Peal ponte REPUBLIC OF ZAMBIA Ministry of General Education LIFE SKILLS-BASED COMPREHENSIVE SEXUALITY EDUCATION TEACHER'S GUIDE GRADE 9 Developed by the Curriculum Development Centre Ministry of General Education With support from UNESCO and Sida af we = —" = = S = SWEDEN “OpmenT ©©The Curriculum Development Centre, 2016 Ministry of General Education First published 2016 by The Curriculum Development Centre Ministry of General Education With support from UNESCO and Sida ISBN 978-9982-54-357-6 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, mechanical, photocopying or otherwise without the written permission of the copyright owner. AuthorsAuthors ‘Samson Njapau, David Sikanyiti Mwiinga, Michael Chiyaka Josephine M. Shamputa, Mukuka Chisanga Nasilele Imbwela, Kenneth Mudenda Series coordinators Exilda Sangweni-Gondwe, Samson Njapau Editors Josephine M. Shamputa, Anson Banda Typesetting and text design Hurbert Kakonkanya, Teleman Thomas Zulu llustrated by Cassidy Sakala, Thomson NamukabaComprehensive Sexuality Education CONTENTS PREFACE v SECTIONA: INTRODUCTION vi SECTIONB: THE NEED FOR COMPREHENSIVE SEXUALITY EDUCATION........ Vi SECTIONC: CONTENT OUTLINE vill SECTIOND, HOWTOUSETHISBOOK........ sesseusstnestianetineestasteneriateine IX SECTIONE. METHODOLOGIES xi SECTIONF: NOTE ON SUMMARY veessseesseasieseisstestnsstnestianetsaentasiativaenee Xl SECTIONG: ASSESSMENTS xiti CHAPTER 1: RELATIONSHIPS... 1 TOPIC1: FAMILIES 1 TOPIC 2: FRIENDSHIP, LOVEAND RELATIONSHIPS.... 4 TOPIC3: TOLERANCEANDRESPECT. 8 TOPIC4: LONGTERM COMMITMENT, MARRIAGEAND PARENTING . 9 CHAPTER 2: VALUES, ATTITUDES AND SKILLS 12 TOPIC 1: VALUESATTITUDESAND SOURCES OF SEXUALLEARNING.wessssene 12 TOPIC2: NORMSAND PEER INFLUENCE ON SEXUAL BEHAVIOUR 14 TOPIC 3: DECISION-MAKING. .jsssosessstesseusieseissensnnssinnsteneniatntesenanie 16 TOPIC4: COMMUNICATION, REFUSALAND NEGOTIATION SKILLS 17 TOPICS: FINDINGHELPAND SUPPORT..... 19 CHAPTER 3: CULTURE, SOCIETY AND HUMAN RIGHTS. 23 TOPIC 1: SEXUALITY, CULTUREAND HUMAN RIGHTS sesvenssimasiinin 23 TOPIC 2: SEXUALITYAND THE MEDIA. 25 TOPIC3: SOCIAL CONSTRUCTION OF GENDER 29 TOPIC4: GENDER-BASED VIOLENCE... 31 CHAPTER 4: HUMAN DEVELOPMENT ..... secsenstnestinetinteiteasieranien 34 TOPIC1: BODYIMAGE 34 TOPIC 2: PRIVACYAND BODILY INTEGRITY... . . sees 36 TOPIC 3: SEXUALAND REPRODUCTIVE ANAT! see 38 TOPIC4: REPRODUCTION 40 CHAPTERS: SEXUAL BEHAVIOUR. . 43 TOPIC 1: SEX, SEXUALITY AND THE SEXUAL LIFE CYCLE... ese 43 TOPIC2: SEXUAL BEHAVIOURS AND SEXUAL RESPONSE 46 CHAPTER6: SEXUAL REPRODUCTIVE HEALTH . 50 TOPIC 1: PREGNANCY PREVENTION. 50 TOPIC 2: UNDERSTANDING, RECOGNIZING AND REDUCING THE RISK OF STIS, INCLUDING HIV 53 TOPIC 3: HIVANDAIDS, STIGMA, CARE, TREATMENTAND SUPPORT wvscssscene 55ee ee Ce ene PREFACE The Life Skills-Based Comprehensive Sexuality Education (CSE) materials have been developed to enrich the provision of Reproductive Health and Sexuality Education (RHSE). CSE features as a cross cutting theme in the 2013 Zambia Education Curriculum Framework. Cross cutting themes emanate from the challenging issues that affect a cross section of society, RHSE should not be taken as a stand-alone subject, but its content integrated in some stand alone and examinable subjects. The development of CSE materials have been necessitated by a number of factors such as 1, Early sexual debut among young people: According to the 2013 Zambia Demographic and Health Survey (ZDHS) 12% of young women of 15-24 age group and 16% of young men of the same age group had sexual intercourse before the age of 15, 2. Alarming numbers of school drop outs due to pregnancy every year :( MoE Educational Statistical Bulletin). Forinstance, in 2010, 15 586, in 2011, 15 707, 2012, 14,849; 2013, 14,928 and 2014, 16,378 3. High prevalence of HIV and AIDS among young people: According to the ZDHS of 2013, the high HIV prevalence of young women of ages 15-24 age group was 7.4% and 5.4% of young men of the same age group, further, the ZDHS of 2013/14, 13% of Zambian adult aged 15-49 were estimated to be HIV positive, 4. Adolescent's birth rate: 28% of adolescent girls became pregnant before the age of 18. (ZDHS 2013/2014). The aforementioned data clearly shows that there was knowledge gap among young people regarding their sexuality.This needed to be addressed through the provision of Comprehensive Sexuality Education CSE can provide young people with age appropriate culturally relevant and scientifically accurate information. itincludes structured opportunities for young people to gain knowledge, skills and positive attitudes and values which will help them apply life skills in addressing challenges with regards to their sexuality. A properly designed and implemented sexuality education programme plays a significant