AflateeN+

AflateeN+ Life Skills and Financial Education Through a Gender Lens

Life Skills and
Financial Education
Through a Gender Lens

Stichting Aflatoun International

Overschiestraat 184
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ph: +31 20 626 20 25 | fx: +31 20 626 21 18
info@aflatoun.org | www.aflatoun.org | www.aflateen.org

Acknowledgments
History of the Curriculum: The present publication represents the Third Edition
of the Aflateen curriculum, which has been built on an updated global framework
including a stronger gender and sexual and reproductive health and rights
component. All editions have gone through development workshops with partners
and stakeholders with expertise in pedagogy and curriculum development as well
as thematic technical expertise in the area of sexual and reproductive health and
gender for this present edition.
© 2017 Aflateen+ Life Skills and Financial Education Through a Gender Lens
Consultants: Paul Moclair, Michelle Tjeenk Willink
Editing and Proofreading: Julia Gorodecky
Layout: Manon de Groot
Illustrations: Wendy Lopez Lorenzana
Special Thanks to the members of the advisory group:
Dia Timmermans (Independent Consultant), Eva Halper (Credit Suisse), Gabriela
Salinas (Vision Solidarida), Heba Wanis (Plan Egypt), Irene Diaz Soto (Save the
Children Netherlands), Judith Helzner (Independent Consultant), Karen Austrian
(Population Council Kenya), Kathryn Paik (Womens Refugee Commission), Keith
Magee (Camara), Marielle Le Mat (University of Amsterdam), Miriam Groenhof
(Aids Fonds), Patricia Formadi (New Dawn), Ritah Muyambo (World YWCA), Rutger
van Oudenhoven (ICDI), Saadi Izatov (Mercy Corps Tajikistan), Saskia Raserberg
(Independent Consultant), Stephanie Lord (Batonga Foundation)
Special Thanks: COMO Foundation, Rabobank Foundation and MasterCard
Foundation
Additional Support and Input: Iwanna Swart, Nancy Refki, Aukje te Kaat, Sarah
Ebady and Simon Bailey
This work may be reproduced and redistributed, in whole or in part, without
alteration and without prior written permission, solely by partner organizations
for non-profit administrative or educational purposes providing all copies contain
the following statement: Copyright © 2017, Aflatoun International. This work is
reproduced and distributed with the permission of Aflatoun International. No
other use is permitted without the express prior written permission of Aflatoun
International. For permission, contact info@aflatoun.org
This Aflateen+ Curriculum is based on the Original (2nd Edition) ©2013 Aflateen in
partnership with the MasterCard Foundation
4
Games and Exercises
Lesson 2.2: Knowing My Rights: Part 2 Make Change, ‘Take a Stand’ Activity is
adapted from It’s All One Curriculum: Guidelines and Activities for a Unified
Approach to Sexuality, Gender, HIV, and Human Rights Education, © 2009 The
Population Council, Inc., page 22
Lesson 2.6: Action Against Sexual and Gender- Based Violence, ‘T.V. Commercials’
Activity is adapted from It’s All One Curriculum: Guidelines and Activities for a
Unified Approach to Sexuality, Gender, HIV, and Human Rights Education, © 2009
The Population Council, Inc., activity 14
Lesson 2.7: Sexual and Gender- Based Violence at School or in the Workplace,
‘What’s a Safe Place for Me? What’s a Dangerous Place for Me?’ Activity is adapted
from It’s All One Curriculum: Guidelines and Activities for a Unified Approach to
Sexuality, Gender, HIV, and Human Rights Education, © 2009 The Population
Council, Inc., activity 10
Lesson 3.2: Taking Care of My Body and Mind, ‘Food Pyramid’ Activity is adapted
from Health and Life Skills Curriculum for the Adolescent Girls Initiative–Kenya
(AGI–K), © 2015, The Population Council Inc., page 86-89
Lesson 3.3: Let’s Talk About Sexuality, ‘What Words Shall We Use?’ Activity adapted
from Family Life Education: Teaching Adults to Communicate with Youth from a
Muslim Perspective, © 2007 Family Health International, page 45
Lesson 3.3: Let’s Talk About Sexuality, ‘Separate Fiction from Fact’ Activity is adapted
from It’s All One Curriculum: Guidelines and Activities for a Unified Approach to
Sexuality, Gender, HIV, and Human Rights Education, © 2009 The Population
Council, Inc., activity 19
Lesson 3.7: What’s their Deal? Favours, Gifts, and Expectations, ‘Safe or Risky’
Activity is adapted from Dream Big! Kwacha for Our Future—Financial Education
Curriculum © 2013 The Population Council, Inc., Session 7, page 39
Lesson 3.7: What’s their Deal? Favours, Gifts and Expectations, ‘Problem Tree’
Activity is adapted from Nia Yetu Reproductive Health and Life Skills Manual for
Young Adolescent Girls, © 2017 ZanaAfrica, Session 18 Romantic Relationships
Image Theatre inspired by Augusto Boal.
5
 Introduction
Welcome to Aflateen+ Life Skills and Financial Education through a Gender Lens, the latest
curriculum from the Aflatoun Secretariat, created in response to the overwhelming need
for material that empowers young people to secure their own futures and contribute to
societal and economic prosperity. In the years since our global network of partners made
such a success of the original Aflateen curriculum, our combined programming experience
has convinced us of the need to broaden our conceptual framework so as to emphasise
the interconnectedness of gender equity and economic prosperity. This is consistent with
Aflatoun’s concept of the need to balance social and financial education and with our core
conviction that these two spheres are mutually reinforcing. We also recognize that helping
young people meet their full potential, and giving them control over their own futures, logically
entails giving them the knowledge, confidence and options they need to look after and take
responsibility for their own health and bodies – our most fundamental resources.

Aflateen+ is rooted in rich programmatic experiences from around the globe. Aflatoun
International and its partners have already established successful partnerships to promote
gender equality and to offer learning resources on sexual reproductive health and rights (SRHR),
reaching vulnerable girls and boys in seven countries. This includes our partnerships with Credit
Suisse and Plan International in Brazil, China, India and Rwanda; Catholic Relief Services in
Lesotho; Girl Effect in Rwanda; PEDN and Opportunity International in Uganda; and with the
Batonga Foundation in Benin. We have also benefitted enormously from rich collaborations
with EngenderHealth on curriculum development work. These grassroots experiences have
confirmed us in our belief of the need now to enhance the original Aflateen so as to include
more lessons on gender and SRHR. They have enabled us to develop new material and to
test their relevance and validity on the ground. Drawing on our partners’ rich experiences we
were able to develop a tailored curriculum for both formal and non-formal education settings.
Our work benefitted from the advice and guidance of a global task force to whom we remain
eternally grateful.

Our initial impulse in developing this new resource was to help the 600 million adolescent
girls in developing countries who face challenges in education and health services and who
frequently face discrimination and violence. We were mindful of the limited opportunities they
face, particularly in comparison to boys, when it comes to gaining the knowledge, skills and
resources that lead to economic advancement and social justice. All of us working towards this
goal have grown to recognize the impossibility of succeeding without the active participation
of boys and men. Education aimed at promoting gender equity needs to demonstrate not
just the fundamental moral wrongness of gender discrimination and its incompatibility with
a rights-based approach. It needs to illustrate the extent to which gender norms restrict and
damage the lives of boys. And it needs also to include the message that gender discrimination
is deeply counterproductive to a society’s economic development. Education, as ever, offers
the key to reforming societal and economic norms and to broadening the horizons of the
children and young people we seek to help.

The curriculum is intended for adaptation to local circumstances and comes with an
accompanying training manual and tools for monitoring and evaluation. In addition, it now also
offers digital refresher training resources that will render it sustainable. This manual presents
the participants with games and exercises that offer a creative, active approach to learning. The
participants will benefit most from this manual if they find it fun. We believe they will and we
hope you do too.

Good luck,

The Aflatoun Team

7
6
 Advice For The Facilitator
Welcome!
Welcome to Aflateen+ Life Skills and Financial Education through a Gender Lens. This programme aims
to empower young people to take positive action regarding their own education, health and social and
economic well-being. We hope this manual enables them to develop self-belief, stay healthy, establish good
financial habits, develop entrepreneurial skills and improve their future prospects. We will have succeeded if
young people finish this curriculum better able to fulfil their potential and to act as agents of change within
their communities. We hope that this manual also takes you on a journey that you find stimulating and
rewarding, and that helps you develop as a facilitator.
Who Are The Learners In The Group?
This curriculum is for young people aged 15+. The experiences of our global network of partners has taught
us that it will be delivered in diverse contexts. We have therefore tried to create a resource that is equally
relevant and applicable to learners in both formal and non-formal education. You may find yourself working
with groups in which learners have differing levels of numeracy and literacy. In such instances, please try to
ensure that those with lower reading or mathematical skills are paired up with those who have higher levels.
You, The Facilitator
We want you to benefit from your participation in this programme as much as the young learners in
your group. The success of Aflateen+ depends largely on you and we hope that by participating in the
programme, you find new ways to develop your capacity as a facilitator. We have therefore developed a
training manual and workshop to accompany this curriculum. Hopefully by the time you come to use this
curriculum you will have completed an intensive training workshop. At that workshop we hope that you will
have become familiarized with many of the methods employed in this manual, and with the overall structure
of the programme. We hope that the workshop helps you get the most out of this curriculum and helps you
learn new skills so that participants learn more effectively. We also hope the workshop helps you to find joy
in your work. If you have not yet been able to participate in such a workshop please contact the Aflatoun
Secretariat for advice on how this might be done.
Ongoing Professional Development
Whilst we place great value on the importance of face-to-face workshops as referred to above, we want
our relationship with you to be ongoing. We are therefore mindful of the need to provide refresher and
supplementary training to help you become the best facilitator possible. To that end, we have created a
digital refresher training platform which you can find at http://www.education.aflatoun.org/. This is a multi-
media course comprised of fourteen one-hour modules including selected readings, audio interviews and a
range of 11 animations on active-learning methodologies.
What Is Your Role As Facilitator?
Of course the role of a facilitator is different from that of a teacher in some cultures. If you are using this
curriculum within a formal education setting, you may find yourself being encouraged to work in ways
that differ from more traditional concepts of teaching. We hope you find that a positive experience. The 48
sessions in this curriculum are informed by a participatory, child-centered pedagogy and are characterized
by a variety of active-learning methods. We hope you enjoy this and feel encouraged to apply them in other
subjects that you teach, or with other groups where you are a facilitator.
An Atmosphere of Trust, Safety, Inclusion and Participation.
Participants will not learn well or develop the necessary skills and attitudes to become successful
entrepreneurs and agents of change until they have begun to form a strong group identity. Nor will they
speak openly about sensitive topics or voice their opinion if they don’t feel safe within their group. They
may need time to realise that this curriculum’s activities are governed by very different rules and norms
8
from those they may remember/know from school. In other words, we need to give them time in which to
readjust their assumptions. We need to begin our work with the participants by demonstrating to them that
this programme is not just for them, it is about them. That means that the process requires them to reflect
on their own experiences and to share these.
The Aflatoun Secretariat is privileged to act as a hub within a global network of 150 partner organizations
using a variety of different curricula to help almost four million children and young people. As such we
benefit from constant feedback from those trainers, teachers and facilitators who are directly implementing
the programme. We offer below a summary of some of the advice that they have passed on to us.
Keep It Local!
• Use simple language as much as possible; this includes using local languages when required.
• Encourage participants to answer questions and summarise their points during the lessons, using their
own dialect and terms.
• Use real-life examples and local case studies to help make your points.
Creating A Good Environment
• Make sure the learning environment is one of mutual respect, trust and enjoyment. It helps to set some
ground rules during your first lesson with the participants, addressing, for example, time management,
punctuality, phone use and group work rules.
• Learn the participants’ names as soon as possible! It will be easier to command both individual and
group attention during the lessons.
• Some of the topics in this curriculum may be sensitive topics for some of the participants. Be respectful
of privacy and know the appropriate ways of addressing violence against women in your community in
case an issue arises. This could, for example, be through the community health worker, church or social
services available. Be sure to always talk to the participants first and get their consent, and possibly speak
to their parents/guardians before taking any action.
• Be patient! Repeat any information if the participants do not understand, and be prepared to change
your training approaches if what you are doing is not working.
• Request regular feedback after each lesson, to gauge what activities the participants enjoy the most,
what training approaches they are most receptive to and what they would like to see more of in future
lessons.
Getting the Best Out of this Curriculum
We hope that you view this curriculum primarily as a resource to help you provide young participants with
relevant lessons. The curriculum is modular and if content is being covered elsewhere or by other means,
please feel free to omit lessons that are not relevant to the group. Please also feel free to adapt materials as
you see fit. We realize, for example, that the timings of the sessions as shown may not always be possible or
convenient and that you may need to spend an extra session with participants to cover everything within a
lesson. You may wish to simplify lessons, or adapt them for non-literate groups, or use parts of the lessons
to supplement materials you already have. You are the expert and you will know how to get the most out of
this resource.
This curriculum is divided into 6 sections as follows;
Section 1: Myself, My World.
Section 2: My Rights, My Ideas.
Section 3: My Body, My Choices.
Section 4: My Money, My Plans.
Section 5: My Enterprise.
Section 6: Reflections and Next Steps.
9
 Regardless of how you adapt materials, we believe that you and your participants will benefit most from
these lessons if they are delivered in the sequence that is suggested in the curriculum. Section 1: Myself,
My World provides participants with exercises they will need if they are to develop a sense of safety and
self-belief and if they are to form a productive group. The success of the subsequent sections depends on
first laying down those foundations of trust and confidence. Similarly, there is logic and structure to the
sequence of lessons as laid out in Section 5: My Enterprise and altering the flow of lessons may lead to
confusion amongst participants.
Lesson Structure And Format
Most sessions begin with a ‘Start’ activity designed to help participants recover prior knowledge so that they
can locate new learning in the context of what they already know. The longest part of each lesson is the
‘Learn’ activity, which is structured so that the participants discover new ideas or information. Lessons end
with a short ‘Reflect’ activity. Ideally, this allows participants to articulate, in their own words, what it is that
they have learned. Lessons typically involve games, group discussions, group exercises, and activities that
involve theatre or creative arts. There is no place in this programme for lecturing.
Dealing with Issues of Abuse
Creating an environment of trust and confidentiality is of paramount importance if you wish participants to
take part in discussions about personal issues. Particular care should be taken when delivering those lessons
that directly address sexual and gender-based violence. Before delivering these lessons ask yourself what
you will do should you discover (or suspect) that a participant in your group is the victim of such violence.
You should know in advance what kind of institution to refer the matter to. As mentioned above, this could
be dealt with through a community health worker, church, social services or the appropriate authorities. Be
sure to always talk to the participant first and get their consent, and possibly speak to their parents/guardians
before taking any action.

