand
s af
ter
latr
ine
use
• K
now
tha
t th
ere
are
heal
th r
isks
rela
ted
to t
he u
se o
f di
rty/
badl
ym
aint
aine
d or
cle
aned
latr
ines
• K
now
how
to
wip
e th
eir
bott
oms
and
thos
e of
the
ir sib
lings
corr
ectly
aft
er u
sing
the
latr
ine
• K
now
tha
t it
is im
port
ant
tow
ash
your
han
ds a
fter
latr
ine
use
in o
rder
to
prev
ent
tran
smis
sion
of
dise
ases
• K
now
sev
eral
way
s of
cle
anin
gha
nds
(soa
p, a
sh, l
eave
s, e
tc.)
• K
now
wha
t m
ater
ials
to
use
tocl
ean
ones
elf,
whe
re to
find
them
and
whe
re to
disp
ose
of th
em
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
aw
are
of t
he c
onta
min
atio
nris
ks o
f op
en d
e-fe
catio
n fo
r th
een
viro
nmen
t an
d w
ater
sou
rces
•
Are
will
ing
to a
void
urin
atin
g in
the
wat
er t
o pr
even
tco
ntam
inat
ion
• A
re a
war
e of
the
impo
rtan
ce o
fus
ing
the
latr
ine
prop
erly
• A
re a
war
e of
the
dan
gers
of
not
usin
g th
e la
trin
e co
rrec
tly•
Are
mot
ivat
ed t
o us
e th
e sc
hool
latr
ines
in t
he c
orre
ct w
ay•
Dis
like
it w
hen
the
latr
ine
is n
otpr
oper
ly u
sed
and
are
will
ing
tell
othe
rs w
hen
they
hav
e do
ne s
o•
Are
will
ing
to e
ncou
rage
oth
ers
to u
se t
he la
trin
e co
rrec
tly•
Are
aw
are
of t
he h
ealth
ris
ksre
late
d to
the
use
of
dirt
y/ba
dly
mai
ntai
ned
or c
lean
ed la
trin
es•
Find
it im
port
to
was
h th
eir
hand
s af
ter
latr
ine
use
• A
re a
war
e of
the
diff
eren
t w
ays
to c
lean
han
ds•
Are
mot
ivat
ed t
o di
spos
e of
clea
nsin
g m
ater
ials
cor
rect
ly
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
exp
lain
how
ope
nde
feca
tion
can
cont
amin
ate
the
envi
ronm
ent
and
wat
er s
ourc
es•
Are
abl
e to
cho
ose
plac
es t
hat
prev
ent
the
cont
amin
atio
n of
wat
er s
ourc
es•
Are
abl
e to
exp
lain
the
ris
ks o
fop
en d
efec
atio
n in
the
envi
ronm
ent
at h
ome,
sch
ool
and
in t
he c
omm
unity
• A
re a
ble
to u
se t
he s
choo
lla
trin
es p
rope
rly•
Are
abl
e to
exp
lain
wha
t he
alth
risks
are
rel
ated
to
the
use
ofba
dly
mai
ntai
ned
or c
lean
edla
trin
es a
nd w
hy•
Are
abl
e to
com
mun
icat
e to
othe
rs a
bout
pro
per
latr
ine
use
• A
re a
ble
to w
ash
thei
r ha
nds
prop
erly
aft
er u
sing
the
latr
ine
• A
re a
ble
to c
lean
the
mse
lves
prop
erly
aft
er t
he u
se o
f la
trin
es•
Are
abl
e to
dem
onst
rate
sev
eral
way
s of
cor
rect
han
d cl
eani
ng•
Are
abl
e to
exp
lain
why
peo
ple
shou
ld w
ash
thei
r ha
nds
afte
rus
ing
the
latr
ine
Met
hods
6-9-
year
-old
s:•
Mak
ing
a st
ory
on t
he r
isks
of
open
def
ecat
ion
and
how
thi
sca
n co
ntam
inat
e th
e w
ater
, etc
.an
d ha
ving
chi
ldre
n dr
aw t
his
inpi
ctur
es t
hat
lead
to
a pi
ctur
est
ory
• Th
ree
pile
sor
ting
on d
efec
atio
nan
d ur
inat
ion.
Div
ide
the
clas
sin
sm
alle
r gr
oups
, and
giv
e ea
chgr
oup
a se
t of
pic
ture
sde
pict
ing
child
ren
defe
catin
gan
d ur
inat
ing
in d
iffer
ent
plac
es. A
sk t
he c
hild
ren
tode
cide
for
eac
h pi
ctur
e w
heth
erth
e pr
actic
e is
goo
d, b
ad o
r in
betw
een.
Aft
er t
he e
xerc
ise
ask
diff
eren
t gr
oups
to
pres
ent
anu
mbe
r of
pic
ture
s an
d di
scus
sth
e ou
tcom
es w
ith t
he c
lass
. •
Prac
tise
prop
er h
andw
ashi
ngan
d pr
oper
use
of
the
latr
ines
Def
ecat
ion
prac
tice
s at
hom
e, i
n sc
hool
and
in
the
com
mun
ity
105
Section 2
10-1
2-ye
ar-o
lds:
•
Kno
w t
he r
isks
of
open
defe
catio
n in
the
env
ironm
ent
at h
ome,
at
scho
ol a
nd in
the
com
mun
ity•
Kno
w t
hat
impr
oper
ly
disp
osed
of f
aece
s of
all
fam
ily m
embe
rsar
e ha
rmfu
l•
Kno
w t
he im
port
ance
of
aho
useh
old
latr
ine
• K
now
whe
re t
o fin
d la
trin
es a
ndsa
fe p
lace
s to
rel
ieve
one
self
• K
now
hea
lth r
isks
of
badl
ym
aint
aine
d or
cle
aned
latr
ines
• K
now
abo
ut t
he r
isk
of b
lock
ing
latr
ines
whe
n th
row
ing
garb
age
and
othe
r m
ater
ials
in t
hem
• K
now
how
to
teac
h th
e yo
unge
rst
uden
ts h
ow t
o us
e th
efa
cilit
ies
prop
erly
• K
now
the
latr
ine
situ
atio
n in
the
com
mun
ity a
nd h
ow t
his
shou
ldbe
cha
nged
• K
now
how
to
wip
e th
eir
bott
oms
and
thos
e of
the
ir sib
lings
corr
ectly
aft
er u
sing
the
latr
ine
• K
now
why
the
re is
a n
eed
for
hand
was
hing
aft
er la
trin
e us
e
10-1
2-ye
ar-o
lds:
• A
re a
war
e of
the
con
tam
inat
ion
risks
of
open
def
ecat
ion
for
the
envi
ronm
ent
at h
ome,
insc
hool
s an
d in
the
com
mun
ity
• A
re w
illin
g to
tre
at a
ll fa
eces
as
harm
ful
• A
re a
war
e of
the
impo
rtan
ce o
fa
hous
ehol
d la
trin
e•
Pref
er u
sing
latr
ines
for
urin
atio
n an
d de
feca
tion
abov
eop
en d
efec
atio
n an
d ur
inat
ion
• A
re a
war
e of
the
ris
ks o
f ba
dly
mai
ntai
ned
or c
lean
ed la
trin
es•
Are
will
ing