role in reducing the risk of STI including HIV transmission, unintended pregnancies, cohesive or abusive sexual activity and exploitation The time to integrate CSE in the school curriculum could not be at a better than 2013 when a holistic review of the education curriculum has been done at all the levels of education. The users of these materials should take time to digest the content provided in this document to ensure that correct and accurate information is provided to the young people in and out of, school. It is hoped that the integration of CSE in the school curriculum will contribute to the reduction of early sex debut, teen pregnancies, and HIV prevalence among young people, early marriages and other emerging issues affecting young people. HENRY C. TUKOMBE (MR) Permanent Secretary-Ministry of General EducationComprehensive Sexuality Education ACKNOWLEDGEMENT The development of the Grade 9 Life Skills Based Comprehensive Sexuality Education materials, could not have been achieved without the technical and financial support from the UN family in general and UNESCO, UNFPA, UNICEF and UNAIDS in particular. The Ministry of General Education remains indebted to the writing team assembled by the Curriculum Development Centre which contributed to the successful development of various themes in the material. Sincere thanks also go to the schools that participated in the trialling of the books Special thanks also go to some Civil Society Organisations (SAFAIDS, Restless Development, Centre for Reproductive Health and Education, Children in Need, YWCA, YMCA, and ZINGO) and other key individuals who contributed in one way or the other. It is the desire of the Ministry that learners and teachers will find the materials useful and enjoyable and finally help Zambia to reduce the high prevalence of HIV and other STIs and also teenage pregnancies. Batala C.N. M. Sakala (Mrs.) Director- Standards and Curriculum MINISTRY OF GENERAL EDUCATIONee ee 9 Teacher's Gui SECTION A. INTRODUCTION The Life Skills -Based Comprehensive Sexuality Education Teacher's Guides and Learner's books have been developed in line with the requirements of the Zambia Education Curriculum Framework (ZECF) of 2013. Itis meantto help learners acquire knowledge, skills and develop positive attitudes regarding their sexual and reproductive health. The materials have been developed to equip young people with knowledge and skills on their Reproductive, Health and Sexuality. Itis envisaged that these materials will provide learners with accurate information, skills, positive attitudes and values that will help them make informed decisions on their reproductive health and sexuality. Comprehensive Sexuality Education should not be taken as standalone subject, butts integrated in the following carrier subjects: 1. Integrated Science ( Primary and Junior Secondary); Biology (Senior Secondary); Social Studies (Primary and Junior Secondary); Civic Education (Senior Secondary) Home Economics (Primary, Junior and Senior Secondary ); Religious Education (Junior and Senior Secondary) oaaenr These are stand alone and examinable subjects. SECTION B: THE NEED FOR COMPREHENSIVE SEXUALITY EDUCATION Having identified gaps regarding sexuality education, the Ministry took advantage of the 2013 Curriculum Review to reinforce on Sexuality Education by adding more information on Reproductive Health and Life Skills. This improvement on the sexuality education is what is termedas Life Skills Based Comprehensive Sexuality Education (CSE) The sexual risk behaviours, knowledge gap or ignorance among young people are issues that prompted the development of CSE materials. The Life Skills Based Comprehensive Sexuality Education may mould young people into critical thinkers and are to deal with life in a more positive way. Comprehensive Sexuality Education constitutes the following topics: i) Relationships ii) Values, Attitudes and Skills iii) Culture, Society and Human rights iv) Human Development v) Sexual Behaviour vi) Sexual and Reproductive Health Apart from the aforementioned topics, there are core Life Skills have been incorporated in the content. These Core Life Skills include; self-awareness, problem solving, creative-thinking, critical thinking, effective communication, decision making, interpersonal relationships, stress and anxiety management, coping with pressures, self-esteem and confidence’ (2012 LSP). viTHE ROLE OF THE TEACHER The teacher holds the key to the successful implementation of comprehensive sexuality education. Teachers play multiple roles as they execute their duties. A teachers an educator, assessor, mentor, disciplinarian, motivator, parent, advocate and more importantly a, role model, The teacher is expected to embrace the core