grade 7 pupils - comprehensive sexuality education

COMPREHENSIVE SEXUALITY EDUCATION

LIFE SKILLS BASED

Developed by the Curriculum Development Centre Ministry of General Education

with support from UNESCO and SIDA

LEARNER'S BOOKGrade 7

Ministry of General EducationREPUBLIC OF ZAMBIA

- -

The Curriculum Development Centre, 2020

Ministry of General Education

First Published 2020 byThe Curriculum Development Centre

Ministry of General EducationWith support from UNESCO and SIDA

ISBN : 978-9982-54-362-0

The All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any forms or by any means electronic, mechanical, photocopying or otherwise without the written permission of the copyright owner.

Authors

Series CoordinatorsSamson Njapau, Exilda Sangweni Gondwe

EditorAnson Banda

Typesetting and text designNamwengu Kalima

Illustrator Thormson Namukaba

Lazarous Kalirani, Beatrice Hamwinga, Christopher Chitumbo, Kenneth Mudenda, Kennedy Mundongo, Prisca Musonda

Silumpubwe, Joackim Musonda

CHAPTER1: RELATIONSHIPS

CHAPTER 2: VALUES, ATTITUDES AND SKILLS

CHAPTER 3: CULTURE, SOCIETY AND HUMAN RIGHTS

CHAPTER 4: HUMAN DEVELOPMENT

.................................................... 1TOPIC 1: FAMILIES................................................................... 2

TOPIC 2: FRIENDSHIP, LOVE AND RELATIONSHIPS................ 5

TOPIC 3: TOLERANCE AND RESPECT.................................... 10

........................ 14TOPIC 1: VALUES, ATTITUDES AND SOURCES OF SEXUAL

LEARNING............................................................... 14

TOPIC 2: NORMS AND PEER INFLUENCE ON SEXUAL BEHAVIOUR.............................................................. 17

TOPIC 3: DECISION MAKING................................................. 19

TOPIC 4: COMMUNICATION, REFUSAL AND NEGOTIATION SKILLS........................................................................ 21

TOPIC 5: FINDING HELP AND SUPPORT................................ 24

.......... 27TOPIC 1: SEXUALITY, CULTURE AND HUMAN RIGHTS........... 27

TOPIC 2: SEXUALITY AND THE MEDIA.................................... 30

TOPIC 3: SOCIAL CONSTRUCTION OF GENDER.................. 31

TOPIC 4: GENDER BASED VIOLENCE (GBV)......................... 33

...................................... 37TOPIC 1: THE STRUCTURE AND FUNCTIONS OF THE SEXUAL

REPRODUCTIVE ORGANS ...................................... 37

TOPIC 2: PUBERTY................................................................... 40

TOPIC 3: REPRODUCTION...................................................... 42

TOPIC 4: BODY IMAGE........................................................... 44

TABLE OF CONTENTS

CHAPTER 5: SEXUAL BEHAVIOUR.

CHAPTER 6: SEXUAL AND REPRODUCTIVE HEALTH.

.......................................... 48TOPIC 1: SEX, SEXUALITY AND SEXUAL LIFE CYCLE............... 48

TOPIC 2: SEXUAL BEHAVIOURS AND RESPONSES................. 54

............ 57

TOPIC 1: PREGNANCY PREVENTION..................................... 57

TOPIC 2: HIV AND AIDS, STIGMA, CARE, TREATMENT AND

SUPPORT................................................................... 60

CHAPTER1:

RELATIONSHIPS

Human beings, as earlier discussed in Grade 6, may be related to one another, either by blood or through marriage, friendship, interests, and experiences, areas of work, school or play. This kind of connection of human beings is called relationships.

Relationships that people develop with others, play an important role in the way we grow up. For example, if you have a relationship with your parents, who love and respect each other you are likely to learn from them. On the other hand, if you have bad friends, they will influence you to do bad things.

In this Chapter we will focus on the attributes and characteristics of a healthy family, different ways of expressing friendship and love, and ways of respecting and tolerating individual differences.

Family members working together

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TOPIC 1: FAMILIES

Remember that in Grade 5 and 6, you learnt about what a family is and the different types of families. In a healthy relationship, members of the family will enjoy living together. This can be seen in the way every member of the family relates with one another. Without healthy relationship, the family is likely to break up.

In this topic, you will learn about the:

Characteristics of a healthy family relationship.

1. Responsibility Each Member of the family has the responsibility of looking into the interests and well-being of others. There should be commitment from each member to ensure that they play their role. Members should also take time to consider how their decisions and actions will affect other members.

2. Effective communicationEffective Communication is an important aspect of a healthy family relationship. It is through effective communication that each family gets to know what others need.

3. Mutual respect and understandingIn a healthy family relationship, each member should appreciate and respect the contribution of each member. Such appreciation is expressed with meaningful words and gestures. This helps the person being appreciated to increase self-esteem and strengthen the bond among family members.

SUB-TOPIC 1: CHARACTERISTICS OF A HEALTHY

FAMILY RELATIONSHIP

It is important for families to live happily and in unity regardless of the type of family. Factors such as being rich or poor, or being of a different tribe or religion, or the type of place where they live, should not affect their happiness and unity. In order to have a healthy family relationship, the family members need to do some of the following things:

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4. LoveIn a family where there is mutual love and respect, members will always be longing for one another. A family which is rarely together quickly loses touch with the needs of its individual members. Members of such a family will feel lonely, neglected and eventually they will start looking for love and attention elsewhere.

5. Parental guidance and responsibilityParents have a responsibility to guide and nurture their children through all the aspects of life until they grow into responsible adults. Children also have a responsibility to listen and obey their parents/guardians.

Activity 1

Read the story below and do the activity that follows.

PETER TUYANDANE'S FAMILY

Mr. Peter Tuyandane and his family live in Kasupe area near Lusaka. He has three sons and two daughters. Here they have a small holding which they work on to supplement the small family income from regular employment. Every Sunday when children are not out for school and their parents out for work in town, the family wakes up early to conduct family morning prayers where they sing hymns, read some Bible passages and one of the family members is asked to pray.

After prayers, some family members remain home to prepare meals for the day while others pick up various tools and head for the fields where they grow vegetables, maize, groundnuts, and other food crops. While some members work in the field, others look after livestock such as dairy cows, chickens, and goats. As they do their pieces of work they sing Christian songs.

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At midday, they go for lunch. Meals are served in a room with a long table with a number of chairs. At this time, family members gather around the table to take their meals. After such hard work, members enjoy their meal. After the meal, the father thanks the members for taking part in the farm work. Finally, family members thank those who had remained to prepare the meals.

In the evening, they again meet to pray before going to bed. After prayers the family decides how they will tackle the pieces of work that have remained. The father leads the discussion. Questions are asked and answers provided. Each person's opinion is considered before a final decision is arrived at. Therefore, it becomes very clear to everyone about what will be done next.

The house the family lives in is not a big one. However, there are bedrooms for boys and girls, in addition to their parents' bedroom. Girls and boys do not go into each other's bedroom anyhow. If there is anything they would like to get from the bedrooms, they knock and ask for it. Their parents also do not just go into their children's rooms without knocking. The parent's bedroom is out of bounds

.

Within their neighbourhood, there is an old lady who lives with her two little grand-daughters. Unfortunately, the lady is so old that she is not able to work on the land.

resolved that from time to time they would go to help the old lady by sweeping her house and cleaning the surroundings. This gives them a lot of pleasure to do.

Once every year, after the family has saved some money, they go out to Livingstone's Victoria Falls or other tourist resorts to relax for a weekend. After the outing, each member tells the other good things they experienced while out. At the end of each narration, their father asks them whether they would want to go back for such an outing, to which everyone agrees. As a result each family member looks forward to this event.

Not long ago the family lost one of their members after a long illness. Their grand-mother was discovered to have cancer of the stomach.

all times

Peter's family members are aware of this so they have

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Unfortunately, this was discovered quite late and there was little that the doctors could do to save her. Eventually she died and the family felt the loss and missed her dearly. During the time of the funeral, members worked together to ensure that she was put to rest in a manner that befitted her. The parents comforted their children over the loss of their grand-mother. The children would also talk to their parents to take the loss as one of those things that happen. In the end the family was able to go through this loss.