to t
each
you
nger
stud
ents
to
use
all f
acili
ties
prop
erly
• A
re w
illin
g to
adv
ocat
e fo
r th
eco
nstr
uctio
n of
latr
ines
• A
re a
war
e of
the
impo
rtan
ce o
fw
ashi
ng h
ands
aft
er la
trin
e us
e
10-1
2-ye
ar-o
lds:
• A
re a
ble
to e
xpla
in h
ow o
pen
defe
catio
n co
ntam
inat
es t
heen
viro
nmen
t at
hom
e, s
choo
lan
d in
the
com
mun
ity•
Are
abl
e to
sum
mar
ise
the
risks
of o
pen
defe
catio
n•
Are
abl
e to
exp
lain
why
all
stoo
ls a
re h
arm
ful
• A
re a
ble
to e
xpla
in t
heim
port
ance
of
a ho
useh
old
latr
ine
• A
re a
ble
to e
xpla
in a
ll th
e ris
ksof
bad
ly m
aint
aine
d or
cle
aned
latr
ines
to
othe
rs
• A
re a
ble
to t
each
you
nger
stud
ents
how
to
use
all f
acili
ties
prop
erly
• A
re a
ble
to id
entif
y th
e ne
ed f
orco
nstr
uctio
n of
latr
ines
in t
heco
mm
unity
• A
re a
ble
to o
rgan
ise
a sa
nita
tion
cam
paig
n•
Are
abl
e to
exp
lain
the
impo
rtan
ce o
f w
ashi
ng h
ands
afte
r us
ing
the
latr
ine
• G
irls
know
whe
re t
o di
spos
em
ater
ials
dur
ing
thei
r m
ense
s
10-1
2-ye
ar-o
lds:
• Fi
eld
stud
y or
sim
ple
base
line
stud
y to
iden
tify
the
num
ber,
type
and
sta
te o
f th
e ho
useh
old
latr
ines
in t
he c
omm
unity
as
wel
l as
the
reas
ons
for
peop
leto
hav
e or
not
hav
e th
e la
trin
es;
the
ques
tionn
aire
can
be
deve
lope
d in
the
cla
ss
• D
raw
ings
: Chi
ldre
n dr
aw p
lace
sw
here
fam
ilies
in t
he c
omm
unity
defe
cate
; the
n ch
ildre
n di
scus
sw
hat
is d
one
mos
t, w
hat
leas
t, if
boys
and
girl
s us
e di
ffer
ent
plac
es, w
hat
is b
est,
wha
t is
wor
st, w
hat
is t
he p
robl
em a
ndho
w c
an it
be
solv
ed•
Com
mun
ity m
appi
ng: W
ith t
here
sults
of
the
base
line
surv
eyth
e ch
ildre
n ca
n be
ask
ed t
om
ake
a co
mm
unity
map
on
whi
ch t
hey
indi
cate
who
has
ala
trin
e an
d w
ho d
oes
not.
Thi
sca
n be
fol
low
ed b
y a
disc
ussi
onab
out
reas
ons
why
cer
tain
peop
le d
o no
t ha
ve a
latr
ine.
• O
rgan
isin
g a
sani
tatio
nca
mpa
ign
106
Req
uire
d kn
owle
dge
6-9-
year
-old
s:•
Kno
w h
ow t
o us
e th
e la
trin
espr
oper
ly, w
ithou
t m
akin
g th
emdi
rty
• K
now
how
to
flush
the
latr
ine
prop
erly
(if
need
ed)
with
out
was
ting
too
muc
h w
ater
•
Kno
w h
ow t
o as
sist
the
irte
ache
rs a
nd p
aren
ts w
ith t
hecl
eani
ng o
f th
e ho
useh
old
and
scho
ol la
trin
es
Req
uire
d at
titu
de
6-9-
year
-old
s:•
Are
will
ing
to u
se t
he la
trin
espr
oper
ly w
ithou
t m
akin
g th
emdi
rty
• A
re w
illin
g to
flu
sh t
he la
trin
epr
oper
ly (
if ne
eded
)•
Are
aw
are
of n
ot u
sing
too
muc
hw
ater
whe
n flu
shin
g th
e la
trin
e•
Are
will
ing
to a
ssis
t th
eir
teac
hers
and
par
ents
with
the
clea
ning
of
the
hous
ehol
d an
dsc
hool
latr
ines
• A
ppre
ciat
e th
e im
port
ance
of
care
and
cle
anin
g of
latr
ines
Req
uire
d sk
ills
6-9-
year
-old
s:•
Are
abl
e to
use
latr
ines
pro
perly
• A
re a
ble
to f
lush
the
latr
ine
prop
erly
(if
need
ed)
• A
re a
ble
to u
se t
he r
ight
amou
nt o
f w
ater
whe
n flu
shin
g•
Are
abl
e to
hel
p th
eir
pare
nts
and
teac
hers
cle
an t
heho
useh
old
and
scho
ol la
trin
es
Met
hods
6-9-
year
-old
s:•
Dem
onst
ratio
ns•
Writ
ing
a so
ng t
oget
her
abou
tth
e im
port
ance
of
cons
ervi
ngw
ater
• M
akin
g a
list
of t
hing
the
y ca
ndo
to
help
par
ent
and
teac
hers
keep
the
latr
ine
clea
n
Ope
rati
on a
nd m
aint
enan
ce o
f ho
useh
old
and
scho
ol f
acili
ties
107
Section 2
10-1
2-ye
ar-o
lds:
•
Kno
w t
he b
asic
ope
ratio
n an
dm
aint
enan
ce r
equi
rem
ents
of
ala
trin
e•
Kno
w w
hich
too
ls c
an b
e us
edfo
r op
erat
ion
and
mai
nten
ance
of f
acili
ties
• K
now
how
the
too
ls c
an b
eus
ed f
or o
pera
tion
and
mai
nten
ance
of
faci
litie
s•
Kno
w h
ow t
o cl
ean
a la
trin
ew
ith t
he lo
cal m
ater
ials
avai
labl
e in
suc
h a
way
tha
t it
iske
pt h
ygie
nic
• K
now
wha
t ki
nd o
f di
sinf
ecta
nts
and
tool
s ca
n be
use
d fo
rcl
eani
ng t
he la
trin
e•
Kno
w h
ow t
o as
sist
the
irte
ache
rs a
nd p
aren
ts w
ith t
hecl
eani
ng, o
pera
tion
and
mai
nten
ance
of
the
hous
ehol
dan
d sc
hool
latr
ines
10-1
2-ye
ar-o
lds:
•
Are
will
ing
to c
arry
out
the
bas
icop
erat
ion
and
mai
nten
ance
requ
irem
ents
of
a la
trin
e•
Are
aw
are
of w
hat
tool
s ca
n be
used
for
the
ope
ratio
n an
dm
aint
enan
ce o
f th
e fa
cilit
ies
• A
re w
illin
g to
use
the
too
lsco
rrec
tly•
Are
aw
are
of t
he lo
cal m
ater
ials
that
can
be
used
to
clea
n a
latr
ine
hygi
enic
ally
• A
re w
illin
g to
use
the
loca
lm
ater
ials
tha
t ar
e av
aila
ble
for
clea
ning
the
latr
ine
hygi
enic
ally
• A
re a
war
e of
the
impo
rtan
ce o
fas
sist
ing
thei
r te
ache
rs a
ndpa
rent
s w
ith t
he c
lean
ing,
oper
atio
n an
d m
