WESTERN CAPE Infusion of HIV AIDS Life Skills with the Curriculum

1. WESTERN CAPE Infusion of HIV & AIDS Life Skills with the Curriculum 

2. 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)

3. 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).

4. 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 Kohlberg’s 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).

5. THE INTERCONNECTEDNESS OF THE HUMAN BEING 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

6. 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

7. 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 The South African Constitution

8. SOCIALISATION OF THE NATURAL BEING

9. SOCIETY Needs to develop a context: A healthy natural, built and cultural environment; and Positive role-models.

10. 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.

11. THE CURRICULUM AND THE HUMAN BEING

12. PLANNING FOR A HEALTHY ENVIRONMENT

13. THE INFUSION OF HIV & AIDS LIFE SKILLS WITH THE CURRICULUM ( I - DIRECT MESSAGING)

14. CONTENT-BASED MESSAGING Through HIV & AIDS-related Assessment Standards in Learning Areas/Subjects, e.g. Life Orientation. EXAMPLES OF LTSM BEING UTILISED: Feroza’s Story (Grades 4, 5 and 6) You, me & HIV (Grade 9) Today’s Choices (Grades 10, 11 and 12) Biology Sets (Grades 10, 11 and 12)

15. THE INFUSION OF HIV & AIDS LIFE SKILLS WITH THE CURRICULUM ( II - SUBLIMINAL MESSAGING)

16. THE LESSON PLAN PYRAMID

17. THE ASSESSMENT STANDARD PYRAMID

18. ACHIEVE ASSESSMENT STANDARDSTHROUGH: ACTION RESEARCH PROBLEM SOLVING CONTEXTUALISATION (e.g. A Healthy Environment, HIV & AIDS Life Skills and awareness)

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

20. 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).

21. THE INFUSION OF HIV & AIDS LIFE SKILLS WITH THE CURRICULUM ( IV - APPLIED EDUCATION)

22. 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.