Question

From the story above identify some of the things which show that Peter's family is a healthy family.

In small groups, discuss the sayings and proverbs common in your area that help:

a. parents to relate to their children, e.g. charity begins at home; and

b. children relate to their parents, e.g. Kwapa tacila kubeya (the armpit is never above the shoulder).

Follow-up activity

TOPIC 2: FRIENDSHIP, LOVE AND RELATIONSHIPS

This topic provides you with knowledge, skills and values required to identify different ways of expressing friendship and love.

In this topic, you will learn about:

healthy and unhealthy ways of expressing friendship and love.

People express friendship and love for each other in different ways. Some ways of expressing friendship and love are healthy while others are unhealthy.

SUB-TOPIC:1 DIFFERENT WAYS OF EXPRESSING

FRIENDSHIP AND LOVE

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Healthy ways of expressing friendship and love

Friendship and love are important aspects of a healthy relationship. Some healthy ways in which friendship and love can be expressed are as follows:

1. Being faithful

True expression of friendship and love requires you to be faithful.

This means that one should be able to show that he means no harm to the other person. A true friend should not force you to do something wrong. This helps to build trust among friends,

2. Respecting one another

Expressing friendship and love requires that you take time to know what your friend values and respect that. It also requires that you respect their opinion and be sensitive to their feelings. You can also show respect for one another by not passing bad comments on each other or doing things they do not like.

3. Receiving and giving

In a relationship where there is friendship and love, there must be giving and receiving. A lot of people enjoy receiving different kinds of gifts. However, the motive and nature of the gift should be genuine.

4. Effective communication

True friendship and love requires effective communication. This involves being able to listen and consider the other person's opinion. It also requires that one should not use abusive language in disagreeing to the other person's opinion.

s/

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Unhealthy ways of expressing friendship and love

Friendship and love can also be expressed in wrong ways. Some of these ways are:

1. Sexual abuse

Engaging in sexual activities is not an expression of true friendship and love. Sexual abuse may involve indecent or improper This also includes verbal abuse that is; passing negative comments about a friend.

2. Giving-in to wrong-doing

Giving in to a friend's wrong demand, does not show a sign of true friendship and love. If your friend asks you to do something wrong, say no to it and stand firm in showing your no. If they insist on doing wrong, it is better to leave them alone.

3. Engaging in harmful activities

You should not engage in harmful or bad activities such as sex, abuse of alcohol, drugs and other substances just because friends are doing it. You can advise your friends to stop engaging in these harmful activities and if they insist, you should leave them.

touch on parts such as breasts, bums and genitals.

Follow up the conversation which took place between Mutinta and Mukela as two of your friends act it.

Mutinta: In Grade 6 we learnt about some unhealthy relationships that we may find ourselves in. Mukela, I am sure you are now very careful about what kind of friends you choose. It looks like your relationship with your friends is a healthy one.

Activity 2

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Mukela: My dear, I don't know why I am so unfortunate. I have tried to do away with my friends who I consider not to be good. I love them as individuals, but not what they do to me. They try to show that they love me but their behaviour doesn't show it. Maybe you have managed to get friends who are good.

Mutinta: No, Mukela. I have this boy who I thought I could go into a relationship with. I thought probably since we were in the same class where we learnt about unhealthy relationships, he would be a very good companion for me. To my surprise, he doesn't seem to have learnt anything. Imagine one day when we were going home together, he held my hand as we walked. I took it that it was an innocent holding. To my surprise, he extended his hold from my hand to my waist. I tried to push him away but he continued until he was almost touching my breasts. I told him to stop it and we separated to go to our respective homes. The following day. as I was going to school, I was in the company of the boy who was in Grade 8. The kind of look I got from the boy I walked home with the previous day was not pleasing. He waved his fist to me and to the Grade 8 boy. As we got into class he warned me severely against walking in the company of the Grade 8 boy. He threatened that the next time he sees me with the boy he would beat both of us.

Mukela: Maybe it is because he loves you.Mutinta: No, Mukela. He has to respect me and the decisions I

make. He should not dictate to me who I should walk with.

Mukela: Mutinta, I also have a problem with my friends. For quite some time these friends have been passing through a tavern to take some quick sips of beer before we get to school. I would watch from a distance and wait for them. Imagine this other day they ask me to join them in their habit just to prove that I love them as my friends. I joined them briefly, but after taking one sip, I realised what I was

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doing was not good. I left them and ran to school so that I arrive in time. I don't think I should continue my friendship with them.

Mutinta: Mukela, think of this family that I know of. They used to write nice notes to each other as a way of expressing their love for each other. It so happened that one day the husband was going on a trip by air. The plane was to leave at 06.30 hours. He told his wife to wake him up at 04.30 so that he could prepare and start off in good time for the trip. True to her duty, at 04.30 her husband was still fast asleep and she quickly wrote him a not, 'Honey, the time is 04.30 hours', and she put it close to his head so that he could quickly see it. Then she went outside the bedroom to prepare his breakfast and put it on the table. The husband woke up at 05.30 hours and found the note. Quickly he decided to rush so that he could beat time. By the time he arrived at the airport, the clearing gates were closed and he could not be allowed to board the plane. This is the danger of writing notes instead of talking to each other.

Mukela: Kikiki! That story is quite interesting, though unfortunate. Hey, here is a story that I got from grandfather. He said in olden days, husbands used to beat their wives as a sign of loving them. He said that if the husband was not beating her, she would deliberately do something wrong so that the husband could beat her. Mutinta, do you think this is a correct way of showing love to the wife?

Mutinta: I don't think so. Maybe there could be some justification by those who do it. I hear even now there are some sections of our society where they believe in this. Maybe it is something that can be discussed so that we get different views on it.

1. From the above conversation, identify some unhealthy ways of expressing love to each other.

2. As a class, debate whether spouse beating is still a way of expressing love.

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TOPIC 3: TOLERANCE AND RESPECT

This topic will help you to acquire knowledge, skills and values about tolerance and respect for oneself and others. It brings out individual differences by showing the principles behind the concept. It offers ways of respecting and tolerating these individual differences.


identifying individual differences; and

ways of respecting and tolerating these individual differences.

Individual differences

Individual differences is the way people differ in the way they look, act and think. It is important that individual differences are respected.

SUB-TOPIC:1 INDIVIDUAL DIFFERENCES

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Types of individual iifferences

1. Health status

You should not look down upon people who are sick or who are suffering from certain diseases such as epilepsy, leprosy, HIV and AIDS. You must understand that no person choses to be sick or disabled.

2. GenderPeople are born as male or female. Both males and females are important and should be given equal opportunities in all areas of life. Boys and girls should treat each other with respect and tolerance.

3. Social status

People do not choose to be born in a poor or rich family. Therefore, you should tolerate and respect each other whether rich or poor.

4. Body size

As boys and girls you should respect and tolerate the body size of each individual. It is normal to be tall, short, fat or thin, and everyone should respect that.

5. Ethnicity

In Zambia, there are more than seventy tribes (ethnic groups). These ethnic groups have different ways of life. It is, therefore, important to respect and tolerate each other's ethnic groupings.

With all the individual differences observed above, there are ways in which people can still live together in harmony. Below are some of the ways in which there can be respect and tolerance for individual differences.

1. Accepting individual differences

In order to respect and tolerate individual differences, you

Ways of respecting and tolerating individual differences

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need to accept individual differences. It is important for you to understand that people are made differently but we need to live together by accepting others.

2. Avoiding bullying

You should avoid bullying other people because this has a negative effect on the person being bullied . Everyone should be treated as human beings in order for them to feel part of the school community.

3 Avoiding biasness

You should treat every person equal regardless of who they are. No one individual should be above the others when it comes to opportunities in life.

Answer the questions individually.