aint
enan
ce o
fth
e ho
useh
old
and
scho
olla
trin
es•
Are
will
ing
to a
ssis
t th
eir
pare
nts
and
teac
hers
with
the
cle
anin
g,op
erat
ion
and
mai
nten
ance
of
the
hous
ehol
d an
d sc
hool
latr
ines
10-1
2-ye
ar-o
lds:
•
Are
abl
e to
wor
k w
ith t
he b
asic
oper
atio
n an
d m
aint
enan
cere
quire
men
ts o
f a
latr
ine
• A
re a
ble
to u
se t
he c
orre
ct t
ools
for
the
oper
atio
n an
dm
aint
enan
ce o
f th
e fa
cilit
ies
• A
re a
ble
to u
se t
he t
ools
for
the
oper
atio
n an
d m
aint
enan
ce o
fth
e fa
cilit
ies
corr
ectly
• A
re a
ble
to k
eep
a la
trin
e cl
ean
and
hygi
enic
, by
usin
g lo
cal
mat
eria
ls•
Are
abl
e to
exp
lain
whi
chdi
sinf
ecta
nts
and
tool
s ca
n be
used
for
the
cle
anin
g of
the
latr
ine
and
why
• A
re a
ble
to h
elp
thei
r pa
rent
san
d te
ache
rs w
ith t
he c
lean
ing,
oper
atio
n an
d m
aint
enan
ce o
fth
e ho
useh
old
and
scho
olla
trin
es
10-1
2-ye
ar-o
lds:
•
If t
he s
choo
l has
its
own
faci
litie
s, t
he c
hild
ren
can
deve
lop
a pr
ojec
t, t
oget
her
with
the
teac
her,
abou
t th
eop
erat
ion
and
mai
nten
ance
of
the
latr
ine
and
hand
was
hing
faci
litie
s. T
he c
lass
has
to
mak
ea
sche
dule
for
thi
ngs
that
nee
dto
be
done
and
whe
n th
ey a
rego
ing
to b
e do
ne (
once
a w
eek,
once
a m
onth
…)
and
by w
hom
• In
spec
tion
of t
he e
xist
ing
scho
olfa
cilit
ies
and
iden
tific
atio
n of
the
repa
ratio
ns a
nd t
he c
hang
esne
eded
• D
emon
stra
tion
and
expl
anat
ion
by a
n ou
tsid
er o
n sk
ills
and
tool
s ne
eded
for
the
ope
ratio
nan
d m
aint
enan
ce o
f th
e sc
hool
faci
litie
s
108
Req
uire
d kn
owle
dge
10-1
2-ye
ar-o
lds:
•
Kno
w t
he b
asic
con
stru
ctio
nas
pect
s of
latr
ines
, han
dwas
hing
and
wat
er f
acili
ties
• K
now
how
the
sch
ool w
ater
sour
ce s
houl
d be
pro
tect
edfr
om c
onta
min
atio
n –
at le
ast
15m
etre
s fr
om s
ourc
es o
fco
ntam
inat
ion,
nee
d fo
rfe
ncin
g, d
rain
age
and
cove
ring
of t
he w
ell
• K
now
diff
eren
t te
chni
cal o
ptio
nsfo
r w
ater
and
san
itatio
nfa
cilit
ies
and
have
a r
ough
idea
of t
he c
ost
invo
lved
Req
uire
d at
titu
de
10-1
2-ye
ar-o
lds:
•
Are
aw
are
of t
he b
asic
cons
truc
tion
aspe
cts
of la
trin
es,
hand
-was
hing
and
wat
er f
acili
ties
• A
re a
war
e of
the
mea
ns t
opr
otec
t th
e sc
hool
wat
erso
urce
s fr
om c
onta
min
atio
n•
Are
aw
are
of t
he d
iffer
ent
tech
nica
l opt
ions
for
wat
er a
ndsa
nita
tion
faci
litie
s•
Are
aw
are
of t
he (
estim
ated
)co
sts
for
wat
er a
nd s
anita
tion
faci
litie
s
Req
uire
d sk
ills
10-1
2-ye
ar-o
lds:
•
Are
abl
e to
rec
ogni
se t
he b
asic
cons
truc
tion
aspe
cts
of la
trin
es,
hand
was
hing
and
wat
er f
acili
ties
• A
re a
ble
to p
rote
ct t
he s
choo
lw
ater
sou
rce
from
cont
amin
atio
n•
Are
abl
e to
men
tion
diff
eren
tte
chni
cal o
ptio
ns f
or w
ater
and
sani
tatio
n fa
cilit
ies
• A
re a
ble
to r
ough
ly c
alcu
late
the
pric
e of
diff
eren
t fa
cilit
ies
Met
hods
10-1
2-ye
ar-o
lds:
• Ta
king
an
excu
rsio
n to
latr
ines
and
hand
was
hing
fac
ilitie
s: T
hete
ache
r in
vite
s pe
ople
who
bui
ldth
ese
faci
litie
s to
exp
lain
how
the
faci
litie
s w
ere
built
and
wha
tto
ols
are
need
ed. T
he c
hild
ren
have
to
mak
e a
repo
rt a
bout
this
. If
poss
ible
the
chi
ldre
n ca
npr
actis
e th
e us
e of
the
too
ls.
• Sa
nita
tion
ladd
er: U
se a
set
of
pict
ures
dep
ictin
g di
ffer
ent
type
s of
latr
ines
. Ask
the
cla
ssto
ran
k th
e pi
ctur
es f
rom
wor
stto
bes
t sa
nita
tion
cond
ition
s.A
sk t
he c
hild
ren
to in
dica
tew
here
the
y ar
e at
hom
e or
scho
ol a
nd a
sk w
here
the
yw
ould
like
the
m t
o be
. Tak
eon
e ex
ampl
e an
d w
ork
out
with
the
clas
s th
e st
eps
that
will
need
to
be t
aken
to
arriv
e at
the
chos
en s
ituat
ion.
Tech
nica
l an
d m
anag
eria
l as
pect
s of
fac
iliti
es a
t ho
me
and
in s
choo
l
Section 3 - Examples of lesson plans for life skills-based hygiene education
109
Section 3
110
Introduction to lesson plans
This section of the document presents twelve examples of lesson plans that teachers mayuse for life skills-based hygiene education. Six of them may be used for 6-9-year-olds andsix for the group of children aged 9-12. The lessons cover a range of themes. Forexample, the lesson plans on food storage, the construction of hygiene facilities andtransmission of malaria can be placed under several of four subject areas: ‘Types of watersources, waste and environmental hygiene’, ‘Personal and food hygiene’, ‘Water andsanitation-related diseases’ and ‘Facilities for water, sanitation and hygiene’. The areasthemselves have been introduced in chapter 4 of section 1 and were elaborated insection 2.