Sensitivity Around Lessons Related to SRHR and Gender

We have created this resource to be as universal as possible. Aflatoun always encourages implementing
partners to adapt materials so that they fit with local cultural contexts or with time restraints. We believe one
of the main reasons for the growth and success of the programme has been the autonomy that partners
have in deciding how to modify materials so that they work in different settings.

The wisdom of adapting materials in this way is particularly relevant to those sessions that deal with sexual
reproductive health and rights (SRHR). You will find these in Section 2: My Rights, My Ideas and Section 3:
My Body, My Choices. Recognizing the need for sensitivity to local cultural norms, we have included two
special sessions in the Training Manual to address this issue. They are titled, Talking About Taboo Subjects
and Contextualization and Implementation.

Ground Work With Stakeholders

Of course, learning and behaviour change are not simply determined by the interaction between facilitator
and learners. A broader learning environment that includes the home and the local community is mediated
by parents, religious leaders and other stakeholders and gatekeepers. If we want this environment to be
nurturing and supportive of our efforts we need to convince these actors of the benefits of this programme
to its young participants and to the wider community, in terms of health, happiness and financial security.

Partner organizations already implementing other Aflatoun programmes consistently recommend holding
stakeholder meetings before commencing work. Parents need to be prepared for what their children will
learn, particularly when it comes to sensitive subjects such as SRHR. You may also wish to flag in advance
that boys and girls will be receiving lessons that encourage them to challenge harmful gender norms in
the interests of promoting more just and equitable societies. The more buy-in you manage to gain from
community leaders and other stakeholders, the more successful your work is likely to be.

Sensitivity with Learners

Some sessions may require same sex groups, or splitting groups by gender if participants are to feel
comfortable in discussions. You may wish to notify participants in advance when sessions that deal with
potentially sensitive subjects are scheduled. You will see that Section 2: My Rights, My Ideas has several
lessons exploring gender norms and challenging them where they are harmful. We strongly believe in the
necessity of boys taking part in these lessons. Sustainable change in terms of promoting fairer and healthier
gender norms will not be possible without their participation.

11
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 Table of contents
Acknowledgments............................................................... 4
Introduction .......................................................................... 7
Advice For The Facilitator................................................... 8
How to Use this Manual ................................................ 14
1. Myself, My World
1.1 Welcome to Aflateen+ Life Skills and Financial
Education through a Gender Lens ............................... 19
1.2 Who Am I? Who Do I Want to Be?................................ 23
1.3 My Goals, My Dreams...................................................... 27
1.4 My Own Beauty................................................................. 3 1
1.5 Breaking Down Barriers................................................... 35
1.6 My Friends........................................................................... 39
1.7 My Community.................................................................. 45
1.8 Speaking Up For Ourselves............................................. 49
2. My Rights, My Ideas
2.1 Knowing My Rights: Part 1 Human Rights.................. 59
2.2 Knowing My Rights: Part 2 Make Change................... 67
2.3 Gender Messages: Part 1 What’s Gender?.................. 75
2.4 Gender Messages: Part 2 Gender in Society.............. 79
2.5 What Is Violence?.............................................................. 85
2.6 Action Against Sexual and Gender-Based
Violence............................................................................... 93
2.7 Sexual and Gender-Based Violence at School
or in the Workplace.......................................................... 97
2.8 Standing Up for My Rights............................................ 105
3. My Body, My Choices
3.1 Our Changes During Adolescence............................. 1 1 3
3.2 Taking Care of My Body and Mind.............................. 119
3.3 Let’s Talk About Sexuality.............................................. 127
3.4 My Body, My Health........................................................ 133
3.5 My Body, My Rules.......................................................... 14 1
3.6 Healthy Relationships and Deal Breakers.................. 149
3.7 What’s Their Deal? Favours, Gifts and
Expectations..................................................................... 155
3.8 HIV and AIDS.................................................................... 161
3.9 Family Planning and Contraception........................... 167
3.10 Choices Around Marriage and Children.................... 1 7 7
12
4. My Money, My Plans
4.1 Household Budgets, Money and Power.................... 185
4.2 Learning About Saving................................................... 191
4.3 Learning About Spending.............................................. 197
4.4 Creating a Budget........................................................... 201
4.5 Savings Options............................................................... 209
4.6 Smart Savers..................................................................... 213
4.7 Borrowing Money........................................................... 219
4.8 Money Streams................................................................ 225
4.9 Picturing My Future......................................................... 231
5. My Enterprise
5.1 Get Inspired...................................................................... 237
5.2 She Shows Us the Way.................................................. 241
5.3 Planning Our Enterprises............................................... 245
5.4 Outlining a Business Plan.............................................. 255
5.5 Assigning Roles and Responsibilities.......................... 263
5.6 Adding Value.................................................................... 271
5.7 Understanding the Customer...................................... 277
5.8 Marketing.......................................................................... 283
5.9 Money Management Tools........................................... 291
5.10 Calculating for Your Business....................................... 299
5.11 The Pitch........................................................................... 305
6. Reflections and Next Steps
6.1 My Future Plans: Part 1 Staying Focused................... 315
6.2 My Future Plans: Part 2 Action Planning................... 321
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 How to use
this manual Lesson Pages

1. Myself, My World
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0% the activities or extra activities to hand out
M 0% MK 0%
0% M 0% M 0%
M 0% M 0%
Y 3% Y 3% Y 3% Y 3%
Y 3% Y 3% to the participants.
BOOK 3 BOOK 3 BOOK 3
K 0% K 0% K 0% K 0%
K 0% K 0% C 0% C 0% C 0%
M BOOK
99% 8 M 99% M 99%
YC 76%
77% Y 77% BOOK
BOOK8 8 Y 77%
BOOK 8
C 76% KM0%3% K 0% CC76%
76% K 0%
M 3% Y 98% MM3%3%
BOOK 8BOOK
Y 98%8 BOOKBOOK
8 BOOK
8 8 BOOK 8 K 0% Y Y98%
98%
C 76%CK 76% C 76%C 76%
C 76% C 76% K K0%
0%
15
14 0%
M 3% M 3% M 3% M 3%
M 3% M 3%
 1. Myself, My World
SECTION 01

Myself,
My World

17
 1. Myself, My World
BOOK 1
C 44%
M 0%
Y 97%
1.1 Welcome to Aflateen+
K 0%
Life Skills and Financial Education
BOOK 1
through a Gender Lens
C 44%
M 0%
Y 97% BOOK 2
K 0% C 2%
M 4% Overall Outcome
Y 99%
Working with any group of people requires building trust and getting to know each other. In this
K 0%
lesson, we’ll help familiarise the participants in the group with each other and introduce them
to the Aflateen+ way of learning. Most importantly, be sure to have fun and set the tone for the
BOOK 1 BOOK 4
C 44% Aflateen+ programme!
C 50%
M 0% M 92%
BOOK 2 Y 97% Y 4%
C 2% K 0% K 0%
M 4% Lesson Objective
Y 99%
By the end of this lesson, participants will be able to:
K 0% BOOK 1 BOOK 5 1. Identify their facilitator and some participants by name.
C 44% C 64%
M 0% M 0% 2. Describe the Aflateen+ programme in their own words.
BOOK 4 Y 97%
C 50% Y 3% 3. Describe the ground rules for the Aflateen+ group.
M 92% K 0% K 0%
Y 4% BOOK 2
K 0% C 2%
M 4%
Y 99%
Materials
BOOK 1 BOOK 8
K 0% C 76% • A ball, or rolled-up paper
C 44% BOOK 5
M 0% C 64% M 3% • Pens and paper or post-it notes for the Aflateen+ Contract
Y 97% M 0% Y 98%
BOOK 2 BOOK 4 K 0%
K 0% Y 3% C 50%
C 2%
K 0% M 92%
M 4%
Y 99% Y 4% Methodology
K 0% K 0% • Start: Energizer
• Learn: Paired Interviews; Name Learning Games; Individual reflection
BOOKBOOK
1 8
C 44%C 76% • Reflect: Co-authoring a contract
M 0% M 3% BOOK 4 BOOK 5
Y 97% C 50% C 64%
BOOK 2 K 0% Y 98% M 92% M 0%
C 2% K 0% Y 4% Y 3%
M 4% BOOK 1
Y 99% C 44%
K 0% K 0% Duration
M 0% BOOK 3 75 minutes
K 0% C 0%
Y 97%
BOOK 5 M 99%
K 0%BOOK 2 Y 77%
BOOK 4 C 2% C 64% BOOK 8
C 50%
M 4%
Y 99%
M 0% C 76%
M 3%
K 0% Key Words
M 92% K 0% Y 3%
Y 4% K 0% Y 98% • Participate
K 0% BOOK 4
K 0% • Introductions
C 50%
M 92% • Contract
Y 4% BOOK 3
K 0% C 0% BOOK 8
BOOK 5 BOOK 2 C 76%
C 64% C 2% M 99%
M 3%
M 0% M 4%BOOKY5 77% Y 98% Information for the Facilitator
C 64%K 0%
Y 3% Y 99%
M 0% K 0% • Thank everyone for coming. Remind them that you will all be working together over many
K 0% K 0%Y 3%
K 0%
weeks. In that time, the group will be free to explore issues that might include personal identity
and values; skills and talents; hopes for the future; the need to promote gender equality; sexual
BOOK 4
BOOK 8 C 50%BOOK 8 reproductive health and rights; saving, spending and creating budgets; careers and education
C 76% BOOK 3
C 76% M 92%M 3%
C 0% advice; and the basic skills and knowledge needed to set up your own business.
M 3% Y 4%YK 98%
0% M 99%
Y 98% K 0% Y 77%
K 0% K 0%
19
18 BOOK 5
 1. Myself, My World
• The participants are likely to be nervous and anxious about the nature and content of the 3. Hope and Fears (15 minutes)
upcoming course. They will have many questions. Reassure them that as they work through the 1. Ask participants how they are feeling. If necessary, explain that it is natural to feel either excited
day, many of these questions will be answered. BOOK 1 or anxious at the beginning of a workshop or training. Tell them that you want to begin by
C 44%
• Reassure the participants that this is a process that will takeM 0%
Y time,
97% that you are all embarking on a
finding out what hopes and fears they have brought with them. Tell them that the work will be
journey together, and that
BOOKas well
1
K 0%
as learning many valuable skills they will also have great fun. easier if we are all honest and open about our feelings.
C 44%
M 0% 2. Give everyone two small pieces of paper or two post-it notes.
Y 97% 3. Ask them to work alone for a few moments reflecting on their feelings.
Start K 0%
4. Next, ask them to write down three things they hope to achieve or gain from the programme,
1. Begin by doing a couple of icebreaker games. If you can’tBOOK
think2 of any, you can do Walk! Stop! and three things that might be making them feel uneasy, uncomfortable or worried.
C 2%
M 4%
2. Have the group walk around the room to loosen their limbs. Ask them to make eye contact
Y 99% 5. When they are finished, collect their papers or notes. You can put them on the wall and
with the other participants and smile at them. Tell them toK stop.
0% Tell them to walk. Repeat this a encourage the participants to walk around reading them, or you can shuffle and redistribute
15 m few times. them and ask the participants to read aloud what they have been given.
BOOK 4
C 50%
3. Next, explain that the BOOK
meaning
2 of the two commands are Mnow
92% reversed and that walk now
Y 4%
means stop, and stop Cmeans
2% walk. Try out these commands for a few minutes.
K 0%
M 4%
4. Stop them, and introduce
Y 99%two additional commands: ‘shout’ means shout your name, and Reflect
‘jump’ means jump in Kthe
0% Walk and stop remain reversed.
air. BOOKGive
C 64%
5 them a few minutes to walk 1. Start by explaining the Aflateen+ Contract to the group, informing them that joining Aflateen+
M 0%
around the room while you say ‘walk/stop/shout/jump’ inYvarious sequences and variations, is a choice, and not something that they have to do. Remind them that by signing the contract
3%
and then inform the group
BOOK 4that the commands for shout and
K 0% jump are now reversed. they join many Aflateen+ members from countries all over the world, covering every major
C 50% 15 m
5. Continue, throwing commands like ‘clap’ and ‘laugh’ or any others you can think of into the continent.
M 92%
Y straight
mix, first giving them as 4% commands before reversing BOOKtheir
8 meanings. 2. Point out that signing the Aflateen+ Contract means that the facilitators and participants agree
C 76%
K 0% M 3%
Y 98% to all of its terms. Explain that as Aflateen+ is for young people, the participants will be the
K 0% ones designing the Aflateen+ Contract. Ask the group to share what they expect from the
Learn BOOK 5 Aflateen+ facilitators and participants. Write ‘Aflateen+ Contract’ at the top of a piece of paper.
C 64% Then write the participants’ suggestions on the paper, and encourage every member of the
1. Paired Interviews (15 M minutes)
0%
group to share their ideas in the form of words such as respect, participation, punctuality, etc.
1. Get the participants toYpair
3% up and ask them to interview each other for five minutes each.
K 0% Allow the participants to come up with their own words, showing them that Aflateen+ is their
Suggest they ask the following four questions:
45 m programme.
• Where did you grow up?
BOOK 3 3. Explain any expectations you might have.
• What type of careerBOOK
do you8 want? C 0%
M 99% 4. Invite participants to add, change or discuss anything on the Aflateen+ Contract.
C 76%
• What is one thing that nobody else in the group knowsYabout
77% you?
M 3% K 0% 5. Sign the Aflateen+ Contract in front of the participants to show that you’re committed to the
• What do you want to learn in these lessons?
Y 98% group.
2. After 10 minutes, bringK the
0%group back together.
6. Next, invite the participants to sign the Aflateen+ Contract, and welcome them to Aflateen+.
3. Ask the participants to introduce their partners to the group and to share what they learned
7. Once everyone has signed the Contract, spend approximately five minutes reviewing the key
about them.
learnings from the lesson:
• The participants are now part of Aflateen+, a worldwide group of young people that are
2. Name Learning Games (15 minutes)
dedicated to making positive change.
1. Ask participants to stand in a circle. Tell them you will play Pass the Ball.
• Aflateen+ is an interactive programme for young people to gain financial and life skills.
2. Explain that one person will throw the ball to someone else. When that person catches the
• Aflateen+ is their group. They can feel safe sharing their thoughts and feelings with each
ball, she/he must say the name of the person who threw it. If the person who catches the ball
other and with their facilitator.
does not remember the name
BOOK 3 of the person who threw it, she/he should ask.
C 0%
3. Instruct the participants to keep throwing the ball around the circle and calling out names for
M 99%
five minutes. Y 77%
K 0%
4. For the second game, Maria! Maria! Maria!, ask the participants make a wide circle.
5. Have one person stand in the middle of the circle. This person will try to escape from the
middle and join the others standing in the circle. To do this, she/he must say the name of
someone in the circle three times in a row before that person says her/his name once.
6. If the person picked from the circle says the name of the person in the middle once before
the person in the middle has said her/his name three times, the person in the middle stays and
tries again with someone else’s name. If the person in the middle is faster, she/he can change
places with the person in the circle.