1. Identify as many differences as possible that you notice among the members of your class.

2. List these differences and share with the members in your class.

Do this in small groups.

1. Role-play to display ways of tolerating and respecting individual differences by two people preferably a girl and a boy.

2. Discuss each role play.

Activity 4

Activity 3

Follow-up activity Individually, do the following:

1. Ask your guardians, parents or other family members to tell you the individual differences in the community.

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2. Find out some of the ways in which people express respect and tolerance for individual differences in your community.

3. Share your finding with the class.

All families should live happily and in harmony.

The following are some of the characteristics of a healthy fami ly re lat ionsh ip wi th respons ib i l i ty , E f fect ive Communication, Mutual respect and understanding, Love and Parental guidance and responsibility.

There are some healthy ways of expressing friendship and love. These include being faithful, respecting one another, receiving and giving and effective communication.

Unhealthy ways of expressing friendship and love include: sexual abuse, giving-in to wrong doing and engaging in harmful activities.

There are different types of individual differences which include health status, gender, social status, body size and ethnicity.

There are various ways of respecting and tolerating individual differences, for example, accepting individual differences, avoiding bullying and avoiding biases.

SUMMARY

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CHAPTER 2:

VALUES, ATTITUDES AND SKILLS

All people have their own values, beliefs and attitudes that are developed over a period of time. As an individual, it is important to be aware of your own personal values, beliefs and attitudes. Values influence decisions we make in our daily lives on a number of things.This Chapter focuses on the sources of sexual learning, perceptions of peer norms, decision making, refusal skills and psychosocial help and support.

A person's values, beliefs and attitudes are influenced by family, friends and community values. These values and attitudes guide the way we live our daily lives and the decisions we make. A value is something that is worth and dear to our lives. However, it is necessary to know that values, attitudes and sources of sexual learning come from a variety of sources including; family, peers, school, culture, religion and the media.

In this topic you will learn about:

sources of sexual learning.

During the stages of growth, young people tend to look for different

TOPIC 1: VALUES, ATTITUDES AND SOURCES OF

SEXUAL LEARNING

SUB-TOPIC 1: SOURCES OF SEXUAL LEARNING

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sources of information about sexual behaviour. These sources may help an individual to acquire sexual knowledge, attitudes and values. Among a number of sources, home, peers and schools are the most common sources of sexual learning. Media is also important as a contributor to sexual knowledge and values. It is necessary for you to note that some sources of sexual learning may be more influential than others and may emphasize on different things of human sexuality. Some of the information you get from some sources may not be correct and this can be misleading. Therefore, you need to be careful and examine how accurate the information you get from a particular source and the motive behind that information.

Home

This includes parents, guardians and other family members. Within the family information is learnt through observation or listening to what others say. What is important is for you to find out about why some things are done in certain ways and get reasons behind certain actions or practices.

School

You will learn about human sexuality topics at school in some subjects. The information that you get from school is factual and accurate. Therefore, you can depend on it for making choices.

Community

Members of the community will comprise church leaders, community leaders, traditional leaders and other trusted members of the community. The beliefs and practices of a particular community may influence your sexual behaviour.

Peers

These include friends, class mates, church mates and all those who share common characteristics. Peers can be an influential source of information on sexuality. However, some of the information may not be accurate. Hence, you need to be selective.

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Print and electronic media

This refers to all channels through which information is communicated. This includes the newspapers, magazines, novels, radio, television, WhatsApp, twitter, Facebook and internet. Apparently, the media is an influential source of information on sexuality matters used by most young people. You must examine the information that you get from the media.

Work in small groups. Read the scenario below

Mapalo is twelve years old and in Grade 7. Her boyfriend, Peter , 16 is in Grade 10. He is caring and supportive. Mapalo likes him very much. However, the only problem is that he sometimes puts pressure on her that they should have sex in order to prove that they are meant for each other.

One day, Mapalo overheard a secret conversation between her older sister Chilombo and her friend Malita. They were whispering to each other, "Before a girl has her first menstruation, she cannot become pregnant even if she has sex with a boy".

Mapalo was afraid of asking her sister for details as she thought her sister may be suspicious that she has a boyfriend. She could not find out the truth from her parents as she thought she would be beaten for asking about silly things.

Discuss the following questions.

1. What should Mapalo do with the information she got from the conversation between her sister and the friend, before making her personal decision?

2. In your view, where should the people in the story above look for information or solutions to their problems?

3. Give reasons for your answer.

Activity 1

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Follow-up activity

TOPIC 2: NORMS AND PEER INFLUENCE ON

SEXUAL BEHAVIOUR

Individually do the following:

1. List four sources of sexual learning?2. Give two reasons why young people find it difficult to

discuss sexuality related topics with their parents?3. In what way can the media be a positive source of sexual

learning on sexuality related topics?

Norms are acceptable behaviours among members of a group who share common characteristics. These characteristics may be; same age, sex, religion, school, classroom or culture.


how peer norms influence sexual behaviour.

Peer norms are expected behaviours set by a group of friends. Members of the same group are expected to behave in certain way. Those who do not, lose their identity, status and are cut off from the group.

Sometimes as young people may get involved in sexual risky behaviours as a result of peer norms. For instance, some of these behaviours could include indecent dressing, loitering in risky places, pressure to have sex and abuse of drugs and alcohol.

SUB-TOPIC 1: PERCEPTION OF PEER NORMS

Read the following story

Chela, a boy aged 14 and in Grade 7, shares his sad story:

"I started smoking when I was only 11. I did not want to but all my friends at school were smoking and I did not want to be out of the

Activity 2

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group. Once I had started I could not stop. I was addicted… I wish I had not started. I knew it was not the right thing for me to do and I did not want to.

In small groups, discuss the following questions:

1. What do you think made Chela regret his actions?2. Did he experience any influence from friends?3. If you were Chela, what would you have done?4. What advice would you give to Chela?

Read the following story

Chilonga, a girl aged 13 and in Grade 7, shares her nightmare:

"I went to a night birthday party with my female schoolmates. My parents advised me not to entertain any advances from the boys and to be in the company of my fellow girls during the party. While the party was on, all my friends decided to hang out with some boys to have fun and most of them said it was exciting to have fun with boys. I have never been in such a situation before and I did not want to. However, at this party all my friends danced with boys while I stood alone watching them. A boy approached me and we went behind the house. I do not know why I did that. Later, he forced himself on me in the garden while everyone was having fun at the party. The music was so loud no one could hear me. Some passers-by came and it was horrible. I stood there shivering. I do not want anyone to go through what I went through."

In small groups, discuss the following questions.

1. What do you think almost happened to Chilonga?2. Did the friends influence Chilonga in any way? 3. If you were Chilonga, what were you going to do to avoid

this action4. What advance would give to Chilonga?

Activity 3

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Follow-up activity

1. Explain how you would avoid influence from your friend asking you to have a sexual partner.

2. Describe how you would advise a friend who is being pressured to start having sex.

3. Explain how you would identify sexual risky behaviours in peer groups.

TOPIC 3: DECISION MAKING

A person's life is influenced by decisions made. Decision making is necessary for you as a young person in order to live a health and mature life. You make decisions every day of your life in whatever you do. Making good decisions has benefits while bad decisions make one suffer for it. We choose what we should wear, what we must eat, where we must go and with whom. A decision is a choice that one makes out of two or more situations. A right decision very can make you avoid engaging in sexual risky behaviours.


the benefits of not engaging in sexual activities.

If you decide not to get involved in sexual activities, the benefits are safe, and cost anything. In fact, the decision to abstain from sexual activities is the only sure way to avoid destroying your life.

The decision, "Not to engage in sexual activities" has a lot of benefits, some of which are outlined below:

No worries about contracting Sexually Transmitted Infections which include HIV.

No worries about getting pregnant or impregnating someone.

No worries about disappointing parents, family and community.

SUB-TOPIC 1: DECISION MAKING

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More concentration on studies and achieving goal of completing school. Better chances of becoming somebody important in life as a teacher, a doctor, a pilot, an accountant or any career on wishes.