The lesson plans involve the use of participatory activities such as class conversations,brainstorming, writing of songs, demonstrations, games such as broken telephonelines/Chinese whispers, etc. All these activities have been described in more detail inchapter 4 of section 1. The lesson plans have been designed to assist the teacher ininvolving the children as much as possible in the learning process and to help the childrendevelop skills and attitudes to face everyday life as well as hands-on hygiene skills.
To check the quality and the relevance of the proposed life skills-based lesson plans forthe local situation, reference is made to the REAL checklists in section 6.3.2. For theinterest, attitudes and appearances of the students:• Are students interested in making their school a hygienic school?• Do they try to make other children hygiene conscious?• Do they try to promote good hygiene habits in others?• Are they fair and do they divide the tasks equitably, or do they, or teachers, pick on• certain types of students such as those from poor families, younger or less popular
children, girls?
After each lesson the teacher can evaluate the lesson by asking the following questions:• What went well?• What could go better?• Have the objectives been achieved and why?• What could I do differently the next time?
111
Section 3
112
Lesson plan for 6-9-year-olds
Theme: Types of water sources, waste and environmental hygiene
Subject: Water sources
Starting positionExisting knowledge: • The children know what water sources are and can distinguish all water sources in
the school and for which purpose they are used.
Relevant aspects that can influence the lesson: • Local situation such as the availability of water sources at the school and in the
community; the types of water sources and the types of water supply systems andaccess to safe water in the different seasons
ObjectivesKnowledge:The children:• are able to distinguish between clean and dirty water sources; • know the importance of using clean and safe water sources for drinking purposes.
Attitudes:The children:• are interested in investigating/finding out whether a water source is clean (safe for
drinking) or dirty;• are willing to use only clean and safe water sources for drinking.
Life skills:The children:• can explain to others the consequences for their health of using unsafe water.
Hands-on hygiene skills:The children:• are able to avoid behaviour that is likely to cause water-related diseases, such as
drinking contaminated or dirty water.
113
Section 3
Time
5 minutes
30 minutes
5 minutes
15 minutes
15 minutes
20 minutes
15 minutes
Activities
Activating previous knowledge (what arewater sources, which water sources can youmention, what do we use these watersources for?)
Walking to the water sources on the schoolcompound and stopping at every source toask the children if the water is clean ordirty/contaminated and why
Returning back to the class
Brainstorming in groups of four about whyclean and safe water should be used fordrinking and cooking purposes; review andlisting of good alternative sources
Discussing the outcomes of thebrainstorming in plenary
The children make a drawing about whichwater source they would use for drinkingpurposes
Children can hang their drawing somewherein the classroom and ‘admire’ the drawingsof other children
Organisation
In plenary
Making a route onhow to walk to the(different) watersourcesOrganising childreninto pairs for thewalk
Making groups offour
Paper and drawingmaterials
Tape to hang thedrawings
Subject: School hygiene
Starting positionExisting knowledge: • The children know what is meant by school hygiene.
Relevant aspects that can influence the lesson: • Local situation such as whether the school is located in a rural community or in a
city; practices in the community related to environmental hygiene
ObjectivesKnowledge:The children:• understand the importance of school hygiene;• know the risks for their health of an unhygienic school environment;• can mention three behaviours/factors that can contribute to poor school hygiene (for
example: unsafe waste disposal, open defecation, storing drinking water uncovered).
Attitudes:The children:• understand the importance of school hygiene and are willing to prevent an
unhygienic school environment;• are confident to change their own unhealthy habits in the school environment.
Life skills:The children:• learn to identify the different problems related to school hygiene;• learn how to cooperate with others;• develop creative skills.
Hands-on hygiene skills:The children:• are able to avoid behaviour that is likely to cause an unhygienic school environment.
114
115
Section 3
Time
5 minutes
15 minutes
20 minutes
45 minutes
20 minutes
Activities
Activating previous knowledge (what ismeant by school hygiene?)
Class is divided in four groups; each groupbrainstorms about what behaviours cancontribute to poor school hygiene
Class discusses outcomes of brainstormingfollowed by a discussion on the risks of anunhygienic school environment
Making a song about school hygiene. Classdecides on a melody everybody knows. Thefour groups come together again and eachgroup writes one couplet. Songs describehow behaviour can contribute to poor schoolhygiene, why an unhygienic schoolenvironment should be prevented and howeverybody can help to prevent this. Onegroup will write a chorus for the song.
Chorus and couplets come together and thewhole class practises the song, guided by theteacher
Organisation
Paper and pencils
Blackboard
Paper and pencils
Theme: Personal and food hygiene
Subject: Handwashing
Starting position:Existing knowledge:• No specific attention has been given to this subject previously in the classroom
setting.
Relevant aspects that can influence the lesson: • Local situation such as the availability of water and cleaning agents within the
school and the community; the economic situation of the parents (whether theyare able to buy soap for washing hands or not); the social and economicdifferences between different families
Objectives:Knowledge:The children:• know when they should wash their hands (at critical moments such as after the use
of a latrine, before eating and after handling the faeces of small children andbabies);
• know which items can be used for washing hands.
Attitudes:The children:• appreciate the use of the items that are needed for handwashing;• like to have clean hands.
Life skills:The children:• are able to communicate and advocate for the need to wash hands at critical
moments;• understand that some families do not have the resources for buying soap for
handwashing and therefore might have to use ash, mud or other cleaning agents; • are able to help their siblings to wash their hands.
Hands-on hygiene skills:The children:• can demonstrate the correct way to wash hands at the right time;• can demonstrate how to teach their siblings how to wash their hands correctly.
116
117
Section 3
Time
5 minutes
20 minutes
25 minutes
15 minutes
20 minutes
Activities
Introduction of the theme ‘handwashing’
Class conversation (when should you washhands and why, how should you wash handsand why, which materials can be used, etc?)
Class is divided in groups of four. Each groupgets materials for handwashing. Theypractise with each other the correct ways towash hands, using different materials.
Each group allocates one person in thegroup to demonstrate how to wash handsfor the whole class
Class conversation (What have the childrenlearned? When should they wash theirhands and how? What items could be usedfor handwashing? Why do certain familiesuse different and or cheaper items, such asmud and ashes for handwashing?)
Organisation
Blackboard
Blackboard
Handwashingfacilities: basin,water, jug,container, soap,ashes, salt,traditional herbs
Handwashingfacilities: basin,water, jug,container, soap,ashes, salt,traditional herbs
Subject: Facial hygiene/Trachoma
Starting positionExisting knowledge:• The children know that it is important to clean their bodies, but have not yet paid
specific attention to the link between trachoma and face washing.
Relevant aspects that can influence the lesson:• Local situation such as the prevalence of trachoma (seasonality), the availability of
water sources at school and in the community, the quality of the water and accessto treatment
ObjectivesKnowledge:The children:• know (can mention and explain) that face washing is important for staying clean
and healthy;• understand the different phases of the diseases;• know where to seek treatment.