21
20
 1. Myself, My World
BOOK 1
C 44%
M 0%
Y 97%
K 0%
1.2 Who Am I? Who Do I Want
to Be?
BOOK 2
BOOK 1 C 2%
C 44% M 4% Overall Outcome
M 0% Y 99%
In this lesson, participants are encouraged to appreciate their uniqueness and to understand that
Y 97% K 0%
K 0% their own lives are worthy of celebration. Adolescence is a challenging phase in everyone’s lives.
We change from children to young adults, although we are not quite sure what that means. Strong
BOOK 4 emotions are released as a result of the different tensions in our lives and our search for answers.
C 50%
M 92% This lesson helps participants to reflect on the different events and people that have influenced
Y 4% them. They will be given the opportunity to identify their unique strengths, to accept who they are,
K 0% and to think about the person they want to become.

BOOK 2
C 2% BOOK 1 BOOK 5
M 4% C 44%
M 0%
C 64%
M 0%
Lesson Objective
Y 99%
Y 97% Y 3% By the end of this lesson, participants will be able to:
K 0%
K 0% K 0%
1. Appreciate the wealth of attributes they possess that can assist them in defining their futures.
BOOK 4 2. Name and describe at least two of their strengths.
C 50% 3. Name and describe at least three important events and/or persons that have influenced their
M 92% BOOK 8
Y 4% BOOK 1 identities.
C 44% C 76%
K 0% M 0% M 3% 4. Describe the person they want to be in five years.
Y 97% Y 98%
K 0% BOOK 2 K 0%
BOOK 5 C 2%
C 64% M 4%
Y 99%
Materials
M 0%
Y 3% K 0% • A sheet of flipchart paper and marker for each participant
BOOK 1 K 0% • A ready-prepared Tree of Life to use as a model
C 44%
M 0% BOOK 4 • A ball, or rolled-up paper
Y 97% C 50%
K 0% BOOK 2 M 92%
BOOK 8 C 2%
C 76% Y 4%
M 3%
M 4%
Y 99%
K 0% Methodology
Y 98% BOOK 3
K 0% C 0% • Start: Theatre Game (The Machine)
K 0%
M 99% • Learn: Drawing; Storytelling Exercise (Tree of Life)
BOOK 1 BOOK 5 Y 77%
C 44%
BOOK 4 C 64% • Reflect: Drama Exercise
M 0% M 0% K 0%
Y 97% C 50%
BOOK 2 K 0% M 92% Y 3%
C 2% Y 4% K 0%
M 4%
Y 99%
K 0% Duration
120 minutes
K 0%
BOOK 8
BOOK 2
BOOK 5 C 76%
BOOK 4 C 2% C 64% M 3%
C 50%
M 4%
Y 99%BOOK
M 0%
3 Y 3% Y 98% Key Words
M 92% K 0% C 0% K 0% • Unique
Y 4% M 99% K 0%
K 0% BOOKY4 77% • Strengths
C 50%
M 92% 0%
K • Influences
Y 4%
K 0% BOOK 8 • Hopes
BOOK 5 C 76%
C 64% M 3%
M 0% BOOK 5
Y 98%
C 64%
Y 3% M 0% K 0%
K 0% Y 3%
K 0%

BOOK 3 23
22 BOOK 8
BOOK 8
C 76%
C 0%
M 99%

Information for the Facilitator
• Tree of Life (in the Learn activity) is a long exercise. Its success depends on participants feeling
safe enough to share personal information. As this lesson is key to successful team formation,
we have allotted two hours for it. If you are not able to organise this, you might wish to consider
running this activity over two lessons.
• It is possible that the participants will not have had much prior experience talking about
themselves, especially in a positive and celebratory manner. They will first need to see you
demonstrate the activity. Because of the time it takes to draw the tree and to tell its story, you
might need to divide the participants into at least two smaller groups.
Start
The Machine
1. Start with a game on the theme of individual strengths. This game relies on each participant
making a different sound or gesture. Tell them the game is called The Machine.
15 m
2. Ask the group to think of a huge machine – such as a tractor engine – with many different
parts. Each part makes a different movement and sound. Tell the group they are going to make
such a machine.
3. Form a wide circle. One person steps into the middle of the circle and starts making a repeated
movement and sound. After five seconds, the next person steps in and adds a different sound
and movement. Keep working around the circle at five-second intervals until everybody is part
of the machine, repeating their own individual sounds and rhythms.
1. Myself, My World
2. Tree of Life (45 minutes)
1. Next, give each participant a sheet of flipchart paper and marker, and ask them to draw the
outline of a tree. Reassure those who are not confident at drawing that this is not an art
exercise, and that the tree just provides a basis for their storytelling. Give them five minutes.
2. The roots of the tree will symbolise the participants’ formative influences. Give them five
minutes to write down where they come from and all the factors that helped to form them
or make them who they are today. Ask them to think about what has shaped them so far, for
example:
• Where they come from: district, hometown, etc.
• Their culture: language, religion, etc.
• Organisations they have belonged to.
3. Next, direct their attention to the ground at the foot of the tree. This represents their routines
and behaviour. Give them five minutes to write down the things they choose to do on a weekly
basis (not things they are forced to do). Place no restrictions on their answers, but encourage
them to say at least one thing that has to do with earning a living/making money.
4. Then give the participants five minutes to write all of their talents and skills on the trunk. Walk
around and encourage them to be open. Reassure them that they can also write down things
they think they might be good at if given time to develop.
5. Next, ask the participants to take five minutes to write down all of their aspirations on the
branches: their hopes, dreams and wishes. These can be personal, communal, or for all of
humankind. Encourage them to be imaginative and optimistic. They can think both about the
long term and the short term. Ask them to dedicate at least one branch to hopes, dreams and
wishes that relates to their future ability to start an enterprise or otherwise generate income
and earn a living.

6. Then have the participants write on the leaves the names of the people who are their supports
and allies, who are significant to them in a positive way. These could be friends, family, etc.
Facilitator’s Tip: BOOK 1 Encourage them to devote one leaf to someone who might be able to help them start an
C 44%
It is very important that people wait five seconds before joining in. This gives them time to think
M 0% enterprise or offer them helpful advice. Give them five minutes for this.
Y 97%
of a sound and action that contrasts with, or complements, the previous ‘component’. It is also
K 0%
BOOK 1 7. Finally, ask the participants to take five minutes to write down on the fruit all of their inner
very important to work aroundC 44%the circle in one direction. If you don’t do this, everybody will
strengths that might help them succeed in life, either socially or economically. Give some
rush into the middle at theMsame0% time. The game is most fun when The Machine is built carefully,
Y 97% examples if participants are struggling here, e.g. courage, generosity, kindness, hard work, etc.
one piece at a time. It is also important that nobody is louder than anybody else. Everyone
K 0%
should be able to see and hear everyone else.
BOOK 2 3. Share: (25 minutes)
C 2%
M 4% 1. Encourage each participant to come up tell their story using their Tree of Life.
Y 99%
K 0% 2. If the group is large and there are two facilitators, it might be more efficient to work in two
4. Ask the participants to reflect on the game. What might it BOOK
demonstrate about our individual groups.
4
strengths and our group efforts? C 50%
BOOK 2 M 92%
Y 4%
C 2%
5. Suggest to them that strengths are any positive qualities that
K 0%make us who we are. They are
M 4%
the qualities that haveYhelped
99%
us get through all of the positive and negative events in our lives Reflect
to become the peopleKwe 0% are today. Point out that everyone
BOOKhas
5 strengths. Myself at Three Different Ages
C 64%
M 0% 1. Explain to the participants that they will do a role play, playing themselves in the past, the
Y 3%
BOOK 4 K 0% present and the future.
25 m
Learn C 50%
M 92% 2. Place three chairs in front of the group and explain that each represents a period in their life.
1. Warm-up Chat (10 minutes)
Y 4% BOOK 8 3. Tell them: “The first chair represents who you were five years ago, the second represents the
C 76%
K 0% M 3% person you are today, and the third represents the person you hope to be five years in the
1. Gather the participants into a circle for a chat about storytelling.
Y 98%
K 0%
2. Ask the participants if they ever tell stories about themselves. When and why? How does it future.” If there are no chairs, simply put three markers (such as stones) in a row on the ground
80 m to symbolise each phase.
feel? Or, why not? What BOOK 5 us from telling stories about ourselves?
stops
C 64%
3. Explain that today they
M are
0%going to start telling stories about themselves and their own lives. 4. Ask one participant to come up and sit in the first chair. Ask them to talk for no more than
Y close
4. Gather the participants 3% enough that they can see your Tree of Life, and talk them through one minute about their life five years ago, emphasising things they liked doing and were good
K 0%
it.

BOOK 3
BOOK 8 C 0%
M 99%
C 76% Y 77% 25
24 M 3% K 0%
 1. Myself, My World
BOOK 1
C 44%
M 0%
Y 97%
K 0%

1.3 My Goals, My Dreams

at. Then ask them to move to the second chair doing the same for the present: explaining
what they like doing these days and what they are currently good at. In the third chair, ask
them to describe the person they hope to be in five years’ time, emphasising the skills and/or
achievements they would ideally have gained by that time.
5. If you are working with a big group, divide participants into smaller groups for this exercise. Do BOOK 2
BOOK 1 C 2%
your best to monitor and observe. C 44% M 4% Overall Outcome
M 0%
6. When all of the participants have sat in the chairs, quickly bring them into a big circle and have Y 99%
Adolescence is the period when we shift from childhood to adulthood, a transition that is not
Y 97% K 0%
each person shout out at least one concrete step they would need to take in order to achieve always easy. It can, however, be an exciting time because you feel like you are about to ’start
K 0%
whatever they mentioned at the third ‘chair’ in the previous game. For example, if someone your life’ as you slowly gain more responsibilities and make more decisions about the future.
said in the third chair: “In five years’ time I would like to have a successful bakery”, they might BOOK 4 Although no one expects us to plan out everything in our lives, this lesson will help participants to
C 50%
now shout out: “Start saving!” If another participant said in the third chair: “I’d like to help my M 92% establish goals and the steps needed to achieve these goals. It will also allow them to prepare for
mother’s business with the bookkeeping”, they might now shout out: “Go back to school.” Y 4% the upcoming Aflateen+ modules, and challenge them to start thinking about money, work and
K 0% entrepreneurship.

