WESTERN CAPE Infusion of HIV

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WESTERN CAPE Infusion of HIV AIDS Life
Skills with the Curriculum
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MONITORING EVALUATION

• INTERNAL FEEDBACK
• Large scale lack of knowledge w.r.t. addressing
  the issues around HIV AIDS
• Large scale lack of will w.r.t. addressing the
  issues around HIV AIDS
• Large scale HIV AIDS denial
• Large scale HIV AIDS fatigue
• EXTERNAL FEEDBACK
• The message has become repetitive (UNISA, 2007)
• The message has become boring (UNISA, 2007)
• Large scale moral decay (UNISA, 2007)
• Large scale moral degeneration (UNISA, 2007)

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RESEARCH I

• Existing prevention programs have proven to be
  unsuccessful. They have led to increases in
  infection numbers especially among youth
  (Dieudonne Nkwethat)
• Higher levels of moral reasoning are necessary
  for translating knowledge about AIDS into
  reduction of risky sexual behavior (Garmon
  Hubbs-Tait)
• The cognitive deliberation adolescents engage in
  while making decisions about sexual behavior is
  consistent with the kinds of cognitive
  deliberation classified as moral reasoning
  (Gilligan et al., 1971)
• Children form ways of thinking through their
  experiences which include understandings of moral
  concepts such as justice, rights, equality and
  human welfare. As children develop, their moral
  thoughts become internalized (Kohlberg).

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RESEARCH II

• Risky sexual behaviour and offending is said to
  be associated with a delay in the development of
  moral reasoning, so that given the opportunity
  for risky sexual behaviour or any other deviant
  behaviour the person does not have the ability to
  control and resist temptation (Kohlberg).
• The social and cultural impacts of sustainability
  in dealing with HIV/AIDS in China are addressed
  utilizing Kohlbergs Stages of Moral Development
  and the ethical concepts of moral approbation and
  fiduciary responsibility (Lee Simms) and
• The crafting of effective AIDS prevention for
  youth has three main requirements
• The understanding of the developmental needs and
  issues of older teenagers and young adults
• The existence of solid theoretical foundations
• The provision or creation of adequate context and
  prevention (Green).

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THE INTERCONNECTEDNESS OF THE HUMAN BEING
DESIRED STATE OF EXISTENCE
PRESENTED FORMS
AREAS TO BE EXERCISED
OUR BEINGS
EXERCISE ACTIVITIES

• Logic Academic Activity
• Psychological Mind/ Imagination
• Brain Intuition Creative/Extra-sensory
  Activity
• Spiritual Spirit/ Spirituality
  Meditation/
• Soul
  Spiritual Activity
• Physiological Body Physique Recreation/
• 
  Physical Activity

R E L A X A T I O N / L E I S U R E
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HOLISTIC EDUCATION

• HOLISTIC EDUCATION Identity, Meaning Purpose
  in life through connections to the Community,
  Natural World Spiritual Values (such as
  compassion and peace).
• METHOD Not through an academic curriculum
  that condenses the world into instructional
  packages, but with direct engagement with the
  environment.
• HOLISTIC CURRICULUM Connections in human
  experience, e.g., between
• Mind, body spirit
• Linear thinking and intuitive ways of knowing
• Academic disciplines
• Individual and Community
• Personal self and Transpersonal Self

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THE CURRICULUM

• INTEGRATED FOCUS
• Mind
• Body
• Spirit
• MESSAGING
• Explicit Curriculum
• (personal experiences, sensory experiences)
• Implicit Curriculum
• (hidden curriculum, subliminal messaging)
• Null / Nil Curriculum
• (What is the curriculum not saying?)
• PRINCIPLE ONE
• Human Rights, Social Justice, Inclusivity and
  A Healthy Environment
• FOUNDATION

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SOCIALISATION OF THE NATURAL BEING
SOCIETY

SOCIETY
SOCIETY
SPIRITUAL BEING
PSYCHOLOGICAL BEING
PHYSIOLOGICAL BEING
SOCIETY
SOCIETY
SOCIETY
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SOCIETY

• Needs to develop a context
• A healthy natural, built and cultural
  environment and
• Positive role-models.

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AN EDUCATIONAL APPROACH

• ADDRESS
• The learner, society, holistic education, the
  curriculum and a healthy environment
• The socialisation of the natural being
  (From curriculum to
  community)
• Planning, organising, learning and teaching for
  a healthy environment and
• HIV AIDS life skills and awareness within the
  context of a healthy environment.

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THE CURRICULUM AND THE HUMAN BEING
INCLUSIVITY HUMAN RIGHTS HEALTHY LIVING LIFELONG
LEARNING A HEALTHY ENVIRONMENT BALANCED
LIFESTYLE LIFELONG ACTIVITY SOCIAL
JUSTICE INTEGRATION
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PLANNING FOR A HEALTHY ENVIRONMENT
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THE INFUSION OF HIV AIDS LIFE SKILLS
WITH THE CURRICULUM ( I - DIRECT MESSAGING)
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CONTENT-BASED MESSAGING

• Through HIV AIDS-related Assessment Standards
  in Learning Areas/Subjects, e.g. Life
  Orientation.
• EXAMPLES OF LTSM BEING UTILISED
• Ferozas Story (Grades 4, 5 and 6)
• You, me HIV (Grade 9)
• Todays Choices (Grades 10, 11 and 12)
• Biology Sets (Grades 10, 11 and 12)

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THE INFUSION OF HIV AIDS LIFE SKILLS
WITH THE CURRICULUM ( II - SUBLIMINAL
MESSAGING)
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THE LESSON PLAN PYRAMID
INTRODUCTION
LEARNING OUTCOME(S) ASSESSMENT STANDARD(S)
CONSOLIDATION
CONTEXT
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THE ASSESSMENT STANDARD PYRAMID
ACTION RESEARCH
PROBLEM SOLVING
RESOURCES
CONTENT
SITUATION
LESSON
CONTEXT
A HEALTHY ENVIRONMENT
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ACHIEVE ASSESSMENT STANDARDSTHROUGH

• ACTION RESEARCH
• PROBLEM SOLVING
• CONTEXTUALISATION (e.g. A Healthy Environment,
  HIV AIDS Life Skills and awareness)

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THE INFUSION OF HIV AIDS LIFE SKILLS
WITH THE CURRICULUM ( III - MORAL EDUCATION)
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MORAL EDUCATION

• The goal of moral education is to encourage
  individuals to develop to the next stage of moral
  reasoning (Kohlberg)
• Early moral development approaches to education,
  therefore, sought to force students to ponder
  contradiction inherent to their present level of
  moral reasoning (Kohlberg)
• The most common tool for doing this was to
  present a moral dilemma and require
  learners to determine and justify what course the
  actor in the dilemma should take. Through
  discussion, students should then be forced to
  face the contradictions present in any course of
  action. This approach stems from the
  cognitive-developmentalist view that discussion
  of moral dilemmas can stimulate moral development
  (Kohlberg).

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THE INFUSION OF HIV AIDS LIFE SKILLS
WITH THE CURRICULUM ( IV - APPLIED EDUCATION)
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PRACTICAL IMPLEMENTATION

• Development of LTSM by educators (e.g.
  Workshops)
• Development of LTSM by learners (e.g. Street
  Beat)
• Festivals, Exhibitions, Olympiads, etc. that are
  organised from School level, to EMDC level, to
  Provincial level and
• Development of website material.