Read the following story.

Bertha was in Grade 7 and the Head girl at Sansakuwa Primary School. She was the most intelligent pupil in her class. Everyone in the school, including the teachers, admired Bertha because she was not just intelligent but she was also very beautiful. Bertha's dream was to become a pilot and fly aeroplanes to different parts of the world. It was this dream that inspired her to work hard in her academics.

Bertha's friends had boyfriends. Those boyfriends gave them some petty things that flattered them and their performance in school work was very poor. Most of the time, they would entertain their boyfriends. Bertha also had pressure from boys and other male adults in her community to have sex. But she stood her ground. She did not entertain any thought of engaging in any sexual activities. She did not want to divide her attention between school work and play.

Bertha's friends put pressure on her to find a boyfriend. They used all sorts of sayings like," practice makes perfect, you cannot be complete if you do not have a friend of the opposite sex, it is exciting to have sex…." Alas, with time, Bertha fell to their pressure and she got herself the Head boy in the school. Their relationship extended to having good times together including sex. Before they could even sit for their end of year exam, Bertha became pregnant. Both, her boyfriend and herself, were suspended from school.

The shattered dreams

Activity 4

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In small groups, discuss the following questions.

1. In your view, why did Bertha progress well in her academics in the beginning of the story?

2. What made Bertha change her behaviour and attitude towards school work?

3. What were the results of her course of actions about the choice she made?

Individually, do the following:

List two other benefits not mentioned above of deciding not to engage in sexual risky behaviours.

Follow-up activity

TOPIC 4: COMMUNICATION, REFUSAL AND

NEGOTIATION SKILLS

Communication, refusal and negotiation skills are necessary in one's life. There are so many ways in which individuals will communicate. Some people communicate by being aggressive, others passive and may be assertive. These skills will help a person to remain focussed in whatever they want to do. Therefore, it is important for you to understand when and how to use them.


refusal skills to sexual advances.

Sexual advances are actions, signals or words that are suggestive of sexual intention. These may involve enticing someone with a gift, touching or fondling parts of the body parts, kissing or inviting someone to an isolated place with intention of having sex with them. However, some sexual advances may not always be physical but may be unpleasant sexual comments made or suggestive

SUB-TOPIC: 1 REFUSAL SKILLS

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gestures cast towards someone. These actions may be a warning sign that you have to walk away.

There are several things you can do to refuse or avoid unwanted sexual advances or risky situations.

1. It is not advisable to share your personal details easily with strangers. Personal information such as things line your name, names of your parents, phone numbers, emails address, house address and school name.

2. Avoid be-friending strangers on WhatsApp and Facebook or any social media platform

3. Give a strong non-verbal "NO" message. There are many body movements that can support a verbal "NO" message. For example:

Hands off gesture: Use hand or arm movements for emphasis.Stiff body: Sit or stand stiffly. Walk or run away from the other person if you have to.Serious expression: Use an "I mean it" face.Other body movements: Cross arms and legs for emphasis.Fight back: If all else fails, push the person away and protect yourself.

4. Use a firm tone of voice to support the "NO" message. The way you say something often gives a stronger message than the words you use.

5. Repeat the "NO" message as much as needed. Eventually, the person will get the message or give up.

6. Assert yourself. You can stand up for what you want and what you need. Be clear and honest about your own feelings. Do not allow yourself to be pressured into doing something.

7. Avoid being alone with someone you do not know well or trust especially people of the opposite sex.

8. Do not let people give you gifts or money anyhow because they might later ask you to pay them in kind.

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Read the following story and answer the follow-up questions.

Taizya's quest for a girl friend

Taizya a boy aged 15 and was Grade 7, he wanted to have a girlfriend. He approached and harassed a number of girls in the school, especially those from his class. However, none of them was interested in his proposals.

One day, he sat next to a new girl in class called Sombo and he asked her if she could be his girlfriend. However, she turned him down and reminded him that she was not ready for a foolish relationship as she mind was focussed on her education. He felt really embarrassed and upset. He went to Ketase who was a quite girl in class and asked her for a relationship. She told him that she would give her response later and she never did. He approached another quiet girl called Chewe. She said 'No' politely without needing to dump his feelings. She explained her 'No' that she was not ready to have a boyfriend yet as she feared she would not concentrate on her studies. She also feared that she might be tempted to engage in sexual risky behaviours.

In small groups, discuss the following questions:

1. Discuss the meaning of the following words:

a) Aggressiveb) Passivec) Assertive

2. From the story above who among the girls was:a) Aggressiveb) Passivec) Assertive

3. In your opinion, which girl showed the best refusal skills to Taizya's proposal?

Activity 5

23

Explain your answer.

In small groups:

discuss how you would use aggressive, passive and assertive skills to deal with someone pressuring you to have a sexual relationship against your will.

Follow-up activity

TOPIC 5: FINDING HELP AND SUPPORT

When you are looking for help and support, it is necessary to know places where to go. Places with people that are trained and trusted to help young people. Most of these places may offer help and support in form of advice, counselling, guidance and other health related services.


psychosocial support services from outside the family.

Every person may problems from time to time. Some of these problems require that, we look for a trusted person to confide in apart from very close family members. Therefore peers, teachers, trusted adults or other organisations (such as churches, Civil Society or the police-Victim Support Unit) may be approached depending on the nature of the problem.

In small groups, read the situations below and discuss follow up questions.

In all the situations given, you need to think carefully about all the choices you have and the possible consequences of each action you take.

SUB-TOPIC 1: PSYCHOSOCIAL SUPPORT FROM OUTSIDE

THE FAMILY

Activity 6

24

1. Your parents cannot afford to pay your school fees and you are really worried that you might stop school.

2. A person has been giving you gifts and nice to you. Now, you are being pressured to have sex as payment for all that has been spent on you.

3. You are subjected to violence, abuse and sexual harassment by an older person who is closer to you.

4. You are in grade 7 and doing very well in your studies. You hope to pass and go to a secondary school. But your parents think you are just wasting time and money. They would rather you drop out of school to help them raise money for the family small business.

Individually, do the following.

1. Identify places in your community where you get psychosocial support services.

2. Mention what these places do to help young people.

There are a number of Sources of sexual learning from which you can learn sexuality related topics. These sources include home, friends/peers, schools, community and media. It is necessary to know the ones that are trustworthy for you to consult.

Peer norms influence sexual behaviours of individuals. It is important to stand firm on your personal values to avoid being forced into sexual risky behaviours.

Decision making is important in life, it can build or destroy your life depending on decisions made. So learn to make correct decisions at all times.

In life, there are several sexual advances that would be targeted at young people, use refusal skills to avoid getting involved in sexual risky behaviours. Let your "NO" mean "NO".

Follow-up activity

SUMMARY

25

As a young person you may receive counsel from home but there are places where you can receive psychosocial support services from within the community. These places include Health facilities (clinics), and other organisations that deal in sexual and reproductive health related issues.

26

Culture is a way of life of a particular group or society. Through culture, people define themselves and contribute to society. The important thing about culture is that it is learned and transmitted from one generation to the next. People's culture should include their way of life as boys and girls or men and women. This is important because people have various human rights that must be protected. A person's sexuality must equally be respected just as the rights.

This Chapter focuses on rites of passage to adulthood, impact of media on personal values, society's view of men and women and forms of Gender Based Violence.

Sexuality is everything that makes one a male or female. It includes thoughts, values, desires and behaviours. It is a part of the total personality.

Human rights are privileges that every person has to enjoy. These may include, the right to shelter, food, clothing, health and education. There are also sexuality rights. These are rights one has to enjoy whether they are male or female.

TOPIC 1: SEXUALITY, CULTURE AND HUMAN

RIGHTS

CHAPTER 3:

CULTURE, SOCIETY AND HUMAN RIGHTS

27

SUB-TOPIC 1: RITES OF PASSAGE TO ADULTHOOD


the rites of passage to adulthood.

A rite is a celebration marking a change from childhood into adulthood. During this celebration, boys and girls are taught about many issues of life. They learn how to behave and relate well with other people in society.