BOOK 2 BOOK 1
C 2% C 44% BOOK 5
M 4% M 0%
Y 97%
C 64%
M 0%
Lesson Objective
Y 99%
Y 3% By the end of this lesson, participants will be able to:
K 0% K 0%
K 0% 1. Describe the difference between goals and dreams.
2. Identify one realistic goal and three tangible steps towards achieving that goal.
BOOK 4
C 50% 3. Describe how money impacts their goals in terms of saving, investing or borrowing.
M 92% BOOK 1 BOOK 8 4. Set one work-related goal, such as getting a job, starting an entrepreneurial venture, or
Y 4% C 44% C 76%
M 0% M 3% achieving further education.
K 0%
Y 97% Y 98%
K 0% BOOK 2
C 2% K 0%
BOOK 5
C 64%
M 4%
Y 99%
Materials
M 0% K 0% • Go For Your Goals activity slips
BOOK 1 Y 3%
• Goal Mapping table on flipchart
C 44% K 0%
M 0% BOOK 4 • Pens and paper
Y 97% C 50%
K 0% BOOK 2 M 92%
BOOK 8 C 2% Y 4%
C 76% M 4%
Y 99%
K 0% Methodology
M 3%
Y 98% K 0% BOOK 3 • Start: Case Studies
K 0% C 0% • Learn: Team Problem-solving Game
BOOK 1
BOOK 5 M 99%
C 44% C 64% Y 77% • Reflect: Goal Setting
M 0% BOOK 4 M 0%
Y 97% C 50% K 0%
BOOK 2 Y 3%
K 0% M 92%
C 2% Y 4% K 0%
M 4% BOOK 1
Y 99% C 44%
K 0% Duration
M 0% 90 minutes
K 0%
Y 97% BOOK 8
K 0%BOOK 2 BOOK 5 C 76%
BOOK 4 C 2% C 64% M 3%
C 50%
M 4%
Y 99%
M 0% Y 98% Key Words
M 92% K 0% BOOK 3 Y 3%
K 0% • Goal
Y 4% C 0% K 0%
K 0% M 99%
BOOK 4 • Dream
C 50%Y 77%
M 92% • Plan
Y 4% K 0%
K 0% BOOK 8
BOOK 5 BOOK 2 C 76%
C 64% C 2% M 3%
M 0%
Y 3%
M 4%BOOK 5
C 64%
Y 99%
Y 98% Information for the Facilitator
M 0% K 0%
K 0% K 0%Y 3% • Please feel free to change the names of the characters in the two case studies in the Start
K 0%
activity, or to write case studies better suited to your context if you are comfortable doing that.

BOOK 4 BOOK 3
BOOK 8 C 50%
BOOK 8 C 0%
C 76%
C 76% M 92% M 3% M 99%
M 3% Y 4%YK 98% Y 77%
0%
Y 98% K 0% K 0%
27
26 K 0%
 1. Myself, My World
• For Go For Your Goals (in the Learn activity), you will need to prepare five activity slips prior the activities. Make sure that all participants are involved, and that each activity is fully
to the lesson. Each slip describes a different group activity. BOOK
The 1activities should increase in accomplished before they move on to the next one.
C 44%
difficulty. Here are five you may wish to use: M 0%
7. At the end, discuss the obstacles the participants faced in reaching their goals in the game, and
Y 97%
K 0% how they dealt with them.
• Arrange yourselvesBOOKby age,
1 without speaking.
• Make a list of all theCcountries/states/cities
44% you have visited. 8. The following questions can be used as a guide to spark discussion:
M 0%
• Sing a complete song Y 97%
together. • What is the difference between a goal and a dream? Why is it important to have both?
• Make a paper airplane K 0%
that can fly at least five metres. • What are some obstacles you may face in achieving your goals? How will you deal with
• Move a piece of paper from one end of the room to the other
BOOK 2 without using your hands, these obstacles?
C 2%
making sure that each participant touches the paper atM least
4% once.
Y 99%
• Do people need money to achieve their goals? Why or why not?
• The final activity, Goal Mapping, requires participants to K 0%
copy a
table from an example you • Who are the people that can help you reach your goals? Who are the people that can
have drawn on a flipchart. Prepare your own table in advance as you will need to use it as an prevent you from reaching your goals?
BOOK 4
example. C 50%
BOOK 2 M 92%
Y 4%
C 2% K 0%
M 4%
Y 99%
Reflect
Start K 0% BOOK 5 1. Give each participant a sheet of paper and pen.
C 64%
What would you do? M 0% 2. Show the participants your drawing of the Goal Mapping table on the flipchart and ask them to
Y 3%
1. Read the following twoBOOK 4
scenarios out to the class. After K 0%one,
each ask the participants to share copy it.
C 50% 15 m
the advice that they would give each person. 3. Ask them to identify a work-related goal and to write it at the top of their paper. This can be a
15 m M 92%
Y 4% BOOK 8 goal related to getting a job, starting a business, or further education.
C 76%
K 0% M 3%
Y 98% 4. Show them your prepared Goal Mapping Table as an example.
K 0%
Isiah 5. Instruct participants to identify four steps they must take in order to achieve their goal.
Isiah is a 17-year-old BOOK 5
boy whose goal is to be an accountant. He does well in school, but his family Encourage them to identify ways in which money is involved in each of these steps.
C 64%
doesn’t have a lot of money
M 0% and they want him to help cover the household expenses by getting a 6. Give them a few minutes to do this, and then lead a discussion with some of the following
job. He is very focusedY and
3% willing to make sacrifices to achieve his goal. questions:
K 0%
• What does it mean to set a ’realistic’ goal?
• What steps can you take immediately to help you reach your goal? What steps can you take
BOOK 3
Thandi C 0% in one year? And in five years?
BOOK 8 M 99%
C 76%
Thandi is a 16-year-old girl who is saving money so she can study to be a nurse. One day she
Y 77% • Which steps require money?
M 3% K 0%
hears that her uncle has passed
Y 98% away, and her father asks her to help pay for the funeral. Thandi • How will you earn or save enough money to reach your goal?
has always wanted toKbecome
0% a nurse, but she loves her family and wants to support them. What • Where will you borrow money from or invest money to achieve your goal?
should she do? • What resources are available (bursaries, scholarships, internships, loans, etc.) to help you
achieve your goal?
• What sacrifices can you make in order to achieve your goal?
7. Encourage participants to put these papers somewhere they will see them regularly to help
2. Ask the participants what each character wants to achieve, what obstacles they are
remind themselves of their goal and the steps to achieve it.
encountering, and how they can get around these obstacles.
8. Take 10 minutes for this activity, and then spend approximately five minutes reviewing the key
learnings from the lesson:
BOOK 3 • A goal is what we hope to achieve in relation to work, education, health or family.
Learn C 0%
• Dreams are important too, but might not always be realistic.
Go For Your Goals M 99%
Y 77% • Careful planning is required to achieve our goals. We need to set realistic goals and identify
1. Divide the participantsKinto
0% teams of five or six. the steps required to achieve them.
2. Place the five Go For Your Goals activity slips evenly around the room, starting with an easy
60 m • We need to identify how money affects our goals, and start planning how to acquire the
one and each following one increasing in difficulty.
funds necessary to attain our goals.
3. Ask each of the participants to name a goal they have for the future.
4. Instruct them to imagine that reaching the end of the room represents achieving their goals.
To reach their goals, they will perform a series of activities that must be completed before they
can move forward.
5. Select one participant to read each activity slip to the group.
6. Encourage participants to work together as a team and to be creative in accomplishing

29
28
 1. Myself, My World
BOOK 1
C 44%
M 0%
Y 97%
K 0%

Goal Mapping Table

1.4 My Own Beauty
Goal:
BOOK 1 BOOK 2
C 44% C 2%
M 0%
Y 97%
M 4% Overall Outcome
Y 99%
K 0% As we search for our identity, we are overwhelmed with images of what is considered attractive,
K 0%
cool and beautiful. Our peers, families and the media shape our idea of what is beautiful. This
influences how we dress, how we act, the products we buy, and how we feel about ourselves. This
BOOK 4
Timeframe: C 50%
lesson challenges participants to reflect on their own ideas of beauty, and how they see themselves
Money I will How I will
Four steps I how long M 92% and others. We want participants to take back the media’s power to influence their identity by
need for get this Y 4%
must take will
BOOK this
1 affirming their own appearances.
each step money C 44% K 0%
BOOK 2
step
M 0%take?
C 2% Y 97%
1.
M 4% K 0% BOOK 5 Lesson Objective
Y 99% C 64% By the end of this lesson, participants will be able to:
K 0% M 0%
Y 3% 1. Describe beauty in their own words.
BOOK 1 K 0%
BOOK 4 C 44% 2. Identify sources that influence their perception of beauty, including peers, media, culture, etc.
C 50% M 0% 3. Identify one way in which they are beautiful.
M 92% Y 97%
Y 4% BOOK 2 BOOK 8
K 0%
K 0% C 2% C 76%
2
M 4%
Y 99%
M 3%
Y 98%
Materials
BOOK 5 K 0% K 0% • Pens and paper
BOOK 1 C 64% • Prepared Ultimate Beauty Product
C 44% M 0%
M 0% Y 3% BOOK 4 • Prepared flipchart showing the structure of a Tree Poem
Y 97% K 0% C 50%
K 0% BOOK 2 M 92%
C 2% Y 4%
M 4%
Y 99%
K 0% Methodology
BOOK 8 K 0% • Start: Vote With Your Feet
3. C 76%
M 3% • Learn: Group discussion; Art/Drama Exercise
BOOK 1 BOOK 5
C 44%Y 98% C 64% • Reflect: Tree Poem
M 0% K 0% BOOK 4 BOOK 3
Y 97% C 50% M 0%
BOOK 2 Y 3% C 0%
K 0% M 92% M 99%
C 2% Y 4% K 0%
Y 77%
M 4% BOOK 1
Y 99% C 44%
K 0% K 0%
Duration
M 0% 90 minutes
K 0%
Y 97% BOOK 8
K 0%BOOK 2 BOOK 5 C 76%
4. C 2% C 64%
BOOK 4 M 3%
C 50%
M 4%
Y 99%
M 0% Y 98% Key Words
M 92% Y 3%
K 0% K 0% • Beauty
Y 4% K 0%
K 0% BOOKBOOK
4 3 • Self-image
C 50%C 0%
M 92% • Media
Y 4% M 99%
K 0% Y 77% BOOK 8
BOOK 5 BOOK 2 C 76%
C 64% C 2% K 0%
M 3%
M 0%
Y 3%
M 4%BOOK 5
C 64%
Y 99%
Y 98% Information for the Facilitator
M 0% K 0%
K 0% K 0%Y 3% • Try to encourage groups to mention both males and females as they list who they find beautiful.
K 0%
Use the word ‘attractive’, or whatever is the most appropriate term for gender-neutral/
masculine beauty in your language (and replace or add it wherever ‘beauty’ is discussed/used
BOOK 4 BOOK 3
BOOK 8 C 50%BOOK 8 C 0% in this lesson), in order to also include boys. Boys have issues with their appearance as well, but
C 76%
C 76% M 92%M 3% M 99% may feel disengaged if the discussion is only about female beauty standards.
M 3% Y 4%YK 98% Y 77%
0%
Y 98% K 0% K 0%
K 0%

BOOK 5
C 64% 31
30 BOOK 3
M 0% C 0%

• It is normal for people to want to feel beautiful/attractive. However, there is a danger that
we will develop unrealistic or unhealthy ideas about beauty/attractiveness, or that the media
will influence us to place too much value on physical appearance. It is important to think
about what influences our perceptions of beauty/attractiveness. We should define beauty/
attractiveness, and not the media or other people. There is no one definition: everyone is
beautiful/attractive in their own way.
• If there are not enough pens and paper for Perceptions of Beauty (in the Learn activity), the
exercise can be done orally. Simply have the groups discuss people they feel are beautiful/
attractive and make a mental rather than a written list. It might help if you are able to prepare
your own Ultimate Beauty Product in advance to use as an example.
• Finally, you will hopefully remember Tree Poems from the training workshop you participated
in. As this is possibly the first time participants will have encountered a Tree Poem, you will first
need to teach them the structure before letting them practice.
• Keep the Tree Poem flipchart sheet as you will need it for a following lesson.
1. Myself, My World
5. Now tell them that they will design an Ultimate Beauty Product that helps highlight some
aspect of ‘real beauty’ in its users. Remind the participants that real beauty also involves being
beautiful on the inside.
6. The groups should envisage a TV, radio or billboard advert for their product. Encourage the
participants to be creative and to ensure that all group members are engaged.
7. If possible, present your own Ultimate Beauty Product to the group as an example.
8. After 10 minutes, ask the groups to present their Ultimate Beauty Product advert and to share
their definitions of real beauty. After each presentation, ask some of the following questions:
• How is this product different than other beauty products we see in our communities?
• How is this group’s definition of beauty different from what we see in the media?
• What does it mean to be beautiful on the inside?
9. Finally, ask participants to close their eyes and to think of at least one way they are beautiful,
either on the inside or the outside.

