Implementing the Curricula

Implementing the Curricula
a safe environment
Effective programmes started by creating ground rules for class involvement. Some also separated the class
into same-sex groups for certain topics, or less frequently, limited the entire course to only one sex.
Included multiple instructionally sound activities to change each of the targeted risk and protective factors
In order to increase knowledge about modes of transmission of HIV and other STDs, symptoms, susceptibility
to and consequences of STDs, and methods of preventing STDs and pregnancy, curricula included a variety of
delivery methods: short lectures; class discussions; competitive games; simulations; drama sketches; videos,
and other techniques. Many of these activities required students to obtain, share and personalise information.
To increase perceptions of risk, effective curricula provided data on incidence of STDs and pregnancy,
included videos of HIV-positive or pregnant teens, or involved HIV-positive or pregnant speakers together with
simulations to demonstrate STD or pregnancy risk and consequences. To change personal values and attitudes
about sex and the use of condoms or other contraceptives, effective curricula included group discussions that
emphasised the advantages of abstinence or condom/contraceptive use, voting activities and survey data to
demonstrate peer support for abstinence or condom use and included methods of resisting pressure to have
sex. To teach students how to refuse unwanted, unintended, or unprotected sex or to insist on using condoms
or contraception, effective curricula commonly used role-playing, providing each student with multiple opportunities
to practise important verbal skills. To increase self-effi cacy to use condoms, curricula demonstrated how
to use condoms, for example, by having students identify the correct order and steps for using condoms.
instructionally sound teaching methods that actively involved the participants, that helped participants
to personalise the information, and that were designed to change specifi c risk and protective factors
Interactive teaching methods included short lectures, class discussions, small group work, video presentations,
stories, live skits, role-playing, risk simulations, competitive games, forced-choice activities, surveys
of attitudes and intentions with anonymous presentation of results, problem-solving activities, worksheets,
homework assignments (including assignments to talk with parents or other adults), question boxes and
condom demonstrations.