Attitudes:The children:• appreciate the importance of face washing; • are willing to help younger children to keep their faces clean;• have the will to effectively share the knowledge with members of their families; • appreciate the socio-economic, environmental and gender aspects of face washing.
Life skills: The children:• learn to cooperate during the preparation of the participatory activities;• build a positive self image and body image: feeling good about being clean
oneself, practising cleanliness in the family (in all four activities);• learn critical and creative thinking and problem-solving skills in thinking out scenes,
and identify causes and effects (in all four activities);• identify rights and responsibilities and changing gender roles/stereotypes by
discussing who should keep the latrine clean and fill the reservoir with water forhand and face washing (the drawing) and the roles and responsibilities in thefamily (the role-play).
Hands-on hygiene skills:The children:• can demonstrate and explain effective techniques of face washing in a water-scarce
environment.
118
119
Section 3
Time
10 minutes
30 minutes
20 minutes
Activities
The teacher facilitates a focus discussion onthe reasons for daily face washing and whichfactors (personal, environmental, social,economic) can be a constraint to frequentface washing
The teacher then announces a competitionto see if face washing is difficult andconsumes a lot of time and water. Theteacher divides the children into two equalgroups. (For this, different techniques can beused.) S/he asks each group to choose orvolunteer a helper. S/he then asks the twogroups to form two parallel queues. The twocontainers with the reservoir are placed atthe head of each queue. The two groups willnow compete in how many children canwash their face with water poured on theirhands by the helpers until the bucket isempty. The group that has most water left inthe container when all have washed, or hasmanaged to wash more children when thecontainer is empty, is the winner. Speed isnot a factor, although the two groups tendto compete also on speed. The activity isbest done outside as there will be somewetting involved.
Back in class, the teacher may encourage thechildren to discuss and conclude:• why face washing is important;• when face washing is done;• how much water is needed for face
washing;• why it is important to use water sparingly;• who in the family needs to wash faces;• what are the benefits when all wash their
face regularly;• what their own roles may be in practising
daily face washing in the family
Organisation
Blackboard
Two containersfilled with the sameamounts of water,two jars to drawwater from thebucket
Blackboard
Theme: Water and sanitation-related diseases
Subject: Diarrhoea
Starting positionExisting knowledge: The children understand what diarrhoea is and can recognise the symptoms ofdiarrhoea for themselves as well as for their younger brothers and sisters.
Relevant aspects that can influence the lesson: • Local situation such as beliefs and practices concerning why children and babies
have diarrhoea and about the use of latrines; availability of latrines in thecommunity; resources available, such as money to buy toilet paper or other analcleansing materials, etc.; the seasons in which diarrhoea is most prevalent
ObjectivesKnowledge:The children:• understand that excreta is one of the major sources of diarrhoea;• know that diarrhoea can be life threatening;• grasp and appreciate where one is at risk and what each actor may do to prevent
diarrhoea from spreading;• understand that all stools are dangerous when not handled and disposed of
properly, including the stools of babies and infants;• know where to find proper facilities for defecation.
Attitudes:The children:• feel responsible and find it important to prevent diarrhoea for themselves;• are willing to handle and dispose of excreta properly and to clean toilets,
irrespective of being a boy or a girl.
Life skills:The children:• can communicate about sensitive issues such as handling and disposal of excreta;• can cope with their fears about using latrines (such as being afraid of the dark,
falling in the hole, etc.) if these exist.
Hands-on hygiene skills:The children:• can demonstrate the proper use of school latrines;• have the habit of washing their hands properly after latrine use.
120
121
Section 3
Time
5 minutes
15 minutes
30 minutes
10 minutes
20 minutes
10 minutes
15 minutes
Activities
Activating previous knowledge (What isdiarrhoea?)
Quiz: Teacher asks questions aboutdiarrhoea; how is it spread, are all stoolsdangerous, etc.
Checking the answers followed by a classconversation about diarrhoea/stools/toiletuse
Walking to latrines and teacherdemonstrating how to use it
Class is divided into groups of four. Eachgroup practises how to use the toilet andwash hands, etc.
One child from each group demonstrates tothe rest of the class how to use the latrineproperly and wash hands afterwards
Back to class; class conversation about whatthe children have learned
Organisation
Blackboard
Teacher developsquestions; paperand pencils forchildren
BlackboardClass sits in a circle
Latrine, toiletpaper/newspaper,etc; handwashingfacility, soap or alocal substitute
Latrines, toiletpaper/newspaper,etc; handwashingfacilities, soap or alocal substitute
Latrines, toiletpaper/newspaper,etc; handwashingfacilities, soap or alocal substitute
Blackboard
Subject: Skin and eye diseases
Starting positionExisting knowledge: • Children know what is meant by skin and eye diseases.
Relevant aspects that can influence the lesson: • Local situation, such as the prevalence of skin and eye diseases; the main causes of
these diseases; availability of clean/safe water in the school and community (or thedifficulty of accessing safe water)
ObjectivesKnowledge:The children:• can explain why and how bathing and regular washing of face and eyes can
prevent eye and skin problems;• know what facilities can be used for washing and bathing;• can mention several social consequences of eye and skin diseases;• know what to do and where to go if they have an infection or if somebody in the
family has an infection.
Attitudes:The children:• appreciate regular washing and bathing as a means to stay clean and healthy;
like to wash and bathe regularly; • don’t like having dirty eyes or faces or seeing their siblings with dirty eyes and faces.
Life skills:The children:• can assess whether they have washed and bathed themselves properly and
sufficiently frequently to prevent skin and eye diseases;• know how to wash their eyes and faces and bodies carefully, especially when
having an eye infection or skin infection or having someone in the family with aneye or skin infection;
• can identify and indicate the different water sources available in the communitythat are suitable for washing and bathing facilities;
• can communicate about skin and eye diseases.
Hands-on hygiene skills:The children:• practise washing and bathing habits while making use of safe water on a regular basis.
122
123
Section 3
Time
5 minutes
10 minutes
15 minutes
15 minutes
15 minutes
15 minutes
15 minutes
Activities
Activating previous knowledge (What areskin and eye diseases?)
Class conversation about why washing andbathing regularly is good
Broken telephone or Chinese whispers:Teacher gives a health message and thechildren pass it on by whispering in eachother’s ears. Message could be: “Washingand bathing in safe water sources preventsskin and eye diseases.”
Class names water sources in the communitythat could be used for washing and bathing
Class is divided into two groups. Each groupmust rank the water sources from safest tomost risky for washing and bathing.
Each group shows its ranking and explainswhy the ranking is in that order
Discussion about what the best ranking is
Organisation
Creating severalmessages
Blackboard
Paper and pencil
Paper and pencil
Theme: Facilities for water, sanitation and hygiene
Subject: Appreciation and use of the latrines
Starting positionExisting knowledge: • The children know what a latrine is but do not have the habit of using it or using it
hygienically and washing their hands after use.• The children know that open defecation can contaminate the environment and the
water sources.