Start
Take a Stand
1. Tell the participants that they will hear a statement. They need to decide whether they agree or
disagree with it, and then share their reasons why.
15 m
2. Remind them that there are no right or wrong answers, and that it is okay for them to disagree
with their friends.
3. Read one of the two statements below. Ask participants to close their eyes so they can’t see
their friends’ answers, and tell them to put their hands on their heads if they agree with the
statement or on their knees if they disagree with it.
• It is more important to be beautiful on the inside than beautiful on the outside.
• The media only shows beautiful people.
4. Next, ask them to explain their answers, and ask follow-up questions.

Learn
Perceptions of Beauty
1. Ask the participants to form groups of four to six, and give each group a piece of paper and a
pen.
55 m 2. Ask each group to make a list of people they feel are beautiful. These can be celebrities,
politicians, community members, even the participants themselves.
3. Ask the groups to discuss why they feel these people are beautiful, and then to present their
list and their reasons to the rest of the participants. Drive the discussion by asking the following
questions:
• Do any of you disagree with the criteria for or definitions of beauty that you are hearing?
• In the media, what sort of people represent beauty?
• What sort of people are shown less frequently?
• Are people from all ethnic groups shown equally? What about older people?
• Who creates and maintains these definitions of beauty?
• How might these images affect people who are not beautiful in the narrow, conventional
sense that the media focuses on?
4. Next, with the participants still in their groups of four to six, encourage them to discuss what
‘real beauty’ is, and to come up with a definition that they think is better and more inclusive
than the idea of beauty as promoted by the media.

33
32
 1. Myself, My World
BOOK 1
C 44%
M 0%
Y 97%
K 0%

1.5 Breaking Down Barriers

BOOK 1
C 44%
Reflect M 0%
Y 97%
Tree Poems
K 0%
1. Explain that participants are going to use their notebooks to write their own Tree Poems about BOOK 2
20 m beauty. This is a five-line summary or description. But first they need to learn the rules of the C 2%
Tree Poem. M 4% Overall Outcome
Y 99%
Participants learn how to identify potential problems, and experiment with solutions for
2. Begin by showing them how a Tree Poem works by referring them to the template on the K 0%
overcoming these problems.
board. The first example is about bananas.
BOOK the
3. In a Tree Poem exercise, always give the participants 2 first word to get them BOOKstarted.
1 BOOK 4
4. In the second line, the participants choose twoC 2%
important features of the C 44%
word named in the C 50%
first line. They should use adjectives. Remember,
M 4% M 0%
this is a free, creative expression
M 92% Lesson Objective
Y 99% Y 97%exercise. You Y 4% By the end of this lesson, participants will be able to:
are not seeking a correct answer. You are simply K 0%allowing participants to try K to 0%
use their own K 0%
words to describe something. 1. Identify barriers that might prevent them from reaching their goals, and identify feasible
BOOK 1 solutions.
5. In the third line, participants chose three verbsBOOKthat the 4 topic
C 44%does or has done to it. BOOK 5
C 50% M 0% 2. Explain a challenging situation from which they bounced back and broke one of their barriers.
6. In the fourth line, they write a four-word sentence or expression C 64%
M 92% Y 97% associated in any way with M 0% 3. Use the Image Theatre technique for similar critical thinking and problem-solving exercises in
the topic. Y 4% K 0% Y 3% other lessons.
K 0%
7. Finally, the last line requires participants to give one word that sums up the topic or how they K 0%
feel about it. BOOK 2
C 2%
BOOK 5
BOOK 1
C 64%
M 4%
Y 99% BOOK 8
Materials
C 44%
What goes on each of M 0% M 0% K 0% C 76% • None
ShapeY 3% Example
the five lines? Y 97% M 3%
K 0% K 0% BOOK 2 Y 98%
C 2% BOOK 4 K 0%
M 4%
Y 99%
C 50% Methodology
One word. M 92%
Banana
BOOK 8 K 0% Y 4% • Start: Image Theatre
______
C 76% K 0% • Learn: Image Theatre
BOOKM 1 3%
C 44%Y 98%
BOOK 4 • Reflect: Story; Discussion
M 0%
Y 97%K 0% C 50%
Two important features BOOK 2 K 0% M 92% BOOK 5
C 2% Y 4% C 64%
Yellow, Tasty
of this word. M 4% M 0%
Duration
Y 99%
______ ______ K 0% Y 3%
BOOK 1 K 0% 90 minutes
K 0% C 44% BOOK 3
Three words describing M 0% BOOK 5 C 0%
Y 97% BOOK 2
C 64% M 99%
actions or motions BOOK 4 K 0%C 2%

(what the topic does C 50%

M 4%
Y 99%
M 0% BOOK 8
Y 77% Key Words
M 92% K 0% Y 3% C 76% K 0%
or what is done with it) Y 4% K 0% Changes,Mfeeds,
3% enjoys • Image
K 0% Y 98% • Barriers
using the third person BOOK 4
C 50%BOOK 3
M 92%C 0%
K 0% • Overcome
and in the present Y 4% M 99%
tense. K 0%
BOOK 5 ______ ______ ______ BOOK 8
Y 77% • Persist
C 76%
C 64% K 0% M 3%
M 0% BOOK 2
BOOK 5
C 2%C 64% Y 98%
Y 3%
Four-word sentence or K 0% M 4%M
Y 99%
0%
Y 3%
K 0% Information for the Facilitator
K 0% Four for one euro
expression. K 0% • This lesson introduces participants to the Image Theatre methodology. Hopefully you will
______ ______ ______ ______
remember this method from your own training. It is recommended that you watch this
BOOK 8 following short refresher animation before you start the lesson:
BOOK 8 BOOKC 476%
One word summary C 76% M 3%
C 50%
Y 98% BOOK 3
https://www.youtube.com/watch?v=j0qWF3hiZNc
M 3% M 92%
(synonym, metaphor or Y 98%
K 0% Fruit
C 0% • You should also reread the brief case studies of Isiah and Thandi from 1.3: My Goals, My Dreams
Y 4% M 99%
image). K 0% K 0%______ Y 77% before starting this lesson.
K 0%

BOOK
8. Give participants five minutes to write BOOK
5 Poem in which
a Tree the3 topic is ‘beauty’. Ask them to
C 64% C 0%
read some of the poems aloud. M 0% M 99%
Y 3%BOOK 3 Y 77%
K 0%C 0% K 0%
M 99%
Y 77% 35
34 K 0%
 1. Myself, My World
7. As the participants show each picture, ask them the questions suggested below.
Start
Groups and Images
1. Ask the group to move around the room. Then ask them to quickly get into groups of two,
three, four or whatever number you shout out.
15 m Questions an Image Theatre facilitator might ask:
2. Once they have practiced that a few times, explain that from now on they must work in
• What do you see?
absolute silence.
• Who are these people?
3. Next, tell them that as well as a number you will call out a picture. They have to get into the
• What is happening? Why do you say that?
correct number grouping and create an image showing what you have called out.
• Where are they? Why do you think that?
4. Explain to them that they must not move nor make any sound. They are also not allowed to
• Is this a realistic situation? Is it an image you recognise from your own lives or communities?
use any objects. They can use only their bodies.
• Is the image clear?
5. This is a suggested list of groupings/images for the game:
Keep asking: “Why do you think that?” and “Who has a different idea?”
• 2 – a mother and child
• 2 – a father and child
• 3 – a man and two sheep
• 4 – a band
8. Try and view as many other groups as possible while keeping to the time limit. It is unlikely you
• 5 – a wedding
will have time to watch every group.
• 6 – a football player scoring a goal
• 8 – a spider
• Everyone – a group of school children and a driver on a school bus
Facilitator’s Tip
Once participants have grasped the three basic rules, they might benefit from some additional
Learn advice. Remind them that their image should be visible to the entire audience and should
1. Part One: Learning the Image Theatre method (30 minutes) therefore be ‘open’ like an open book. A group member with their back to the audience will
1. Begin by demonstrating a frozen picture or group image. Ask for four volunteers to come often prevent this. Encourage the participants to make dynamic pictures with interesting
up and sit in a row. Tell them that you are going to ‘sculpt’ them, i.e. you will put them into compositions.
60 m position and they should hold that position. Point out that they should not move, speak or use
any objects other than their bodies. It might be a good idea to arrange them so that they look
like four musicians, as the participants who are watching should be able to understand what
you are doing. Part 2: Applying the Image Theatre method (30 minutes)
2. Now ask the audience (the other participants who are watching) the following sorts of 1. Gather the participants together for a quick chat. Ask them to cast their minds back to 1.3 My
questions: Goals, My Dreams! Ask them:
• What do you see? • What do you remember about the story of Isiah? And about Thandi? (Note: if you changed
• Who are these people? the names in the original activity, then please be sure to use them here.)
• Where are they? • What were their goals?
• Why do you think that? • What obstacles were coming between them and their goals?
3. Continue with this discussion until you have heard a variety of interpretations of what is 2. Now ask the participants to recall some of the goals they set for their own futures. Listen to
happening in the image. half a dozen answers.
4. Put the participants into subgroups of four or five. Tell them to work alone for five minutes 3. Ask the participants if they think their goals will be easy to meet. Ask if everything in life always
preparing three frozen pictures representing the following ideas: goes to plan. Try and stress the fact that as we set out to meet goals, we will almost certainly
• Something that makes me sad. encounter obstacles; very few things of value in life come easily.
• Something that makes me frightened. 4. Put the participants into groups of five to six and explain that they should listen as each
• Something that makes me happy. member quickly describes one of their goals, and a possible barrier or obstacle to successfully
5. Stress that when they make their images, the audience should understand why the people in reaching that goal. Each group should then choose one of these examples and make an image
the picture feel sad, frightened or happy. In other words, the picture must tell a story. of it, taking care to show the barrier or obstacle clearly.
6. When they are ready, invite one group into a space where everyone can see them and ask 5. After ten minutes, bring the participants back and ask one group to show its image. Ask the
them to show their three pictures in any order they please, without telling the audience which following questions:
is which. • What do you see?
• Who are these people?

