Activity 1:

To evaluate health information sources, health services and treatment options critically (hiv and aids included)

[LO 1.4]

HIV and Aids: treatment options

HIV and Aids: sources of information on prevention

HIV and Aids: places of care and counselling

Tuberculosis (TB): prevention and sources of information

Tuberculosis: treatment

Cancer: possibilities for treatment

Cancer: preventative lifestyle

Diabetes: preventative lifestyle

Diabetes: sources of information and possibilities for treatment

First aid and the treatment of burns

Sources of information with regard to the ingestion of poison

Helplines and organisations against domestic abuse

Organisations that support drug addicts and their dependants

The treatment of and possibilities for rehabilitation of drug addicts

Sources of information regarding the prevention of teenage pregnancies

The questionnaire below is completed by each group. It serves as a point of departure for the research.

Sources consulted:

Mark and supply address or contact number and contact person where applicable:

Who is affected by the condition or the disease?

Is there any information available locally about the matter?

Is the information user friendly?

Are the people you have daily contact with at ease when this topic is discussed?

Have you ever discussed this topic with your parents?

Do you feel that your friends ought to know more about this topic?

Would you yourself like to know more about this topic?

Do you know anyone in the community who has been affected by this condition?

Self assessment:

Think very carefully about the questions and then give yourself a mark out of four each time. Be honest. Add up your marks to get a total out of 20.

Total out of 20:

Activity 2:

This assignment develops from the research programme done in activity 1.

[LO 1.5]

Step 1

Each pair of learners is given two minutes in which to tell the class more about their research project. The presentation must aim at persuading the other learners to make a contribution to the school and their environment, or by becoming involved with existing organisations.

Step 2

As part of the “propaganda campaign” the learners exhibit their research projects, and other learners are given the opportunity to examine each other’s work and to question the project leaders.

Step 3

Learners have the opportunity to vote for the project that they feel is in most urgent need of their attention and to which they will be able to make the most significant difference. Each learner votes anonymously.

Votes are counted and the winning topic is announced. If two topics draw an equal number of votes, the learners can vote again, or decide to investigate more than one project.

Step 4

Once consensus has been reached on the topic to be investigated, possible plans of action could be brainstormed in order to decide how learners can make a contribution. The group leaders of the relevant topic can join the teacher in taking the lead.

Hints:

The following contact numbers or websites may be useful:

www.health24.co.za

DISA: (011)-787-1222 Council on sex guidance and drug abuse

SADA (South Africa Diabetes Association) (011) 792-9888 Johannesburg, (021) 425 4440 Cape Town, e-mail national@diabetessa.co.za

www.childrenwithdiabetes.com

www.sahealthinfo.org