Relevant aspects that can influence the lesson: • Local situation, such as the kind of latrines that are available and the prevalent
beliefs about the use of latrines and habits while using a latrine
ObjectivesKnowledge:The children:• know how to use the school latrines properly and to wash their hands after latrine
use;• know that it is important to wash your hands after latrine use in order to prevent
transmission of diseases.
Attitudes:The children:• are motivated to use the latrine at all times; • like the design of the latrine;• are motivated to use the latrine in a correct way;• understand what they like and don’t like about the latrines;• like to wash their hands after latrine use;• are respectful to other users of the latrine (no harassment).
Life skills:The children:• are able to communicate to others about correct latrine use and proper
handwashing after use.
Hands-on hygiene skills:The children:• are able to use the latrine properly; • are able to wash their hands correctly after latrine use.
124
125
Section 3
Time
5 minutes
15 minutes
30 minutes
20 minutes
20 minutes
Activities
Activating previous knowledge (Why is itimportant to use a latrine?)
Tell a story about the risks of opendefecation and how this can contaminatethe environment
Take the children to the school latrines anddemonstrate and discuss the proper use oflatrines and handwashing. Ask some of thechildren to demonstrate as well.
Discussion about latrine use andhandwashing: What do you like about usinga latrine? What don’t you like about it? Whydo some people in the community not usethem and others do? Do the same forhandwashing.
Ask the children to make a picture that theywant to take home about the lesson
Organisation
Preparing a story
Soap and cleansingmaterials
Pen and papers andif possible, somecolours
Lesson plan for 9-12-year-olds
Theme: Types of water sources, waste and environmental hygiene
Subject: Solid waste
Starting positionExisting knowledge: • The children know different ways that solid waste can be disposed of (for example
burning, recycling, composting, etc.).
Relevant aspects that can influence the lesson: • Local situation, such as the sort of solid waste available, the possibilities and
practices of recycling different sorts of solid wastes; whether the school is situatedin a rural or urban environment, whether a system for solid waste collection doesexist, the space available for sold waste disposal
Objectives:Knowledge:The children:• know how to keep the school environment free of solid waste;• know how to separate valuable and non-valuable waste;• know how to reduce waste.
Attitude:The children:• appreciate the importance of a solid waste-free school environment;• accept that keeping the school environment free of solid waste is the duty of both
girls and boys, but also the duty of children from different religions, castes orsocial/economic groups;
• are willing to help and take up their duty in keeping the school environment solidwaste-free or dispose of waste safely and properly.
Life skills:The children:• learn to plan for actions to improve the school’s environmental hygiene;• learn to formulate and explain their opinions to others on solid waste disposal.
Hands-on hygiene skills:The children: • are able to take concrete and constructive actions to improve the school’s
environmental hygiene.
126
127
Section 3
Time
5 minutes
15 minutes
20 minutes
45 minutes
20 minutes
Activities
Activating previous knowledge (ways ofdisposing waste)
Brainstorming (How can the children help tokeep/make the school environment cleanfrom solid waste?)
Class is divided into four groups. Each groupdiscusses the importance of an environmentat school where waste is disposed of safely,which then is discussed in plenary. How toreduce and how to re-use waste in ahygienic way. What are the options forwaste reduction and re-use?
Class makes an action plan on how they canimprove the school’s environmental hygiene
Class divides the duties that need to be doneand makes a weekly plan for this
Organisation
Blackboard
Blackboard
Paper and pencils
Paper and pencils
Paper and pencils
Subject: Water resources management
Starting positionExisting knowledge: • The children can identify the different water sources in their community.• The children know for which purposes the different water sources in the
community are used.
Relevant aspects that can influence the lesson: • Local situation such the amount of water available, the type of water sources, for
what the different sources are used and the existing local organisation for watermanagement
ObjectivesKnowledge:The children:• can make a distinction between safe and unsafe water sources for drinking;• can identify by which activities the water sources in their community are being
polluted;• can make a distinction between safe and less/unsafe water sources in their
community;• know how you can prevent the water sources in the community that are used for
drinking and for other domestic purposes from contamination.
Attitudes:The children:• are aware of water source pollution and risks of such pollution to their lives;• want to help to prevent or redress contamination;• find it important to tell their parents about water source pollution risks and ways to
prevent pollution.
Life skills:The children:• are able to depict and analyse local situations in which source pollution will take
place;• can suggest and argue possible solutions and measures that can be taken to
prevent the water sources in the community that are used for drinking and forother domestic purposes from contamination.
Hands-on hygiene skills:The children:• can depict water sources in their community, their uses and the measures to
prevent the water sources in the community that are used for drinking and forother domestic purposes from contamination.
128
129
Section 3
Time
15 minutes
20 minutes
20 minutes
60 minutes
60 minutes
Homework
Activities
Introduction
Activating existing knowledge on watersources, their uses and whether they are safeor not
Brainstorming in plenary on how watersources can be contaminated and howcontamination can be prevented
Excursion to water sources in the schoolcompound and community in small groups:During this excursion children have toidentify which sources risk beingcontaminated.
Mapping exercise in the classroom: Thesmall groups sit together and are asked todraw a map of the part of the communitythey have visited and indicate the differentwater sources, which of the sources riskgetting contaminated and how.
Children are asked to write an essay aboutthe actions the community could take toprevent the contamination of those sourcesthat risk being contaminated.
In the next lesson some of the children canbe asked to read their essay; if good ideasemerge the parents can be invited to theschool to discuss the preventive measuressuggested by the children.
Organisation
Blackboard
Blackboard
Paper and pencils
Paper and pencils
Theme: Personal and food hygiene
Subject: Food storage
Starting positionExisting knowledge: • The children know that they get ill from eating unsafe food.
Relevant aspects that can influence the lesson: • Local situation such as practices for food preparation and storage, the economic
situation of the parents (availability of fridges or not), differences between theeconomic situation of parents of different children, the roles and responsibilities ofdifferent family members in relation to food preparation and storage: the presenceof multiple food vendors within and outside the school compound
ObjectivesKnowledge:The children:• can mention what can be done to avoid eating contaminated food;• know how to make food safe to eat;• understand that storage of food may render it unsafe to eat later;• understand that they should only buy from hygienic food vendors.
Attitudes:The children:• are willing to store food as safely as possible;• find it worthwhile to take precautions for preventing the eating of contaminated
food.
Life skills:The children:• can make decisions about safe food handling and maintain these over time;• understand that due to certain beliefs, time constraints or for economic reasons
different people store food in different ways;• learn to express themselves in a written form.
Hands-on hygiene skills:The children: • are able to handle food in a safe and hygienic way;• are able to select hygienic food vendors if relevant.
130
# Explanation: Continuum or rope voting: The teacher makes a statement, for example: “We cannot avoid eating contaminatedfood.” A line is drawn on the ground. One end of the line represents strongagreement with the statement and the other end represents strong disagreement.Students are asked to stand in the line that represents their point of view. The teacherthen divides the line into two segments with an equal number of students. The twohalves of the line are matched with a more moderate position. The children are askedto share their points of view with each other. They may then choose to regroup alongthe line.