37
36
 1. Myself, My World
BOOK 1
C 44%
M 0%
Y 97%
K 0%

1.6 My Friends
• What are they doing? BOOK 1
C 44%
• What do you think they are trying to achieve?
M 0%
Y 97%
• What is the obstacle that is causing them problems?
K 0%
• How do you think they are feeling?
6. Ask the participants watching the image (the audience) what they think the people in the BOOK 2
C 2%
image could do to solve their problem. After you have heard a few suggestions, ask for a M 4% Overall Outcome
volunteer to come up and rearrange the image to show a possible solution. Y 99%
Participants will learn to embrace friendships that generate positive peer relationships, and reject
K 0%
7. Continue with this exercise until you have seen several images and experimented with finding those characterised by negative relationships/peer pressure.
solutions to the problems they portray. BOOK 1
BOOK 2 C 44% BOOK 4
C 2% M 0% C 50%
M 4% Y 97% M 92% Lesson Objective
Y 99% K 0%
Reflect K 0%
Y 4%
K 0%
By the end of this lesson, participants will be able to:
1. Gather the participants around you and read them the following story: 1. Describe why they need friendship.
2. Define a healthy and an unhealthy relationship.
BOOK 4
C 50% BOOK 5 3. Identify positive and negative forms of peer pressure.
15 m M 92% BOOK 1 C 64%
Y 4% M 0% 4. Describe ways to stand up to negative peer pressure.
C 44% Y 3%
K 0% M 0% BOOK 2
The King and the Spider Y 97% K 0%
C 2%
Long ago there lived a king. He fought many battles and wonKthem. 0% But once heMwas 4%badly Materials
defeated. BOOK 5 Y 99%
C 64% K 0% • Three A4-sized signs reading: HEALTHY, UNHEALTHY and UNSURE
BOOK 8
M 0% C 76% • Printed case studies (if you are going to take the group work approach)
He ran away from the battlefield to save
BOOK 1 his life. HeYtook
3% shelter in a cave in order to hide M 3% • Flipchart
C 44%
himself. He was full of sorrow and disappointment,Kand 0%he gave up all hope and BOOK 4 He
struggle. Y 98%
M 0% C 50% K 0% • Tree Poem flipchart sheet from Lesson 1.4 My Own Beauty
decided he would stay in the cave forever. M 92%
Y 97%
BOOK 2 Y 4%
K 0%
But one day he saw a spider in the cave. It was trying BOOK 8
to reach C its cobweb on theKroof
2% 0%of the
cave. The spider made six attempts to reach its web, C 76% M 4% Methodology
M but
3% every Y time
99% it slipped down and fell all
the way to the floor. Y 98% K 0% • Start: Mingle Game
BOOK 5
K 0% C 64% • Learn: Take-a-stand Debate; Drama Game
Now the king became interested, and he watched
BOOK 1 M 0%
C 44%the spider carefully. He was astonished to see
BOOK 4 Y 3% • Reflect: Tree Poem
M 0%
that spider did not lose heart, but continued itsY efforts
97% to climb up to the web. On
C 50% K the
0% seventh
BOOK 2 K 0% M 92%
attempt, the spider was successful
C 2%
in BOOK 1
reaching its goal.
C 44% Y 4% BOOK 3
M 4%
M 0% K 0%
Y 99%He gained new strength and fresh courage. He gathered his C 0% Duration
This incident raised the king’s spirits. Y 97% M 99% 90 minutes
K 0% BOOK 8
forces and fought another battle. This timeK he
0%fought with new energy and self-confidence,
C 76% and Y 77%
managed to free his country and return to his castle.
BOOK 2
BOOK 5 M 3% K 0%
C 2% C 64% Y 98%
BOOK 4
C 50%
M 4%
Y 99%
M 0% K 0% Key Words
M 92% K 0%
BOOK 3 Y 3%
Y 4% C 0% K 0% • Assertive
M 99%
K 0% BOOK 4
Y 77% • Peer pressure
C 50%
M 92%K 0%
BOOKYof
2. Ask participants what they think the moral 24%the story is. What can it teach us about reaching
BOOK 8
BOOK 5 C 2%
K 0%
our goals?
C 64% M 4% C 76%
Mit3%
Information for the Facilitator
3. Ask them how many timesM spiderYhad
the0% 99% to climb
BOOK 5 before reached its web.
Y 98% • For the Start activity, Join the Gang, you should check that participants understand the term
if theyKfailed
0%C six 64%
4. Ask them how they would Y feel3% M 0% times in aK 0%to achieve something.
row
K 0% Y 3% ‘peer pressure’. Explain that this is when you do something because you feel your friends or
5. Conclude by reminding the participants that K 0%it is unlikely that we will succeed at the first go,
other people expect you to do it. Peer pressure can be positive or negative. Elicit some personal
and that we will very often need to make BOOK 4
multiple efforts before we succeed.BOOK 3
Reassure them
C 50% C 0% examples from within the group.
that this ability to bounce back and to persevere
M 92% BOOK 8
and persist is one of the most important
M 99%
BOOK
characteristics any of us can 8 Yin4%
develop C 76%
life. Y 77% • Prior to the lesson, place the three A4 signs that you are using in the learn activity (HEALTHY,
C 76% M 3%
K 0% UNHEALTHY and UNSURE) on separate walls.
M 3% K 0% Y 98%
K 0%
Y 98%
K 0%
BOOK 5
C 64%
M 0%
Y 3% BOOK 3
K 0% C 0%
M 99% 39
38 Y 77%
BOOK 3
C 0% K 0%
 K 0%

1. Myself, My World
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
M 92% BOOK 2
• For the case studies in the Stand Up to The Crowd activity Y 4%
in Learn, C
you
2%might need to explore
K 0%
the meaning of the word ‘assertive’. A simple definition is ‘having or M 4%
showing a confident and Learn
Y 99%
forceful personality’. Ask participants for a few quick examples
BOOKof
5 assertive behaviour. Help them 1. Healthy and Unhealthy Relationships (20 minutes)
C 64%
K 0%
to see that being assertive and being bossy are two different things.
M 0% 1. Point out the three different signs you have placed on the walls (HEALTHY, UNHEALTHY and
Y 3%
• There are two ways to conduct the Learn activity exercise. KYou 0% might wish to read each case UNSURE).
BOOK 4 60 m
study aloud, and then ask the discussion questions before moving on C to50%the next case study. 2. Explain to the participants that you will read various examples of friendships aloud. They will
If the group has higher literacy levels, try putting them intoBOOK
groups M 92%
of five or six, each with a need to decide if it describes a healthy or unhealthy relationship, or if they are unsure, by
8
Y 4%
case study. After ten minutes, each group can present theirCMcase
76%
3% study
K 0% and the answers to the choosing to stand in front of one of the three signs. They will then be asked to explain their
Y 98%
discussion questions they have come up with. K 0% decision. Remind the groups that there are no right or wrong answers.
• You will recall the Tree Poem method from your training workshop and from Lesson 1.4 My Own 3. After you read out each statement, give participants 30 seconds to reflect and to choose a sign
BOOK 5
Beauty. The key principle here is to allow participants to sum up in their
C 64%own words what they to stand in front of. When the participants have chosen their positions, ask a few volunteers
M 0%
feel they have learned. The simplicity of the structure means that it can be an oral rather than a from each sign to explain their decision. Restrict your own role to asking: “Why do you think
Y 3%
written activity if you are working with a group with low literacy levels. that?” and “Who has a different idea?” Use the examples listed below, or your own if you have
K 0%
prepared some:
BOOK 3 • Your friend makes you feel good about yourself.
Start C 0%
M 99%
Y 77% BOOK 8 • Your friend doesn’t want you to be friends with anyone else.
Join the Gang K 0% C 76% • You spend all of your money when you’re with your friend.
M 3%
Y 98%
1. Ask participants to walk through the classroom silently. Tell them that you will call out a • Your friend pressures you to study for your exams.
‘favourite’ category (see suggestions below) and that once you have K called
0% it out, they will • Your friend pressures you to have a boyfriend/girlfriend.
15 m
need to start chanting their favourite thing from that category. • Your friend has never met your parents.
2. Next, they should form groups with like-minded participants (those who are chanting the same • Your friend only talks about her-/himself and never asks questions about your life.
thing as them). Point out to participants that it is important that they make their own choices • Your friend does whatever you say.
and not just follow their friends. • Your friend steals food from a shop and gives it to you.
3. Suggested ‘favourite’ categories could include: • Your friend talks about members of the opposite sex in ways that make you uncomfortable.
• sports team • Your friend is always there for you, even during the hard times.
• musician/band 4. If time allows, ask participants to shout out some qualities of healthy and unhealthy
• method of contraception relationships, and list these on a flipchart.
BOOK 3
• colour C 0%
M 99% 2. Stand Up to The Crowd! (20 minutes)
• food Y 77%
• drink K 0% 1. Begin by asking the group what is meant by the word ‘assertive’. Does the word have positive
• movie or negative connotations? Is that true for both boys and girls?
• profession 2. Try and elicit some examples of assertive behaviour. Ask again if it is permissible in this culture
• role model for girls to be assertive. If the answer is ‘no’, ask how assertive girls are viewed.
• TV or radio programme 3. Next, suggest that being assertive and being bossy are two different things. You might want
• subject in school to offer the following definition of assertive as ‘having or showing a confident and forceful
4. After three minutes, ask the group some of the following questions: personality’.
• How did it feel to be part of a big group? How did it feel to be by yourself or away from your 4. There are two ways to conduct this exercise. You may choose simply to read out each case
friends? study to the group and then go through the discussion questions with them. Or, if the group
• Did anyone feel pressure to join a group even though it wasn’t their favourite thing? has higher literacy levels, you might try putting them into groups of five or six, each with a case
• How does it feel to experience peer pressure? What are some examples of peer pressure study. After ten minutes, each group should present their case study and the answers to the
you have experienced? discussion questions they have come up with.
• What are some examples of peer pressure you have experienced with regards to dating/
relationships?
• How can you stand up to peer pressure?

41
40

CASE STUDIES
John’s Story
John is a bit shy and unsure of himself. He has a gang of friends who he likes to be with. He is very
grateful that these boys have accepted him. He feels safe in their company, even though some of
the things they do make him feel unhappy deep down inside. Even so, he joins in with every activity
they suggest as he wants to please them. One day the teacher announces that a new boy, Samuel,
is joining the class. Samuel sits alone with his eyes cast down, talking to nobody and looking shy
and nervous. John glances over at him and knows exactly how Samuel must be feeling. He has
often felt the same way himself. At break time, the boys can see Samuel standing on his own.
One of them suggests that they go over and steal his shirt as a way of ‘welcoming’ him to his new
school.
• How do you think John is feeling? Why?
• What do you think John should do?
• What advice would you give John?
• Have you ever been in a situation that reminds you of this? What did you do?
Chantal’s Story
Chantal is trying to earn some money to help with her family expenses, and hopes to save a little so
that she can start a small business. Eventually, after weeks of looking, she finds a job as a waitress
in a local café. One night she is walking to work when she passes a group of friends on the street
corner. Their leader is Prudence. She is tall and attractive and sportive, and everyone looks up to
her. To be honest, most of the girls are a little frightened of her. Prudence sees Chantal coming and
alerts the other girls. They start laughing at her and mocking her. “How ridiculous you look working
in that café,” they shout. “A waitress! Is that how you want to spend your time? You’d be better
off throwing that ugly uniform in the river and having some fun with us. We are going to a dance
now. If you were really our friend you’d come with us instead of going to work.” Chantal stands up
straight, looks Prudence in the eye, and says in a calm, clear voice: “This job mightn’t be much, but
it will help me realise my dreams. I hope you have fun at the dance, and maybe I can join you some
other night when I’m not working.” Then she smiles politely and walks on.
• Did Chantal do the right thing? Why do you say that?
• Would you describe her behaviour as weak or strong? Why?
• In your opinion, was Chantal behaving mean, deliberately nasty or in a blunt manner by standing
up to Prudence and the gang? Why or why not?
• What is the difference between being assertive and being bossy?
42
1. Myself, My World
Elizabeth’s Story
Elizabeth and John have been dating for a few months. John is Elizabeth’s first serious boyfriend,
and she loves that he is older. John has a car, and he also has a part-time job, which means
they can go places and do things that some of her younger friends cannot do. John just bought
Elizabeth a new mobile phone for her birthday. She loves it when she hears John talking to his
friends and referring to Elizabeth as his girlfriend. The two have fooled around, but they have not
yet had sex because Elizabeth is afraid of getting pregnant. John has begun to put more pressure
on her to have sex, and is becoming increasingly frustrated. Elizabeth is afraid that because John is
older, he may break up with her if she does not soon give in to his wishes for sex. When she shares
her worries with her friends, they all tell her she should have sex with him. “He’s so cute and he has
a car and a job,” they say. “Do you really want to lose him?”
• What do you think Elizabeth should do?
• If Elizabeth decides not to have sex with John, what would make it hard for her to follow
through with her decision?
• What would help her to follow through with her decision not to have sex?
• If she decides to say “no” to John, what advice would you give her on how to say this to him?
• If she decides to say “yes” to John, what advice would you give her?
3. Just Say “No!” (20 minutes)
1. Ask for a volunteer to stand at the far end of the room.
2. Ask the rest of the participants to stand close together at the opposite end of the room. At your
signal, this bunch of participants is to start walking quickly and with determination towards the
volunteer. They should wear angry expressions on their faces.
3. Explain to the lone volunteer that as soon as they feel uncomfortable with the group’s
approach, they should raise their hand, palm outwards, and command them “No!”.
4. As soon as the volunteer issues this command, the group must freeze in its tracks.
5. Encourage as many participants as time permits to play the part of the lone volunteer.
Encourage them to experiment with different ways of saying “no”. They might say it gently but
authoritatively, or they might bark it like a command. It’s their choice.
6. Ask some of the following questions to the group:
• How did it feel when the crowd was marching towards you?
• How did you feel when you forced them to stop?
• What are some examples when you have found it hard to resist peer pressure by saying “no”
to friends?
• Have you ever had to tell someone “go” or “leave me alone”?
• Are you confident that you can tell your friends “no” or “don’t”? That you can leave when
you are not comfortable or scared? And that you can tell someone else about what
happened?
• When you say “no” to someone, is it necessary to raise your voice?
43
 1. Myself, My World
BOOK 1
C 44%
M 0%
Y 97%
K 0%