Some examples of the rites of passage to adulthood are mukanda, nkolola, chisungu and chinamwali. These are ceremonies that take place when young people come of age. They are taught the ways of life which include respect for elders and each other and how to behave.

Do this activity in groups.

Discuss a rite of passage to adulthood that you are familiar with

Share information on the value of the above rite of passage to adulthood.

Discuss the pictures below:

Activity 1

28

rites of passage for boys rites of passage for boys

Follow- up activity

Follow-up activity

Find out from your parents/guardians about the following:

1. The name of a rite of passage to adulthood for any Zambian ethnic group.

2. How it performed?3. What is Its importance?


the influence of rites of passage to adulthood on sexuality. Rites of passage to adulthood are good ways through which values and customs are passed on to every generation. However, the way in which these traditions are passed on can have a positive or negative effect on the individual's sexuality. Some positive influences may include passing on good values to the young people such as personal hygiene, respect for elders and care for others in the family and community. The negative influence may include: pressure for young people to engage in early sex or early marriages.

Do these activities in groups.

Debate the motion: Rites of passage to adulthood have a positive impact on boys and girls today.

State 3 positive and 3 negative ways in which rites of passage to adulthood influence boys and girls.

is

SUB -TOPIC 2: THE INFLUENCE OF THE RITES OF PASSAGE

TO ADULTHOOD

Activity 2

29

TOPIC 2: SEXUALITY AND THE MEDIA

Media is a means used to communicate. Media can be in two forms, print or electronic. Print media includes newspapers, books, leaflets or comic. Electronic media includes televisions, radio, telephone, cell phone and the internet.

In this topic you will learn about :

the impact of the mass media on personal values.

The media can have a positive or negative impact on one's personal values. How someone uses the information they get from the media sources can impact on their life positively or negatively. Media can influence the manner of dress, the way one talks, and attitude towards others.

SUB-TOPIC1: IMPACT OF MASS MEDIA ON PERSONAL

VALUES

30

Some of the information they get from the media sources can impact on their life positively or negatively.

Mass media on boysmass media on girls

Get into your groups.

Discuss the positive and negative impact of mass media on personal values.

1 List 5 good things that you can learn from the mass media. 2 List 5 ways in which mass media can have a negative impact

on young people.

Social construction of gender is how society views males and females. This change may be due to cultural values, norms and times.

Gender norms (the socially acceptable ways of behaviour) are learned from birth to adulthood. You learn what is expected of your gender from what your parents teach you, as well as what you pick up from school, religious or cultural teachings, media, and various other social institutions.

Gender roles are passed on through generations. Boys are often encouraged to exercise themselves in physical activity while girls are normally encouraged to give attention to household chores. However, boys and girls are all encouraged to serve different roles in their interactions with the outside world.


how society views men and women.

In society men and women are viewed differently. Men are usually seen to be powerful, superior, and providers. They are not expected to cry or show their emotions. On the other hand women are usually seen as the weaker gender, emotional and caring.

Follow-up activity

TOPIC 3: SOCIAL CONSTRUCTION OF GENDER

SUB-TOPIC 1: HOW SOCIETY VIEWS MEN AND WOMEN

Activity 3

31

Study the following words in the two boxes and answer the questions that follow below:

Word cloud for girls Pretty pink dress glitter passive Dolls hair co lour des igns pets Na i l s friendship fashion love nurturing Ribbons cute mum care tender

Word cloud for boys Guns action rapid bully Cars battle power jump attack .prove Weapons man-up don't cry amour Tough hard rough control

In groups, do the following:

1 Compare the words usually used towards boys and girls in the boxes shown above.

2 Why are such words usually used towards boys and girls?

3 What words should be used towards both boys and girls?

In groups, discuss what should be done to change society's view of men and women.

Read the following dialogue.

Mary: I have communication problems with the boys in my class.They do not care about other people and when they finally find time to speak with me, they criticise and order me around.

Jane: Yes, that's true. I also think the same. These boys are too much. Martin what do you say?

Martin: Well girls, it is a question of your approach. I think girls in my class have no respect for boys and do not listen to any of my suggestions.

Mary: Why do you think girls should listen to you? Martin: Because girls must listen to boys. Boys are superior to girls.

Even at home the men are respected because they are masters of the house!

Activity 4

Activity 5

32

Jane: 'No!' "The first thing that you as a boy must do, is follow the law that 'men and women are equal'. No, gender is more important than the other. Both men and women should respect each other.

Questions

1 Discuss why it is important for both genders to respect each other.

2 Analyse why men or boys are viewed as being superior to women or girls.

3 List down the pieces of advice you would give to change the above view.

Follow-up activity

Find out from your parents/guardians why men and women are viewed differently in your society.

Gender-based violence is any act of violence committed because of a person's gender or sex. These acts can be carried out by friends, other young people, or adults.

Causes of Gender Based ViolenceThere are many causes of Gender Based Violence. These may include poverty, unemployment, changing gender norms in which men's dominance in marriage and relationships is being challenged, history of family background of violence. It is also caused by lack of legal or police action against GBV perpetrators.

Work in small groups and do the exercise below:

1 Discuss the pictures.

TOPIC 4: GENDER BASED VIOLENCE (GBV)

Activity 6

33

2 Write down any 5 forms of GBV.

3 Discuss the effects of GBV on young people.

4 What can be done to address the forms of GBV you identified?

GBV at schoolGBV can happen in different forms at school. You have to think critically and ask yourself if what is happening to you is a type of GBV.

Examples of GBV at school

Corporal punishment

Physical or mental abuse

Bullying

Stalking

Sexual harassment

Effects of GBV at schoolPerformance at school may be poor.

School attendance is affected.

Self-confidence is affected.

Poor or negative self-image.

Affects one 's well-being and general health.

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While boys and girls can be both victims and perpetrators of GBV, girls are often at greater risk of sexual violence, whilst boys are often more exposed to corporal punishment and bullying.

Below are forms or examples of GBV

Someone follows you around, always wants to know where you are and who you are with, or stalks you.

Someone touches you inappropriately against your will.

Someone forces you to have sex.

Someone verbally or mentally abuses you.

Someone sends you repeated and unwanted texts, online messages, or phone calls against your will.

Someone hits, punches, kicks, slaps, or chokes you.

Someone verbally or physically threatens you.

Any form of bullying.

In your groups:

take part in a role play to show the effects of GBV on young people at school.

write a passage using your own words on the forms of GBV at school and how they can be stopped.

Males and females should be treated equally as a way of promoting gender equality. It is important to recognise what each gender can do to complement the other.

Males and females should work together and appreciate one another in order to stop GBV. There must be respect between young people and adults. It is important to learn about the effects of GBV and ways of stopping it. Report any form of GBV.

The rites of passage to adulthood are important ceremonies that depict our culture. These should be performed at the right

Follow -up activity

SUMMARY

35

time in order to impact positively on young people in line with their sexuality, culture and human rights.

Mass media is important in shaping young people's development and growth. The media is good but it must be used to get factual and correct messages about society. The values people hold must be respected. Media should be used to enhance personal values.

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Human Development is a process of growth in human beings from the time of fertilization to birth through to old age. This chapter focuses on the structure and functions of the Human Sexual and Reproductive organs, Puberty, reproduction, body image, and privacy and bodily integrity.

TOPIC 1: THE STRUCTURE AND FUNCTIONS OF

THE SEXUAL REPRODUCTIVE ORGANS

CHAPTER 4:

HUMAN DEVELOPMENT

PART STRUCTURE FUNCTION

Has 3 parts, the root which attaches to the body, the glans which is a cone-shaped part of the end of the penis, foreskin is the loose layer which can be removed during circumcision.

Deposits sperms in the female reproductive organ(the vagina).

The Scrotum

This is a loose pouch like a sac of the skin that hangs behind and below the penis.

The Penis

These are two oval shaped and lie in the scrotum.

The Testes Responsible for male

sex hormone that m a n u f a c t u r e s sperms.