131
Section 3
Time
5 minutes
20 minutes
20 minutes
30 minutes
Activities
Activating previous knowledge (eatingunsafe food can cause you to get sick)
Continuum/rope voting (see # forexplanation)
Brainstorming in plenary (How can we storefood as safely as possible and how we canprevent the eating of contaminated food?How people store their food in differentways and reasons why.)
Essay: Children write a short essay abouthow they can handle food safely and how tomaintain that behaviour
Organisation
Blackboard
Pencil or somethingto draw a line onthe ground
Blackboard
Paper and pencils
Theme: Water and sanitation-related diseases
Subject: Malaria
Starting positionExisting knowledge: • Experience of being ill with malaria and thus experience with the symptoms of
malaria; experience of being bitten by mosquitoes
Relevant aspects that can influence the lesson: • Local situation such as the prevalence of malaria in the area, the availability of bed
nets and treatment in the community, local treatment of malaria, the economicsituation of the parents for treatment as well as for taking preventive measures
ObjectivesKnowledge:The children:• know what malaria is and how it is transmitted;• know the symptoms of malaria;• know how it can be prevented and treated;• know where to seek impregnated bed nets and treatment.
Attitudes:The children:• find it important to take preventive measures against malaria for themselves and
their siblings;• are motivated to participate in the prevention of malaria and willing to motivate
others to participate as well;• are willing to seek treatment for themselves.
Life skills:The children:• can seek appropriate treatment for malaria;• know how to properly use impregnated bed nets at home;• learn to work as a team;• understand that certain families or members of the family might not have the same
possibilities to take preventive measures against malaria or to participate in takingaction against the prevention of malaria.
Hands-on hygiene skills:The children:• can undertake actions to prevent malaria.
132
133
Section 3
Time
5 minutes
10 minutes
15 minutes
45 minutes
20 minutes
Activities
Introduction of the subject (malaria) througha discussion on experiences with malaria,identification of the symptoms and ways it istransmitted
Story by teacher (What is malaria and how isit transmitted?)
Brainstorming (in plenary) (How can weprevent malaria? What are preventivemeasures and what are the cost involved?)
Drawings: Children make a story or drawing,telling what malaria is, how it is transmitted,what the symptoms are and what one cando about this. Class is divided into fourgroups. Each group makes several drawingsabout malaria. In the end, all drawingstogether form a story. The drawings arepresented in the classroom.
Class discusses the drawings and what theyhave learned about malaria
Organisation
Blackboard
Paper and crayons
Theme: Facilities for water, sanitation and hygiene
Subject: Caring for and cleaning school facilities
Starting positionExisting knowledge: • Children know the consequences of using dirty latrines and handwashing facilities
and are familiar with the proper use of latrines, water and handwashing facilities.
Relevant aspects that can influence the lesson: • Local situation such as the practices and the possibilities related to cleaning
ObjectivesKnowledge:The children:• know which tools and disinfectants can be used for the cleaning of the latrine,
water and handwashing facilities.
Attitudes:The children:• are willing to take the responsibility to assist with the cleaning of the latrines, water
and handwashing facilities;• are willing to cooperate with others in cleaning of latrines and handwashing facilities;• accept that the cleaning of the facilities is the responsibility of all;• are aware of the importance of cleaning the school facilities.
Life skills:The children:• are able to work in groups for cleaning purposes;• are able to cooperate with others;• assess their contribution to the cleaning of the school facilities as positive.
Hands-on hygiene skills:The children:• are able to properly clean the latrines, water and handwashing facilities;• can handle cleaning tools and disinfectants in a convenient and safe way.
134
135
Section 3
Time
5 minutes
10 minutes
45 minutes
15 minutes
45 minutes
Activities
Activating previous knowledge
Brainstorming (What materials can be usedfor cleaning the school water, sanitation andhygiene facilities? Who should be involved inthe cleaning?)
Practising cleaning, the use of the tools andmaterials and how to clean the facilities(class is divided into three groups and eachgroup is responsible for the cleaning of oneof the three facilities)
Discussing what it is like to clean thefacilities and how it went
The three groups make schedules forcleaning the latrines and the handwashingfacilities. (One group makes a schedule forthe latrines, one for the water facilties andthe other for the handwashing facilities.)
Organisation
Blackboard
Brooms, soap, ash,buckets, water,latrine,handwashingfacilities,disinfectants
Paper and pencils
Subject: Construction of a simple pit latrine
Starting positionExisting knowledge: • The children do not have any specific knowledge on this subject.
Relevant aspects that can influence the lesson: • Local situation, such as the type of latrines used in the community (if they are too
complex it will be difficult to teach children the construction skills), the availabilityof resources (money, materials, skills, etc.) for the construction of simple pitlatrines, the local practices and beliefs in relation to the use of latrines, and thelatrines available in the school
ObjectivesKnowledge:The children:• know which tools can be used for the construction of a simple pit latrine; • know how these tools can be used;• know which materials are needed for the construction of a simple pit latrine.
Attitudes:The children:• are interested to know how latrines are constructed;• are motivated to use their skills to assist with the operation and maintenance of the
school facilities;• find it important to tell their parents about the need for latrines and how these can
be constructed.
Life skills:The children:• are able to gather information on the process of how to construct a simple pit
latrine;• are able to explain in writing the different steps, materials and tools needed for the
construction of a simple pit latrine.
Hands-on hygiene skills:The children:• have the basic skills to use the tools needed for the construction of a simple pit
latrine;• have the basic skills to operate and maintain pit latrines.
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Time
5 minutes
15 minutes
20 minutes
60 minutes
Home work
Activities
Introduction (identification of the experiencesof the children with construction activities)
Brainstorming in plenary (What tools can beused for the construction of a pit latrine?What materials are needed for theconstruction?)
Class discussion (How can the tools be usedand which materials are needed?)
Field trip to latrines: People who build theselatrines explain how they are built, whichmaterials are used and how the differenttools are used. Children get the opportunityto practise their skills.