Reflect
Tree Poem on Friendship
1.7 My Community
1. Ask the participants if they can remember the rules for writing a Tree Poem. If necessary, show
them the flipchart you used in Lesson 4 for the Tree Poem on ‘beauty’. BOOK 2
15 m C 2%
2. Now ask participants to work individually for five minutes to write a Tree Poem on ‘friendship’.
BOOK 1
M 4% Overall Outcome
Explain that you are referring to a healthy friendship. Y 99%
C 44%Listen to some answers. Our communities influence how we view ourselves and the world around us. We are all part of
M 0% Tree Poem with the topic ‘friendship’. K 0%
3. Ask the students to take five minutes to write another many communities: our school, where we live, the clubs or teams we belong to, our religious or
Y 97%
This time you are referring to unhealthy friendships.
K 0% cultural groups, and our country. Our communities can give us a reason to be proud, and there are
BOOK 4 times when we put aside our individual needs for the greater good of the community. However,
4. After this activity, try to spend approximately five minutes discussing these final questions: C 50%
• Why is it important to have friends? M 92% being part of a community does not mean accepting everything about it. You can question, criticise
Y 4% and reform your communities for the benefit of all the people in your community. This lesson
• How do our friends influence us positively? How do friends influence us negatively?
K 0% challenges participants to reflect on their own communities and to discuss how to make positive
• What are the most important qualities to look for in a friend?
changes within them.
• What can you do if you are in an unhealthy relationship? BOOK 1
• How can you be a good friend to others? BOOK 2 C 44% BOOK 5
M 0% C 64%
C 2%
5. Finally, quickly review the key learnings from the lesson: M 0%
M 4% Y 97% Lesson Objective
• Our friends are very important, especially asYwe K 0% in our
are going through many changes Y 3%
99%
K 0% By the end of this lesson, participants will be able to:
lives. K 0%
1. Identify the different communities they are part of.
• Our relationships influence our behaviours and affect BOOK
our futures.
1 Positive relationships
2. Describe aspects of their community that they like and aspects they would like to change,
C 44%
BOOK 4 relationships influence us to make
influence us to make healthy choices, and negative
C 50% M 0% BOOK 8 underlined by the concept of respect for diversity.
unhealthy choices. C 76%
M 92% Y 97% 3. Explain ways in which they can participate in the development of their communities.
• We can choose our friends. Y 4% K 0% M 3%
Y 98%
K 0% BOOK 2 K 0%
C 2%
M 4%
Y 99%
Materials
BOOK 1 BOOK 5
C 64% K 0% • Flipchart paper and pens
C 44%
M 0% M 0% • Paper and pens
Y 97% Y 3%
K 0% BOOK 2 BOOK 4
K 0% C 50%
C 2%
M 92%
M 4%
Y 99% Y 4% Methodology
BOOK 8 K 0% K 0% • Start: Silent Debate
C 76% BOOK 3 • Learn: Problem Tree
BOOKM1 3% C 0%
C 44%Y 98%
BOOK 4 • Reflect: Tree Poem
M 0% BOOK 5 M 99%
BOOKY 197%K 0% C 50% C 64% Y 77%
BOOK 2 C 44% K 0% M 92% M 0%
C 2% M 0% K 0%
Y 4% Y 3%
M 4% Y 97%
Y 99% K 0%
K 0% K 0% Duration
90 minutes
K 0%

BOOK 2
BOOK 5
BOOK 4 C 2% C 64% BOOK 8
C 50%
M 4%
Y 99%
M 0% C 76%
M 3%
Key Words
M 92% K 0% Y 3%
Y 4% K 0% Y 98% • Community
K 0% BOOK 4
K 0%
BOOKC 250%BOOK 3
C 2%M 92%C 0%
M 4%YK 4%
0%
BOOK 5 Y 99% Y 77%
M 99% BOOK 8 Information for the Facilitator
C 76% • In this lesson, we encourage participants to start thinking about how they might tackle problems
C 64% K 0% K 0% M 3%
M 0% BOOK 5
Y 98% in their communities, and they will take the first step towards designing and launching an
C 64%
Y 3% M 0% K 0% enterprise project. This is the first session in which participants are asked to do a Problem Tree
K 0% BOOKYK 43%
0% (during the Learn exercise), so you will need to demonstrate to the entire group how to create
C 50%
M 92% one. It might help if you have already thought of a community problem that the participants will
Y 4%
BOOK 8 recognise. Hopefully you will recall this exercise from your training.
BOOK 8 K 0%C 76% BOOK 3
C 76% M 3%
Y 98% C 0%
M 3% K 0% M 99%
Y 98% Y 77%
BOOK 5
K 0% C 64% K 0%
45
44 M 0%
Y 3%
 1. Myself, My World
• You might wish to view this quick refresher training animation which can be found on with the causes and effects of the problem. Make it clear that many people can be responsible
YouTube: https://www.youtube.com/watch?v=SsW8cPW7Lvo&index=6&list=PLbStL7Ww- for many of these solutions themselves.
RvM_qSe1MDUPh8hNoxu1Xb2n, or on our refresher training platform: http://www.education. 10. Once you have determined some solutions, you can move to the actions that people might
aflatoun.org/ take. You might even add the solutions to the tree in the form of fruit.
• If you lack flipcharts and markers, simply draw two columns on the board (for the start activity).
Write one question at the head of each column. If you have only one stick of chalk, do the 2. Group Work (30 minutes)
exercise as a brainstorm, with participants calling out ideas and a volunteer writing them down. 1. Now that you have completed your demonstration, it is time to let the participants practice
• Today’s Reflect exercise is another Tree Poem. It might help participants if you continue to using the method. Ask them to form groups of four to six, and give each group a sheet of
display the Tree Poem diagram you used in Lesson 4: My Own Beauty and Lesson 6: My Friends. flipchart paper and a pen.
2. Ask the groups to draw a large picture of a tree with roots, a trunk and branches.
BOOK 1 3. Next, ask the groups to discuss some of the problems they encounter in their communities,
C 44%
Start M 0%
Y 97%
and to agree on one (perhaps the most common amongst their communities) to write on the
Silent Debate BOOK 1
K 0% trunk of the tree.
C 44% paper, each with one of the following two questions written on
1. Place two sheets of flipchart 4. Ask the groups to discuss the causes of this problem, and to write these on the roots.
M 0%
them, around the classroom:
Y 97% 5. Then, ask the groups to discuss the effects of the problem, and to write these on the branches.
20 m K ‘community’
0%
• What does the word mean? 6. Ask each group to present their Problem Tree, and ask some of the following questions after
• What communities are you a part of? BOOK 2 their presentation:
C 2%
2. Ask the participants to write their answers and commentsM on
4% the flipchart pages. As they move • Has anyone faced this type of problem in their community? What did you do?
Y 99%
from one question to the other, they should also respondKto0%the comments made by others. • Does anyone want to discuss any of the causes or effects of the problem?
For example, if someone has written ‘Where you live?’ on the first question sheet, someone • As young people, what can we do to address this challenge in our community?
BOOK 4
else might write, ‘Yes, but what about your religion?’. Someone
C 50% else can then comment on that
comment, and so on. BOOK 2 M 92%
Y 4%
C 2% K 0%
M 4% of time, draw this exercise to a close.
3. After an appropriate amount
Y 99%
Reflect
4. Next, put the participants
K 0% into two groups and give one ofBOOK
the 5flipchart papers to each group, Tree Poem
C 64%
asking them to look at everything that has been written. They
M 0% should then sum up the main 1. Ask the participants if they can remember the rules for writing a Tree Poem. If necessary, show
Y 3%
comments for the restBOOK
of the4 group. K 0% them the flipchart you used in Lessons 4 and 6 for the Tree Poems on beauty and friendship.
C two
50%minutes to present its summary. 15 m
5. Give each group about 2. Now ask participants to work individually for five minutes to write a Tree Poem on ‘community’.
M 92%
Y 4% BOOK 8 Try to listen to half a dozen poems, and then spend approximately five minutes reviewing the
C 76%
K 0% M 3% key learnings from the lesson:
Y 98%
Learn K 0% • We are all members of different communities: our schools, geographic communities,
1. Demonstration Problem BOOK 5Tree on Community Issues (25 minutes) religious groups, and even our country.
C 64%
1. Using a marker, draw M
the0%
outline of a tree – with roots, branches etc. clearly and easily • Our communities help to shape our identities. It is important to be an engaged member of
Y piece
recognisable – on a big 3% of paper. the community.
55 m K 0%
2. Ensure the participants can recognise the roots and branches. Ask them what role the roots • All communities have positive and negative aspects. It’s important to explore what we like
play in a tree (for example: they feed it and make the tree grow bigger). about our communities and what we would like to change.
BOOK 3
3. Write or draw the name of the problem on the trunk of the tree. (It should be a community
C 0%
BOOK 8 M 99%
problem that the group
C will
76%recognise, e.g. insufficient clean water, too many discarded plastic
Y 77%
M children
bags, nowhere safe for 3% to play, etc.) K 0%
Y 98%
K 0%the causes of the problem. Ask the participants to identify causes by
4. The next step is to identify
asking questions like: “Why is the problem there?” and “What are the causes of this problem?”
Listen to their answers and ask them to justify their reasons by asking questions such as: “Why
do you think that?” and “Who has a different opinion?”
5. When the participants have agreed on a cause, write it directly onto the roots.
6. Now repeat the process by asking them to identify the effects. Again, ask them to justify their
answers by asking questions like “Why do you think that?” and “Who has a different opinion?”
7. Write the effects on the branches.
8. Once the diagram is ready,
BOOKask3 the participants to explain the whole thing. Also ask them to
reflect on the diagramCand
0%what it means.
M 99%
9. If there is time, start a Ydiscussion
77% among the participants exploring possible ‘solutions’ to deal
K 0%

47
46
 1. Myself, My World
BOOK 1
C 44%
M 0%
Y 97%
K 0%

1.8 Speaking Up For Ourselves

BOOK 2
BOOK 1 C 2%
C 44% M 4% Overall Outcome
M 0% Y 99%
A healthy democracy and civil society must be replenished regularly through the participation of
Y 97% K 0%
K 0% confident and articulate young people. It is relatively simple to urge young people to play a more
active part in such institutions. What can be helpful is to develop communication skills and self-
BOOK 4 confidence so that youth feel comfortable in forums alongside adults. Confident and authoritative
C 50%
M 92% young people are less likely to be dismissed, exploited or abused. In this lesson, participants do
Y 4% exercises involving their vocal cords, eye contact and posture in order to ensure that their voices
K 0% are being heard and their opinions considered.

BOOK 2 BOOK 1
C 2% C 44% BOOK 5
M 4% M 0%
Y 97%
C 64%
M 0%
Lesson Objective
Y 99%
Y 3% By the end of this lesson, participants will be able to:
K 0% K 0%
K 0% 1. Modify their voices, eye contact and body language so that they can better control how others
BOOK 1 view them.
BOOK 4 C 44%
C 50% M 0% 2. Project their voices so as to convey greater personal authority.
M 92% Y 97% BOOK 8 3. Understand what voice, eye contact and body language communicate unconsciously about
Y 4% K 0% C 76%
M 3% our social status.
K 0%
BOOK 1 Y 98%
C 44% BOOK 2
C 2% K 0%
M 0%
Y 97% BOOK 5
C 64%
M 4%
Y 99%
Materials
K 0%
M 0% K 0% • None
Y 3%
K 0% BOOK 2
C 2% BOOK 4
M 4%
Y 99%
C 50% Methodology
BOOK 1 M 92%
C 44%
BOOK 8 K 0% Y 4% • Drama Exercises
M 0%
Y 97%C 76% K 0%
BOOK 2 K 0% M 3%
C 2% Y 98% BOOK 4 BOOK 3
M 4%
Y 99%
K 0% C 50%
BOOK 5
C 0%
M 99%
Duration
BOOK 1 M 92% 90 minutes
K 0% Y 4% C 64% Y 77%
C 44% M 0%
M 0% K 0% K 0%
Y 3%
Y 97%
BOOK 2
C 2% K 0%
BOOK 4 K 0%M 4%
C 50% Y 99%
Key Words
M 92% K 0% BOOK 5
Y 4% C 64% • Projection
M 0% BOOK 8 • Confidence
K 0% BOOK 4
Y 3%
C 50% C 76%
M 92% K 0% M 3% • Status
Y 4%
K 0% Y 98% • Impression
BOOK 5 BOOK 3 K 0%
C 64%
M 0% 2 C
BOOKBOOK 0%
C 2%C 64%M 99%
5
BOOK 8
Y 3% 0% Y 77%
K 0%
M 4%M
Y 3% K 0%
Y 99%
C 76%
M 3%
Information for the Facilitator
K 0%
K 0% Y 98% • Today’s lesson involves a series of drama exercises and activities. A clear space where
K 0% participants can walk around and interact freely is required.
BOOK 8
BOOK 8 BOOKC 476% • Several of the voice projection exercises require participants to make a lot of noise, so a work
C 76% M 3%
C 50%
Y 98% space where others will not be disturbed is recommended.
M 3% M 92%
K 0%
Y 98% Y 4% • For the Confidence Improvisation exercise, we suggest a scenario in which a young person
K 0% K 0% BOOK 3
C 0%
M 99%
BOOK 5 Y 77%
C 64% K 0%
49
48 M 0%
Y 3% BOOK 3
 K 0%