Helps to control the temperature of the testes.

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PART STRUCTURE FUNCTION

The Ovaries

These a pair of small glands, located on the left and right of the pelvic.

Responsible for the production of ova (eggs).

This is a hollow pear-shaped organ located next and more to the urinary bladder, connected to two fallopian tubes. It is made up of muscle and stretches to allow for the growth of the baby.

Reproductive organ where the foetus develops.

The uterus

The Vagina

This is an elastic strong tube that connects the cervix to the uterus and to the outside of the body.

An opening through which the sperms are transported during sexual intercourse and serves as a birth canal. During menstrual, flow comes out of the body through this part.

This topic deals with the structure and functions of the human reproductive organs.


the structure of the male and female reproductive organs, and

the functions of reproductive organs.

The male reproductive organ is different from the female. While the male is located outside the body, the female is located inside. The males consist of three parts namely the penis, scrotum and testes. The female consist of three main parts namely: The vagina, uterus and ovaries.

SUB-TOPIC 1: REPRODUCTIVE ORGANS

38

STRUCTURE AND FUNCTIONS OF THE REPRODUCTIVE ORGANS

A GAME

The teacher will provide the un labelled male and female reproductive charts.

In pairs using cut-outs of the male and female reproductive organs provided by the teacher, paste the correct paper on the correct part in diagrams. The first pair to correctly paste will be awarded marks accordingly.

Uterus, vagina, ovary, scrotum, penis, testes.

In pairs, read the story below and answer the question:

Beauty's uterus raptures

Beauty was born in a family of three, one boy and two girls. She was the last born. The brother and sister completed Grade twelve and her sister is now in her second year at a university. When Beauty reached Grade Seven at the age of 14, she started her menstrual periods and was very excited because almost all the girls in her class had reached puberty.

One day two naughty girls from her class took Beauty out for a party. They put alcohol in her drink. On their way home Beauty was raped by one of the boys in the company of the naughty girls.

This was the beginning of Beauty's troubles. She became pregnant and could not continue with school because she was constantly ill. As the foetus was growing, she was getting very tired. At 7 months Beauty started bleeding and informed her mother. She was rushed to the hospital. Unfortunately, her uterus had raptured and both the baby and Beauty died.

Activity 1

Activity 2

39

1. Was Beauty right to follow the friends at a party?2. What do you think made Beauty sickly all the time?3. What could have caused the uterus to rapture leading to

the death of Beauty?

Follow- up activity

1. What do you understand by the term reproduction?2. What happens to the fertilized egg?3. What happens when the egg is not fertilized?

Puberty is the period when the bodies of human beings undergo physical changes as they grow into adults. This period marks the end of childhood, the person becomes sexually mature and achieve sexual fertility.


the importance of personal hygiene: andimportance of personal hygiene at puberty.

There are changes that take place during puberty, both girls and boys undergo physical, mental and emotional changes. Boys begin having wet dreams while girls begin to experience menstrual flow. Menstruation is the periodic discharge of blood from the inner lining of the uterus. Both boys and girls develop hair in pubic area and armpits.

During puberty the changing hormones can result in the body developing a strong body odour, hence Personal hygiene is very important. Learners who pay attention to personal hygiene can prevent the spread of germs, infections and disease. Girls should maintain personal hygiene during menstruation to avoid embarrassment.

TOPIC 2: PUBERTY

SUB-TOPIC 1: PERSONAL HYGIENE

40

Read the story below.

Moses was a Grade 7 pupil aged 14. One day he had an experience which he could not keep to himself. He approached one of his best friend by the name of Joshua, aged 15.

“My friend, I found my pants with a wet patch this morning,” he explained.

Joshua knew because he had the experience.

He explained to Moses, “Now you are sexually mature.”

“Oh, I just spread the bed and put on the same pant knowing it will dry,” said Moses.

I just spread the bed and put on the same pant knowing it will dry, said Moses.

In groups, answer the following questions:

1. What was Moses supposed to do when he found part of his pants wet?

2. Why is it important to bath and wash your pants before going to school?

In threes, read the dialogue below and answer the questions that follow.

Kindly help me with a pad. It seems I have started my periods.

Mercy: I do not have. Why don't you master your menstrual cycle so that you are prepared every month?

Brenda: No, Mercy, you do not answer your friend like that. My mother told me to be moving with pads all the time in my bag because sometimes periods can start anytime.

Juliet:

Activity 3

Activity 4

41

Juliet; please get two pads so that you can change when it gets too wet. Remember our teacher taught us not to throw the pad in a flushable toilet.

Malita: I am sorry, Juliet but I also carry my reusable pad in my bag in case of emergence but I cannot share it with you. Just as the teacher taught us not to share shaving utensils.

Thank you. You are my true friends, but let us all remember to shave our pubic areas and armpits. We should also use some deodorants or lemon and other cosmetics to maintain good body odour.

1. How should you dispose your used sanitary towels?2. How should you wash your reusable sanitary towels?3. Why is it important to shave your pubic area and armpits?4. How can you control bad body odour?

MAKING A HOME-MADE SANITARY TOWEL

In pairs, rearrange the following process of making a sanitary towel and make one.

1. Place the stuffed material on the polythene sheet or baby bib.

2. Trace around a pad to make a pattern, cut two pieces.3. Sew around the edges and make it firm so that it does not

come off.4. Place the right sides together and sew, leaving a small hole

for stuffing.5. Cut the polythene sheet or waterproof baby bib and place

it on the soft cloth.

Reproduction is the process by which new individuals are born from their parents. Reproduction starts with the fertilisation of the woman's egg by a man's sperm resulting into pregnancy.

Juliet:

TOPIC 3: REPRODUCTION

Activity 5

42

SUB-TOPIC 1: HUMAN REPRODUCTION


the stages in human reproduction; andstages in Human Reproduction.

Human reproduction involves three main stages namely, fertilisation, pregnancy and birth.

The first stage is fertilization. The ovaries produce one egg every month, which move slowly in the fallopian tube. When the sperm fuses with an egg in the oviduct fertilization takes place. Fertilization as a process results in the formation a zygote which later becomes a foetus (baby).

The second stage is pregnancy. Pregnancy is the period from fertilisation to the birth of the baby. The foetus grows steadily in the uterus for nine months. During this period, the foetus receives all its nutrients from its mother through the umbilical cord connected to the placenta.

The third and last stage is birth. During birth, also referred to as labour, the uterus walls contract and relax forcing the baby to come out into the world.

Reproduction is, therefore, an involving task that requires that the body is mature physically to handle such a hard task. Therefore, young people should always wait until their bodies are mature enough to undergo such a strenuous process.

1. In groups, identify the three stages of reproduction in diagram provided in the next page.

Activity 6

43

2. Discuss in groups why giving birth is termed as "Labour”.

1. How can one avoid an unwanted pregnancy?2. What advice would you give to your classmates who are

sexually active?3. Apart from an unwanted pregnancy, discuss other risks

associated with sexual Intercourse?

Body image is the physical appearance of the body. Every person wants to feel accepted by their friends. Valuing one's body is placing a value on one's body. Body image can be positive, negative or both. Having a positive body image means you feel comfortable in your body, and you feel good about the way you look. A negative body image develops when someone feels that their body does not measure up to some standard.


determinants of physical appearance; and

determinant of Physical Appearance.

Follow-up activity

TOPIC 4: BODY IMAGE

SUB-TOPIC 1: VALUING ONE'S BODY

44

Human physical appearance is the outward look of human beings. There are a number of differences among human beings. These differences range from the body build up (slim, fat, skinny, overweight), Height (short, tall, average height), complexion (dark, light, and fair) and hair (Brown, black, long and short).

As young people, you need to understand that we are born differently in terms of body size, body shape and colour of our skins. You need to accept the way you are, to avoid doing wrong things that might disrupt you from working hard at work.

The most important things to do for you to improve your physical appearance, is simply by eating a balanced diet, doing exercises and maintaining good personal hygiene.