Children write a report on the field trip, inwhich they explain the steps that need to betaken for the construction of a pit latrine,and list the materials and tools needed (canbe done as homework)
Organisation
Blackboard
Blackboard
Tools that can beused forconstructing asimple latrine and apicture of a simplelatrine
Inviting an ‘expert’who builds latrines
Paper and pencils
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List of Abbreviations
FRESH Focusing Resources for Effective School Health IRC IRC International Water and Sanitation CentreMOET Ministry of Education and Training PTA Parent-Teacher AssociationSSHE School sanitation and hygiene educationUNICEF United Nations Children’s Fund WHO World Health Organization
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List of References
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Boot, M.T. and Cairncross, S. (1993). Actions speak : the study of hygiene behaviourin water and sanitation projects. The Hague, The Netherlands, IRC InternationalWater and Sanitation Centre
Burgers, L.(2000). Background and rationale for school sanitation and hygieneeducation. New York, NY, USA, UNICEF.http://www.irc.nl/content/view/full/9579
Fountain, S. (1995). Education for development : a teacher’s resource for globallearning. Portsmouth, UK, Heinemann
Greene, W.H. and Simons-Morton, B.G. (1984). Introduction to health education.Prospect Heights, IL, USA, Waveland Press
Gupta, D. et al. (1999). Primary years : towards a curriculum framework. Part II. NewDelhi, India, National Council of Educational Research and Training
Hart, R.A. (1997). Children’s participation : the theory and practice of involving youngcitizens in community development and environmental care. London, UK, Earthscan
Hohmann, M.and Weikart, D. (1998). Actief leren : handboek voor begeleiders enleerkrachten van jonge kinderen. Utrecht, The Netherlands, ThiemeMeulenhoffTranslation of: Hohmann, M.and Weikart, D. (1995). Educating young children : activelearning practices for preschool and child care programs. Ypsilanti, MI, USA,High/Scope Educational Research Foundation
Hooff, I. van (1998). Towards better programming : a manual on school sanitationand hygiene. (Water, environment and sanitation technical guidelines series; no. 5).New York, NY, USA, UNICEF, Water and Environmental Sanitation Section. http://www.irc.nl/content/view/full/467
Miljevic-Ridicki, R. ; Males, D. and Rijavec, M. (1999). Education for development.New York, NY, USA, UNICEF
Ministry of Education (1997). The integration of water, sanitation and hygieneeducation (WASHE) in the teaching of English, social studies, environmental sciencesand mathematics : information and suggested activities. Grades 1-7. Lusaka, Zambia,Ministry of Education
Ministry of Education (2000). The basic school curriculum framework. Lusaka,Zambia, Curriculum Development Centre
Ministry of Education (2000). Report on school health and nutrition curriculum reviewworkshop, Masiye Motel, Lusaka, Zambia. (Unpublished document)
National Council of Educational Research and Training (1998). The primary years.Towards a Curriculum Framework. New Delhi, India.
Noriko Izumi (2001). ‘School sanitation and hygiene education in East Lombok,Indonesia’. In: Notes and news on school sanitation and hygiene education.http://www.irc.nl/content/view/full/9653#n*
Parreren, C. van (s.a.). Ontwikkeling van het jonge kind in de basisschool 4-8 jaar.Baarn, The Netherlands, Bekadidact
Postma, L. ; Phiri, C. and Snel, M. (2002). ‘An effective approach for hygieneeducation : life skills’. In: Scott, R. People and systems for water, sanitation and health: proceedings of the 27th WEDC conference, Lusaka, Zambia, 2001. Loughborough,UK, WEDC, Loughborough University of Technology. P. 68-70 : 1 tab.http://www.lboro.ac.uk/wedc/papers/27/4%20-%20Health%20Promotion/7%20-%20Postma.pdf
Snel, M. ; Bolt, E. and Postma, L. (2000). ‘Challenges facing school sanitation andhygiene education from the perspective of the school teacher’. In: Waterlines, vol.19,no.1, p. 25-28 : 3 photogr.
UNESCO ; UNICEF ; WHO and World Bank. (2000). Focusing resources on effectiveschool health : a FRESH start to enhancing the quality and equity of education. Paperpresented at the World Education Forum 26-28 April 2000, Dakar, Senegal.
UNICEF website http://www.unicef.org/teachers
UNICEF and IRC (2000). Workshop paper : life skills-based hygiene educationworkshop 12-15 September 2000, New York. New York, NY, USA, UNICEF, Water andEnvironmental Sanitation Section.
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UNICEF ; WHO ; World Bank ; UNFPA ; UNESCO ; Education Development Centre ;Education International ; Partnership for Child Development (2003). Skills for health : areference tool for skills-based health education, an important strategy of a Child-Friendly/Health Promoting School. Reference paper: Skills-based health education,including life skills. Draft.
UNICEF (Zambia) and the Ministry of Health (Zambia) (2001). Life skills approachwith a focus on water, sanitation and hygiene education : training of trainersworkshop held at the Barm hotel in Lusaka, 3rd – 14th September 2001.
WHO (1980). Teaching for better learning : a guide for teachers of primary healthcare staff. Geneva, Switzerland, World Health Organization
WHO (1997). Strengthening interventions to reduce helminth infections : an entrypoint for the development of health-promoting schools. (WHO information series onschool health; no. 1). Geneva, Switzerland, World Health Organization.http://www.who.int/school_youth_health/media/en/95.pdf
WHO (2000). Local action : creating health promoting schools. (WHO informationseries on school health). Geneva, Switzerland, World Health Organization.http://www.who.int/school_youth_health/media/en/88.pdf
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IRC International Water and Sanitation Centre
IRC facilitates the creation, sharing, and use of knowledge so that sector staff andorganisations can better support poor men, women and children in developing countriesto obtain water and sanitation services they will use and can sustain. It does this byimproving the information and knowledge base of the sector and by strengthening sectorresource centres in the South.
As a gateway to quality information, the IRC maintains a Documentation Unit and aweb site with a weekly news service, and produces publications in English, French,Spanish and Portuguese both in print and electronically. It also offers training andexperience-based learning activities, advisory and evaluation services, applied researchand learning projects in Asia, Africa and Latin America; and conducts advocacyactivities for the sector as a whole. Topics include community management, genderand equity, institutional development, integrated water resources management, schoolsanitation, and hygiene promotion.
IRC staff work as facilitators in helping people make their own decisions; are equalpartners with sector professionals from the South; stimulate dialogue among all partiesto create trust and promote change; and create a learning environment to developbetter alternatives.
IRC International Water and Sanitation CentrePO Box 28692601 CW DelftThe NetherlandsTel: +31 15 21 929 39Fax: +31 15 21 909 55Website: www.irc.nl
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Life Skills-Based Hygiene Education
Education prepares children for a better life. The knowledge, attitudes and skills that theyacquire at school improve job prospects and bring opportunities to escape poverty and move upthe social scale. But, for many millions of children in the developing world, the primary elementof a better life is a cleaner, healthier living environment for themselves and their families.
That does not have to wait until the children have gained academic qualifications and foundgood jobs. With life skills-based hygiene education, right from the start of their schooling,children become agents of change, able to influence the hygienic behaviour of their parentsand siblings and to improve their own living conditions.
The concept of life skills-based hygiene education is that children learn about and practisegood hygiene in ways that match their different stages of development. Teachers useparticipatory methods that encourage sharing of home and school experiences. Through theirsongs, role-playing and evident enthusiasm for their cause, the children's own behaviouralchanges are conveyed to their families and communities in ways that amuse and entertain aswell as raise awareness.
Implementing life-skills based hygiene education presents new challenges to teachers andschool authorities, but the results are highly visible and very rewarding. To help teachers andothers to meet the challenges and gain the rewards, IRC has published this book. It isintended for anyone interested in initiating or strengthening this new approach to hygieneeducation in and around schools.
Another reason for writing the document has been to stimulate comments, additions andcorrections, so that we can all learn and further develop the content and materials presented.The authors invite others to share curricula, lesson plans, educational materials and teachers'training materials for further development of the theme. All such contributions will be fullyacknowledged in any updated version.