The Red Ribbon HIV/Aids Series — Foundation Phase, Intermediate Phase
By Tessa Marcus, Heather Barclay, Annette Wozniak, Joanne Bloch, Jamela Robertson and Andrea Meeson. Series editor: Nelisiwe Zondi
(Heinemann)
It’s a fact that while many teachers are uncertain on how to deal with the subject of HIV/Aids in the classrooms, some learning materials on the subject are a real turn-off.
Overwhelming statistics crowd the pages alongside complicated biological descriptions and countless warnings that lose their urgency through ruthless repetition. This kind of material does not appeal to teachers or their students. And yet, by now, all educators recognise our national need for a relevant HIV/Aids awareness programme.
Heinemann’s Red Ribbon series, aimed at foundation- and intermediate-phase learners and their teachers, marks an important breakthrough in the way HIV/Aids awareness can be approached in the classroom.
Its guiding principle is ‘listen, understand and act”, and it has been developed in conjunction with both psychological and educational experts.
A further principle underpinning the series is that ‘if you’re not infected, you’re affected”.
I was impressed by the series, and immediately saw ways to incorporate the programme into any classroom. I was particularly pleased with two things: the way the series includes educators in the learning process; and the astute manner in which the writers have linked together all the learning areas, but particularly arts and culture and life orientation, throughout the series.
These two learning areas are used as tools to explore the underlying issues related to HIV/Aids issues such as self-esteem, values, attitudes and empowerment.
I would suggest that educators first work through the Teacher’s Toolkit, which is aimed at all educators, not just specialised therapists. At some point, all teachers will need to deal with the impact of the disease in our schools and our communities.
The Counselling Skills Guide is aimed at helping educators create a safe and secure
learning environment for all learners, and to develop basic knowledge and skills appropriate to counselling and care.
It takes educators through the following stages:
acknowledging and sharing stories;
xploring the idea of trust;
learning to listen;
understanding our responses;
recognising signals from our bodies;
living with ongoing stress;
coping with change and loss; and
drawing on circles of support.
I especially like the handy smaller format of the books. It is full of original exercises, summaries, tips and suggestions that can be integrated into a learning programme for youngsters. All educators could benefit enormously from learning the general life-skills and coping mechanisms explained here.
Hats off to series editor Nelisiwe Zondi for also including an educator’s personal journal in the toolkit. This is a way for teachers to extend the activities in the counselling guide, and to reflect on difficult issues related to HIV/Aids. I liked the fact that real teachers’ experiences have been included. It is also useful to have a directory of contact numbers of support organisations in the journal.
Each phase of the series also includes some short readers and an educator’s guide. The foundation-phase section also includes a colourful, age-appropriate and activity-based learner’s workbook in which learners’ growth and understanding can be assessed. This workbook is based on the five short readers, each beautifully presented and based on a different theme. Taking One Day at a Time, for example, traces the experiences of a learner named Lulu, who is infected with HIV. Short activity suggestions in the readers supplement each new idea.
The readers for intermediate-phase learners are more detailed and advanced, dealing with issues such as fighting prejudice and accepting death. Each one is jam-packed with creative ideas and many of the stories could be dramatised for increased impact. The learner’s personal journal takes the place of the workbook, and the activities have been planned to cover issues such as knowing exactly how transmission of HIV occurs.
Perhaps educators will find the educator’s guides the most useful components of the entire series. Great care has been taken to situate the series in an OBE context. To this end, a thorough explanation of approach and a reminder about outcomes preface an equally comprehensive guide to each reader. A curriculum summary, synopsis and exploration that clarifies the text and activities should ensure that each teacher is able to move smoothly through the learning programme.
It is an excellent opportunity for team or integrated teaching. It is an opportunity for teachers of the whole school to discuss how it can help in the creation of school Aids policies and others policies, such as anti-discrimination policies, and how it can lead to more creative teaching and learning.