FACTORS THAT INFLUENCE PHYSICAL APPEARACEThere are different factors that influence the appearance of a person and these are heredity and environmental. Environmental may include climate, diet, economic status and locality.

In pairs, identify the factor that has influenced the mentioned condition in the sentences below:

1. Besa lives near a river and he likes swimming with his friends, so their skins look to be fresh. _______________________________

2. Nelia does not look like her mother or father but looks like her grandmother so that's where she got her genes.________

3. Cholwe's parents are peasant farmers. Due to lack of rains, they did not grow enough food. So his youngest brother has become malnourished.He is suffering from marasmus.____________________

4. David visited his uncle who lives in America last holiday, t h e weather was very cold, he was always in the house so his complexion has become lighter. _____________________

5. Peggy is eating a lot of fast foods and she has put on a lot of weight because of too much fat in the diet she now has acne or pimples.______________________________________

Activity 7

45

In small groups, read the scenario below and answer the questions that follow:

Allan, a Grade 7 boy at one of the primary schools, was always telling his friends that the size of his penis was too small and he kept complaining about it. Until one day, he decided to use one of the roots, known in his village, to enlarge a penis. His penis become enormously big and painful to the extent that the doctors at the hospital where he was rushed to, recommended to amputate it for his survival.

1. if you were Allan's friend, what would you have advised him?

2. What do think was wrong with Allan's act?3. What lessons have you learnt from the passage, and how

would you advise your classmates who are involved in many wrong activities to appear attractive?

1. Describe descent ways you can do in order to look attractive.

2. Identify some of the wrong activities young people are involved in to look attractive in your community?

3. Discuss some of the risks associated to such vices as stated above.

The human reproductive organs are responsible for the reproduction process. In females, the reproductive system consists of three main parts namely: The vagina, Uterus and ovaries. In males there are two parts namely the penis and testis.

Follow- up activity

SUMMARY

Activity 8

46

Personal hygiene is important during puberty because it helps you keep your body fresh and clean. Poor hygiene may increase the chances of getting infections. Sweat glands become very active hence releasing more sweat. It is important to have a daily bath and shaving armpits and pubic area regularly.

During menstruation, girls are advised to keep themselves clean by bathing with soap regularly. This prevents diseases caused by fungus infections.

Human reproduction involves three main stages namely; fertilisation, pregnancy and birth. All the stages of human development require the good health of the mother and eating a mixed diet for the wellbeing of the unborn baby.

Human physical appearance is the outward look of human beings. There are a number of differences among human beings. These differences range from the body build up (slim, fat, skinny, overweight); height (short, tall, average height), complexion (dark, light, and fair) and hair (brown, black, long and short).

There are different factors that influence the appearance of a person and these are; heredity and environmental. Environmental may include climate, diet, economic status, and locality.

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Sexual refers to anything or the practice related to the state of being male or female. For instance , the way you look, dress or generally behave shows that you are either male or female. Behaviour is the way in which one acts or does things.

Sexual behaviour, therefore, refers to how you do things because you are either a girl or boy. This kind of behaviour is influenced by what you believe in and what is accepted by the society in which you live.

It is important to have an idea of what normal sexual behaviour is and the warning signs that something might not be quite right. It is also important to wait for the right age for one to get involved in sexual behaviours. This will help to avoid the consequences of dropping out of school, contracting STIs, including AIDS, having unsafe abortions, becoming pregnant or impregnating a girl and early marriage.

Sexuality is sometimes understood to mean feelings and attractions that humans have towards the opposite sex. Some of the things that are included when we talk about sexuality are:

TOPIC 1: SEX, SEXUALITY AND SEXUAL LIFE

CYCLE

CHAPTER 5:

SEXUAL BEHAVIOUR

48

1. body parts;2. gender identity. This means the state of being female or

male);3. gender roles. This means the idea of how you should

behave because you are a female or male;4. body image how you feel about your bodies;5. sexual experiences, thoughts, ideas, and fantasies;6. the way in which the media, family, friends, religion, age,

life goals, and your self-esteem shapes you; and7. how you experience love, touch, compassion, joy, and

sorrow.

Here is a good quote: "Sexuality is expressed in the way you speak, smile, stand, sit, dress, dance, laugh, and cry."In short, sexuality is an integral part of who you are, what you believe in, how you feel, and how you respond to others.


aspects of sexuality associated with the human life cycle.

The human life cycle begins at fertilization, then birth, and progresses through infancy, childhood, puberty, adulthood and aging, ending in death. Every stage is different and includes changes in the human body.

STAGES OF HUMAN LIFE CYCLE

Stage 1: Foetus in the wombAn egg from the mother is fertilised by a sperm from the father and turns into an embryo inside the mother's womb. At first this creation looks like a bundle of cells. By about eight weeks this bundle of cells gradually turns into the shape of the human body. This is called the foetus. The foetus totally depends on its mother as it cannot breathe, drink or eat by itself.

SUB-TOPIC 1: SEXUALITY AND HUMAN LIFE CYCLE

49

Example of a foetus in the womb

baby

Stage 2: Baby

After nine months in the mother's womb, the baby is born. Babies from birth to 1 year are also known as infants. Newborn babies can breathe, suck, swallow and cry when they feel hungry, cold and hot temperatures or any uncomfortable situation. This is how they communicate as they still cannot talk. Babies are usually fed on mother's milk.

Stage 3: Childhood

The baby grows into a child. It slowly learns to crawl and then walk, talk, run, jump, eat by itself, identify things in its surroundings, communicate properly, read and write, make friends and do many more childhood activities. In the stage, children can be childhood

50

divided into; toddlers (1-3 years), preschoolers (3-5 years) and primary school children (5-12 years).

Toddler

Preschooler

A primary school child

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Stage 4: Adolescence

At the stage, adolescence, the child grows into an adolescent through a period called Puberty. Puberty usually takes place in the child's teenage years, starting from 13 years up to 19 years of age. Therefore, adolescents are also called teenagers. During the puberty a rapid growth and changes of the body take place. These include changes of the body shape, growing hair on some parts of the body, for example, boys grow hair on their faces, and also, boys' voice becomes deepen and rough. Similarly, at this stage the behavour patterns and attitudes of the teenagers will change as they are independent in doing their day-to-day activities.

Teenage boy

Stage 5: Adulthood

People who are from age 20 years to 65 years old are called adults. Adults can reproduce, make their own families and so continue the

52

life cycle. Adults can be divided into; young adults (20 - 36 years), middle-aged adults (36 - 55 years) and older adults (55 - 65 years).

Middle-aged adult

An old person

Stage 6: Old Person

When a person reaches old age. Let's say 65 years and above, he is known as an old or elderly person. The average life expectancy of a person can vary from 70 to 85 years. But it totally depends on the health of each person, as some die before 70 years, whereas some die after 85 years. However, the human life cycle ends at death.

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In groups, discuss the stages of the human life cycle and the common sexual behaviours shown at each stages of the human life cycle.

1. List the names of your family members and the stages of human development they could be at.

2. Which stage do you think you are at? Talk about some of the sexual behaviours you are showing at this stage of your life.

People's sexual behaviours are the way in which they do things as men or women. sexual response is the way we react to our sexuality. For instance, the way we react to the feeling of love, attraction or admiration from others or even with ourselves. that are appropriate to each sexual behaviour. These responses may lead to you engaging in wrong relationships. The end result of such relationships may be true love and affection or just infatuation. It is at this point that you may be taken advantage of as you may think that you are getting love or affection when in the actual sense you are just infatuated.


love, affection and infatuation.

Most of you find it difficult to distinguish between love and infatuation. This is so because both love and infatuation are emotions that one person feels for another.

Follow-up activity

TOPIC 2: SEXUAL BEHAVIOURS AND RESPONSES

SUB-TOPIC 1: LOVE, AFFECTION AND INFATUATION

54

Activity 1

LOVE AND INFATUATION

The difference between Love and Infatuation.

Love is affectionate in nature whereas infatuation is sensual in nature.

Love is continuous whereas infatuation finishes with time (This is an important difference between love and infatuation).