values of integrity, honesty, objectivity, respect and confidentiality in their dealings with learners. Teachers are expected to understand the content of the sexuality framework which provides the scope of outcomes, knowledge, values and skills to be imparted in the leamers. Since CSE has been integrated in the curriculum, there is need to ensure that the CSE outcomes in natural sciences and social sciences grade 5 to 12 school curriculum are covered thoroughly by using the CSE learners book and teachers guide as the main resource. It is important to ensure information is interpreted correctly and age appropriate knowledge is imparted in the learners. Teachers should nurture leamers to build confidence in handling matters relating to their sexuality. To ensure that sexuality education is effectively implemented, teachers are expected to use outcome based approach as opposed to behavioural approach. This outcome based approach to teaching is aimed at making the content linked to real life situations and experiences, Further, leamers are given practical experiences during the teaching and learning processes that help them acquire necessary knowledge, life skills and values that will help them deal with sexuality challenges The teachers shall ensure that all the outcomes covered here are shared with the learner so that while in school and out of school later, the learners will feel safe in life to face sexuality issues as individuals and severally too. What is expected in here is that teachers should mostly counsellors of the clients in their hands, the learners. The implication here is that with allthe information made available, learners should be able to make informed choices on their ‘own. The teaching approaches should be highly learner-centred almost every time topics covering CSE are being dealt with. Such approaches have been discussed in detail in Section F, Since the information is in core subjects to be taken by every learner; through natural sciences and social sciences, teachers are requested to find joy in noticing that as a result of this Life Skills Based Comprehensive Sexuality Education book, leamers will eventually have low or no risk sexual behaviours. It should be made clear to the learners by teachers that unintended pregnancies have negative effects on the young people involved, their children and society as a whole. SPECIAL EDUCATIONAL NEEDS The Life Skills Based Comprehensive Sexuality Education Framework provides for learners with different abilities, talents and interests. Teachers should endeavour to include learners who have hearing, visual, intellectual or physical disabilities. Plan your classroom activities to include these learners in a way that makes them feel comfortable and ina way that helps them toleam. viiee ee 9 Teacher's Gui SECTIONC: CONTENT OUTLINE The Life Skills Based Comprehensive Sexuality Education comprises Six Thematic Areas. These are outlined as follows: 1. Relationships 1.1 Families 1.2. Friendship, Love and Relationships 1.3. Tolerance and Respect 1.4 Long-term Commitments, Marriage and Parenting 2. Values and Skills 2.1. Values and Sources of Sexual Learning 2.2 Norms and Peer Influence on Sexual Behaviour 23 Decision-making 24 Communication, Refusal and Negotiation Skills 2.5 Finding Help and Support 3. Culture, Society and Human Rights 3.1 Sexuality, Culture and Law 3.2. Sexuality and the Media 3.3. The Social Construction of Gender 3.4 Gender-Based Violence, Sexual Abuse and Harmful Practices 4, Human Development 4.1 Sexual and Reproductive 4.2 Anatomy and Physiology 43. Reproduction 44 Puberty 45 Body Image 4.6 Privacy and Bodily Integrity 5. Sexual Behaviour 5.1 Sex, Sexuality and the Sexual Life Cycle 5.2 Sexual Behaviours and Responses 6. Sexual and Reproductive Health 6.1 Pregnancy Prevention 6.2. Understanding, Recognizing and Reducing the Risk of STIs, including HIV and HPV 63 HIV and AIDS Stigma, Treatment, Care and Support viiiComprehensive Sexuality Education SECTION D. HOWTO USE THIS BOOK This Teacher's Guide should be used with the Grade 9 Life Skills Based Comprehensive ‘Sexuality Education and the Life Skills Learner's Books. The book is based on the Ministry of General Education's framework for the Life Skills Based Comprehensive Sexuality Education The Teacher's Guide has the following elements: Section A: Introduction Section B: The need for Comprehensive Sexuality Education Section C: Content Outline Section D: How to Use this Book Section E: Methodologies Section F: Note on Summary Section G: Assessment SectionH: Teaching guidelines Chapter Topics G Sub-topics + Specific Outcomes - Knowledge = Skills - Values - Additional resources needed - Teaching Methodology Activities Layout of each activity: - Procedures (Teaching