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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ISBN 90-6687-045-1

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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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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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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

xi

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.

xii

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: portal@irc.nl 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

7

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.

8

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.

9

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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Section 1

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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Section 1

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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Section 1

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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Section 1

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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Section 1

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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Section 1

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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Section 1

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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Section 1

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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Section 1

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:

51

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

57

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

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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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140

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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

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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.