Love is unworldly in nature whereas infatuation is worldly in nature.

Love does not fail whereas infatuation can fail.

Love is permanent whereas infatuation is short lived.

Affection or fondness is the way you "show your state of mind or body" that is often associated with a feeling or type of love. "Affection" is popularly used to mean a feeling or type of love, resulting to more than goodwill or friendship.

Read the passage below.

"Is it love or not"

One weekend Dalitso was walking with his friend Chipango home from watching a football match. He saw a girl walking in the opposite direction. His heart started pounding fast, and he felt breathless and dizzy at the sight of this girl. This was a girl with big eyes and a pretty face that he had never seen before. He quickly explained to Chipongo this sudden change and feeling. Chipango told him that, it must have been a feeling of love.

Now answer the following questions:

1. Do you think Dalistso was in love or was just infatuated with thegirl he just saw on the road? Give reasons for your response.

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Activity 2

2. What advise can you give to Dalitso and Chipango about how to deal with such a sexual response as Dalistso experienced?

In small groups, discuss the meaning of the terms love, infatuation and affection.

In pairs, conduct a survey in your school to find out from among the Grade 7 learners the characteristics of love and infatuation

There are five stages in human life cycle namely birth, infancy, childhood, adolescence and adulthood.

Different sexual behaviours are triggered by social factors and vary across the human life cycle.

Love is a feeling of intense affection for another person.

Infatuation is the state of being completely carried away by unreasoning passion or love.

Affection is a feeling of liking or caring for a person, thing or situation.

It is important to understand that young people have to wait for the right age for you to get involved in sexual behaviours. This will help young people to avoid negative affected of involving sexual activities.

Follow-up activity

SUMMARY

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Activity 3

CHAPTER 6:

SEXUAL AND REPRODUCTIVE HEALTH

This Chapter will focus on understanding health and disease as regards to sexuality and reproduction in human beings. The Chapter will also look at unintended pregnancy and prevention; causes and effects of teen pregnancies; HIV and sexually transmitted infections; HIV stigma and care, and support for people living with HIV.

Pregnancy prevention means intentionally avoiding a pregnancy to take place. You can only be sure of avoiding a pregnancy by not having sex. This is known as abstinence. Therefore, anyone who is not ready to become a mother or father should withdraw from having sexual activities such as sex, kissing, caressing. When one avoids sex / is also protected from contracting sexually transmitted

infections (STIs) including HIV and Cervical cancer apart from getting pregnant.


the effects of unintended pregnancy on adolescent's physically, socially and future goals.

Unintended pregnancy is one that is unplanned for or unwanted. This usually occurs to young people who have no intentions of having a baby, but involve themselves in having sex. Pregnancies in

TOPIC 1: PREGNANCY PREVENTION

s he

SUB-TOPIC 1: UNINTENDED PREGNANCY

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girls below the age of nineteen is referred to as 'teen pregnancies.

Teen pregnancy may have physical, social and emotional effects on the teenage mother Pregnancy is a risk for every woman, but more risky for young mothers. The main problem for women under 20 years is that the pelvis is still growing hence the head of the baby can tear the space between vagina and the rectum. This will lead to a condition called Fistula.

Other consequences of teen pregnancy may include the following:

Life-long suffering, shame, or abandonment.

Medical complications such as greater risk of anaemia, Fistula, Hypertension and abortions and stillbirths, even death of the mother.

Being rejected and sent away from home and school.

Not achieving the set goals of completing ones education.

In groups of five,

1.0 make the problem tree, stating the causes and the effects of an unintended pregnancy;

2.0 Discuss how young people can avoid an unintended pregnancy; and

3.0 Make presentations of the discussions to the entire class.

What are some of the effects of unintended pregnancy in both girls and boys? .

In pairs, read the letter and reply to give advice to Elina.

EFFECTS OF UNINTENDED PREGNANCY ON ADOLESCENT PHYSICALLY, SOCIALLY AND FUTURE GOALS

Activity 1

Activity 2

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ELINA'S LETTER

Dear counsellor,

My name is Elina. I am 13 years old, and in my seventh grade at Ndaji Primary School. I have a boyfriend by the name of Chali. He assists me solve problems in mathematics. Two months ago, he asked me to walk with him back home using a lonely path. As we were talking about our goals in life, suddenly he changed the subject and started talking about love.

He asked me if I loved him and the answer was 'YES. Then he said if I loved him. I was to prove to him by having sex with him even just once, but I refused. He started pulling me towards the grass. I tried to resist, but he over powered me and had sex with me. I told him he should not refuse if I fell pregnant. He slapped me and said, "if you are pregnant, then it is your own fault. Never mention my name because I do not want to lose school, and be chased from home by my parents. I am too young to be a father, I hate you'.

I have missed my monthly periods for two months now and am having strange feelings in my body. I am always feeling tired and have no appetite. My teacher taught us the dangers of teen pregnancy, am afraid I just have to abort this pregnancy because i am too young to carry this pregnancy. I do not want my parents or anyone else to know about it. They will kill me. Please help me.

Yours sincerely,Elina.

Reply to Elina's letter advising her the correct way of handling her problem.

Find out in your community the problems one of your school mates encountered when he impregnated someone/ she fell pregnant. Share your answers with the rest of the class members.

Follow-up activity

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TOPIC 2: HIV AND AIDS, STIGMA, CARE,

TREATMENT AND SUPPORT

A. Physical challenges:

Every person is either infected or affected with HIV and AIDS. One may be suffering from the disease or have a relative or neighbour who is effected with HIV and needs to be taken care of. As members of the family and friends, we need to support and care for one another in times of need.


the physical and social challenges of living with HIV and AIDS.

As people live longer with HIV and AIDS, their social and physical challenges can become increased, complicated and difficult to overcome. However, with care and support from friends and relatives, people living with HIV and AIDS can lead healthier and happier lives for a longer period.

The challenges People Living with HIV and AIDS face include:

Adherence to treatment - side effects of the drugs, too many pills, coping with the long duration of treatment, no money to get to the health centre, too sick to collect the drugs, fear of long queues at the health centre, no one to remind and encourage them to take the drugs.

Nutritional needs - HIV infection causes excess nutrient losses further increasing nutritional requirements and the risk of under nutrition due to diarrhoea and vomiting. Lack of food due to lack of money, poor appetite, and no caring people to prepare balanced food will affect the health of people living with HIV and AIDS.

SUB-TOPIC 2: LIVING WITH HIV AND AIDS

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Managing opportunistic infections - these are infections that occur more frequently. People living with HIV and AIDs have reduced immune systems and therefore, more at risk to infections and diseases.

Stigma, obtaining care, discrimination - these are negative attitudes and abuse directed at people living with HIV and AIDS. These include: Loss of income and livelihood, loss of marriage, withdraw of caregiving in the home, loss of hope and feeling of worthlessness, loss of status.

In groups, role play the scenario on:

The challenges People Living with HIV and AIDS are facing.

In groups of five, create webs of words that are often associated with being HIV positive.

Each group to make presentations of their work to the class within three minutes.

1. Write down 3 physical challenges of living with HIV and AIDS.

2. Write down 3 social challenges of living with HIV and AIDS.

Health and Physical risks of unintended pregnancy in girls include anaemia, high blood pressure, Fistula, forced into abortion and death.

Social risks of unintended pregnancy in girls include

B. Social Challenges:

Follow- up activity

SUMMARY

Activity 3

Activity 4

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abandonment by guardians, the boy responsible and community. Shame- being laughed at by friends and family members,

Future goals risks for unintended pregnancy in girls include school dropout, forced into early marriage.

The effects of unintended pregnancy in boys include; stigmatisation by friends and relatives, may be made to pay a lot of money to the parents of the girl, forced to marry the girl and therefore, will not be able to accomplish his education and career goals.

Physical challenges of living with HIV and AIDS include: Adherence to treatment, Undernutrition, managing opportunistic infections.

Social challenges; stigma, obtaining care, discrimination.

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grade 7 pupils - comprehensive sexuality education

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