Methodology) - Hints to the teacher - Suggested answers (Where needed) - Follow-up activities (Where needed) - Summary (At the end of the Chapter) - Assessment (At the end of the Chapter). LESSON GUIDANCE, ASSESSMENT AND ANSWERS Each chapter in this Teacher's Guide starts with an introduction. Immediately after this, the topic follows with the background information. This is followed by the sub-topics. Under each sub-topic, the following are outlined: specific outcomes, knowledge, skills, values, additional resources needed and the teaching methodology. Then the introduction and content for the sub-topic follow. Thereafter, activities follow. Under each activity, you will find: Q guidelines on how to carry out the activity and follow-up activity. suggestions about when individual, pair or group work is appropriate. OQ hints.ee ee Ce ene 2 suggestions for continuous assessment. Q answers for activities and exercises. O _ suggestions on how summarise topics with the learners. SECTION E. METHODOLOGIES. Learner-centred The teaching of Life Skills Based Comprehensive Sexuality Education should be learner- centred so as to stimulate the learners’ interest and active participation in the learning process. Pair/Group Work Pair or Group Work improves the use of language in an informal context. They also provide opportunities for learners to communicate freely in their local language and English. Pair or Group Work also encourages Team Work. Group Formation Form groups at the beginning of the year and the sizes will depend on the number of learners inthe class. However, there should be 5 to 7 members in each group. Remember that there are various ways of forming groups Each group should have a chairperson and a secretary elected by themselves. Pair or Group work will be the vehicle for all these participatory methods listed below: Discussion Leamers need to learn how to communicate effectively; exchange ideas, tolerate each other's views and reach consensus. Discussion will offer this opportunity to them. They can discuss in smaller or larger groups. Role Play Role play allows the leamers to act out a situation there and then. Leamers will experience how someone might feel in a given situation and learn from each other. Here learners are not supposed to rehearse, and this is one of the differences between mini-drama/drama and role- play. Once a situation has been acted out, a discussion may follow, Mini Drama/Drama Here leamers are supposed to rehearse given lines, actions and so on before they perform before the others. Justlike in role-play, a discussion may follow. Debate A debate is a formal discussion of an issue. In a debate two or more speakers or teams express opposing views about a given topic. The topicto be debated is called a motion. Those who support a motion are called proposers. Their task is to agree with the motion and show why they agree. They should convince and persuade the other team.The ones who do not support that motion are called opposers. Their task is to refute whatever argument the proposers advance. They do this by giving reasons why they do not agree. They may also provide evidence to show why. The debate is won by the team that presents a better argument than the other team. This is determined by the judges who have the criteria that they use to allocate points determine the winner. Abetter argumentinvolves: ‘Agood understanding of the motion being debated Research in order to come up with good points or counter arguments Agood command of the language Poise and confidence Logical presentation of argument ooooo To hold a debate, you will need the following: amotion atime keeper ateam of proposers ateam of opposers achairperson or moderator asecretary anaudience oooocoo Atthe start of the debate, the Chairperson or Moderator will introduce the motion. He will then introduce the Secretary, the Time Keeper, the Proposers and the Opposers. He will also remind the debaters concerning the importance of observing time, and will request the audience to pay attention and applaud briefly and only when necessary. While on the floor, the debaters are free to consult their notes. If time allows, they may also physically cite any works or authorities to back their arguments. Case Study Here the leamers are given true or imaginary situations or stories on different topical issues that provoke discussions Fieldwork/Project The learners’ individual language and other general skills can be developed and integrated through carrying outa project. Here the learners research, individually or as a group on varied issues. The teacher has to prepare the learners beforehand as this requires a methodical and careful approach to finding information and how to evaluate the gathered materials. xi