1. Myself, My World
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
M 92% BOOK 2
applies to a Savings and Credit Cooperative Organisation (SACCO)
Y 4% or
C Microfinance
2% Institution
K 0%
M 4%
(MFI) for a loan. If you feel that your participants would not be familiar with this situation, replace Learn
Y 99%
it with another situation where a teenager must make a request to an adult who is in a position 1. The Flood (5 minutes)
BOOK 5
C 64%
K 0%
of power. This could be, for example, a student asking a head M 0%
teacher for permission to stage a 1. Remind participants that the more confident we appear, the more other people will view us as
Y 3%will attend a meeting at the youth
play in the school, or a teenager asking a police officer if they
K 0% confident. As a result, they will treat us with greater respect and take us more seriously. Explain
club to explore better relations between local youth and the police.BOOK 4 75 m that it doesn’t matter if they don’t actually feel completely confident at first; they are going to
C 50%
M 92% learn some tricks used by actors to help them. Very soon, when they begin to see the effect
BOOK 8
C 76% Y 4%
these acting techniques have on how others perceive them, they will begin to feel a real and
M 3% K 0%
Start Y 98%
K 0%
unbreakable sense of self-confidence.
Voice Projection
2. Explain that throughout today’s lesson, they will be playing games. Participants should not lose
BOOK 5 or uncomfortable
1. Ask the participants to share a few situations where they have felt nervous
C 64% sight of the fact that the games have a serious purpose and will help them develop essential
talking. Ask them: M 0%
10 m
skills.
• What effect does feeling nervous have on your voice? Y 3%
K 0% 3. Introduce the next exercise, which will help them become more aware of the need to project
• How do you think you sound to the listeners?
their voices.
• How might this effect the way these people perceive orBOOK judge
3
you?
C 0%need to hear everything you
4. In this game, one community (Community A) is cut off by a raging river and is in great danger.
2. Tell them that no matter who you are talking to, the listeners
M 99%
Y 77% BOOK 8 The community on the other side of the river (Community B) wants to help Community A to
are saying. As well as making yourself heard, good voice projection Clends
76% confidence to
K 0% safety. Community B have to work out together what they must tell Community A to do.
M 3%
your image. The person you are talking to is more likely to listen attentively and to take
Y 98%
you seriously. In this exercise, we are going to practice ‘projection’. Projection is all about 5. Instruct the participants that they must shout their instructions clearly across the river. You
K 0% might need to suggest some messages.
being understood clearly. Actors, teachers and people doing public speaking all make use of
projection. 6. Help the participants to distinguish between shouting from the throat (incorrect) and noise
pushed out through the lungs (correct).
3. Inform the students that they will begin by projecting their voices, and that this depends upon
breathing properly. Explain that loud voices are not made by the throat, but by the power of
2. Stage Whispers (15 minutes)
the breath moving out of the lungs. If participants try to produce a loud voice from the throat
they will hurt themselves. 1. Ask the participants if they can think of other ways, apart from using our voices, in which we
can create a strong impression for others. Try and draw out the information from participants
4. Ask the participants to stand comfortably with straight backs in a wide circle. Their legs should
that posture and eye contact can also be hugely influential in determining how others see us
be slightly apart, and their arms hanging loosely by their sides.
and react to us.
BOOK
5. Ask them to breathe in deeply, hold their breath, then let it out slowly. Ask3 them to do this
C 0% 2. Ask for five volunteers, explaining that they are the ‘actors’ and that everyone else is the
three times. M 99% audience. Ask the ‘actors’ to come up to the front of the room.
6. Next, ask them to breathe in deeply, hold their breath, and then letYit 77%
out with an open vowel
K 0% 3. Request that the audience sits, and have the actors stand in a line in front of them. They should
sound such as “Oooooh” or “Aaaaah”. Do this three times.
number off from left to right: 1, 2, 3, 4, 5.
7. The next time, they should breathe in deeply, hold their breath, and let it out very slowly with a
4. Starting from the left, ask actor 1 to tell actor 2 their name in a ‘stage whisper’ (a loud whisper
soft hum. Participants should see how long they can keep humming with just one breath.
that is audible to the audience). Of course, the other actors also hear, but we will pretend that
8. Repeat this exercise with the following variations:
they do not. Actor number 1 should tell actor number 2 not to tell the others who they are, and
• Start the sound softly and get louder and louder while breathing out. should also share something about a future goal. This bit can be true or it can be humorous.
• Start the sound softly, become loud, become soft again, become loud, become soft, then For example:
become even softer.
• “Hi. My name is Flavia and I want to go back and finish primary school. Don’t tell anyone: it’s
• Start the sound, hold the breath, restart the sound, hold the breath, and restart the sound.
a secret!” or
• “Hi. My name is Prudence! I want to start a successful business selling shampoo for goats.
Don’t tell anyone: it’s a secret!”
5. When actor number 1 has finished, they turn to face the audience and looks straight at them.
Facilitator’s Tip
Instruct the participant to stand up straight and still, head held high, and arms by their side.
You should demonstrate the difference between the voice which is ‘thrown out’ by air from the
lungs and a ‘shouting’ voice from the throat, which can hurt the throat. It is a good idea to do 6. Next, instruct actor number 2 to creep up to actor number 3 and, using a ‘stage whisper’, to
these exercises outside, with members of the group standing some distance from each other. tell actor number 3 the name and goal of actor number 1. Number 2 then tells number 3 about
Crowds of onlookers may gather, but this is fine. their own goal too, making number 3 promise to keep it a secret (“Don’t tell anyone else! It’s a
secret!”). Number 2 now faces the audience and looks straight at them.
Variation: You can use your arm to ‘conduct’ the participants whilst they are breathing out with a 7. This continues until the end of the line, at which point the last person must ‘stage whisper’ to
sound. If you raise your arm, their voices should rise in pitch. If you lower your arm, their voices number 1 as much as they can remember about the names and ‘secrets’ of the previous actors.
should fall in pitch. Actor number 5 then finishes by instructing actor number 1 not to tell anyone.

51
50

8. Tell the participants that it doesn’t matter if people make mistakes or get things wrong. The
main points are that they must practice ‘stage whispering’, standing straight and still, and
looking directly at the audience when their go is over.
9. Repeat the exercise with five new participants replacing the previous ones as the actors
standing in a line facing the audience.
10. You can save time by working in two groups if there are two facilitators.
3. Confidence Exercise (15 minutes)
1. Begin by discussing the meaning of confidence, and what it means to be a confident person.
Explain that this can be defined as ‘believing in one’s self’. Explain that confidence can be a
result of many things and each person gains their confidence from different areas of their lives.
Whereas some people are more confident when they achieve a new goal, others might be
confident when they are with their friends, or playing their favourite sport, or obtaining a high
grade in school. In some cultures, confidence can be linked to ‘status’ which can be defined as
‘how much importance and authority you have’. Status may be linked to wealth, appearance,
type of job, education, gender, marital status, religion, age, etc. Whereas status is liked to what
you are, confidence comes from who you are – your skills, abilities, hobbies, passions and
expertise. Therefore, anyone can have confidence by believing in themselves, regardless of
their status. Having confidence is important for young people and the roles they play in civil
society.
2. Put the participants into groups of five and give them a few minutes to discuss the following
questions:
• What makes someone a confident person?
• Do men tend to be more confident than women?
• When do you feel most confident?
3. Explain that there are many ways in which people physically demonstrate high and low
confidence. The first we will address is eye contact.
4. Practicing Eye Contact (10 minutes)
1. Explain that highly confident people will generally maintain eye contact, while people with low
confidence may either look down or away.
2. Ask the participants to think of some confident people (possible answers can be spiritual
leader of their religious congregation, teachers they’ve had, actors etc.) and identify their
characteristics and mannerisms. Have two participants act out a conversation between a
person with high confidence and a person with low confidence, demonstrating the contrasting
physical behaviour between these two people.
1. Myself, My World
2. Tell the group that you are going to talk to them for a minute, and that they should try to
observe any changes as you talk. Start talking with lots of nervous, jerky head movements, and
as the talk continues, gradually stop all head movement until you become still.
3. Now ask them if they felt differently about you and your confidence level as the conversation
progressed? Ask them what they noticed. They might not be able to say exactly what changed.
For example, they might say: “You started speaking more slowly.”
4. Explain to the participants that keeping our head still greatly changes the way we feel about
ourselves and the way others see us. We feel and look more important. Give examples such as
world leaders who keep their neck and heads still, and speak loudly and clearly when they give
public speeches. Explain that when we don’t move our heads, we have more authority and
people listen to what we have to say.
5. Have the participants walk around the room looking at each other without breaking eye
contact and without moving their heads.
6. Then ask them if they noticed any change to their movements as a result of keeping their head
still. Did they notice that they naturally move slower when they don’t move their heads?
6. Confidence Improvisation (20 minutes)
1. Ask the participants to form pairs in which one is ‘A’ and the other ‘B’. Explain that A will play
the role of the manager of a SACCO, MFI or bank. B will play the role of a teenager who has
come to ask for a loan.
2. Explain that the first time the participants act out the scene, the young person must act with
‘low confidence’, i.e. speaking with a soft, low voice; moving their head; slouching rather than
standing up straight; and avoiding eye contact.
3. Ask all the pairs to act out the scene. Make sure you move about the room and observe.
4. Next, ask the participants to repeat the scene so that this time B, the young person, acts with
‘high confidence’, i.e. standing up straight; speaking in a strong clear voice; maintaining eye
contact; and keeping their head still.
5. Ask the participants to switch roles, so that A becomes the teenager and B becomes
the manager. Have them repeat the exercise. Keep moving around and watching all the
participants until you identify pairs who are acting out the scene well.
6. Call up one of these pairs, and ask the whole group to watch.
7. Now bring the participants back into one group. Ask them these questions:
• How did you feel when you played the low-confidence teenager?
• How did you feel when you played the high-confidence teenager?
• Which of the two teenagers is more likely to get the loan? Why do you say that?

3. Divide everybody into two groups. One group is ‘high confidence’ and the other is ‘low
confidence’. As they walk around the room saying hello to everyone else, participants in the
high-confidence group hold eye contact with the people they greet. Participants in the low
confidence group lower their eyes when they greet people. Do this for a few minutes (possibly
in silence), and then stop and ask for feedback.
4. Ask the participants: “How did each group feel? Assertive or passive? Did you feel comfortable
or uncomfortable with the role you were given?”

5. Practicing Posture (10 minutes)

1. The purpose of this exercise is to get participants to understand that highly confident people
maintain good posture of their head and neck, keeping their head and neck very still. Tell the
participants that they can practice this at home in the mirror until they find a routine they are
comfortable with.

53
52
 Reflect
Commitments
1. Gather participants in a circle and ask each in turn to quickly suggest one situation in which
5m they will practice their newly-acquired skills this week. Suggest to them that it might be easier
to practice the new communication skills while dealing with people who do not already know
them well.
2. Remind them that while it might feel unnatural or frightening at first, they will soon become
comfortable with these techniques.
3. It is also important to remind them that confidence may not come easily at first. By continuing
to practice these techniques, they can build their confidence and emit a confident impression.
A popular technique to confidence building is “fake it till you make it”, which entails pretending
to be confident until you eventually develop the mind-set of a confident person. Using the
vocal and body language techniques reviewed in this lesson will help contribute to this.

Note for the Facilitator:

Eye contact and its implications varies throughout different regions of the world. If making and
holding eye contact is considered offensive or inappropriate in your culture, do not include it in
your training. Rather, replace it with other forms of body language that demonstrate confidence
and would be useful to have participants learn.

54
 SECTION 02

2. My Rights, My Ideas
My Rights,
My Ideas

56 57
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
2.1 Knowing My Rights:
Part 1 Human Rights

2. My Rights, My Ideas
BOOK 1
C 44%
M 0%
Y 97% BOOK 2
K 0% C 2%
M 4% Overall Outcome
Y 99%
This lesson introduces participants to the concept of human rights. It encourages them to think
K 0%
about what rights need to be protected by law if young people are to realise their full potential and
find happiness and fulfilment. Later sessions will build on this beginning, and focus more on Sexual
BOOK 4 and Reproductive Health and Rights, and on agency.
C 50%
BOOK 1 M 92%
BOOK 2 C 44% Y 4%
C 2% M 0%
K 0%
M 4% Y 97% Lesson Objective
Y 99% K 0% By the end of this lesson, participants will be able to:
K 0%
BOOK 5 1. Recognise that everyone has human rights, regardless of age, sex, class or ethnicity.
C 64%
BOOK 4 M 0% 2. Realise that the values inherent to human rights tally with their own views on what people
C 50% BOOK 1 Y 3% need to live in dignity.
M 92% C 44% K 0%
Y 4% M 0% 3. Explain responsibilities in relation to upholding human rights.
Y 97%
K 0% BOOK 2
K 0%
C 2%
BOOK 8
BOOK 5
M 4%
Y 99% C 76% Materials
C 64% M 3% • Flipchart paper and marker
K 0% Y 98%
BOOK 1 M 0% • Copies of the Universal Declaration of Human Rights (UDHR). If it is not possible to make copies,
C 44% Y 3% K 0%
M 0% K 0% BOOK 4 please write the UDHR up on the flipchart.
Y 97% C 50%
K 0% BOOK 2 M 92%
C 2% Y 4%
M 4%
BOOK 8 Y 99% K 0% Methodology
C 76% • Start: Energiser
M 3% K 0%
Y 98% BOOK 5
• Learn: Group Work
BOOK 1
C 44%K 0% BOOK 4 C 64% • Reflect: Discussion
M 0% M 0%
Y 97% C 50%
BOOK 2 K 0% M 92% Y 3% BOOK 3
C 2% BOOK 1 K 0%
C 44% Y 4% C 0%
M 4%
Y 99% M 0% K 0% M 99% Duration
Y 97% Y 77% 90 minutes
K 0% K 0%
K 0%
BOOK 5 BOOK 8
BOOK 2
C 64% C 76%
BOOK 4 C 2% M 3%
C 50%
M 4%
Y 99%
M 0%
Y 3% Y 98% Key Words
M 92% K 0% K 0%
Y 4% BOOK 3 K 0% • Universal
K 0% BOOKC 4 0% • Human Rights
C 50%M 99%
M 92%
BOOKY 24% Y 77%
C 2%K 0% K 0% BOOK 8
BOOK 5 C 76%
C 64% M
Y
4%
99% M 3%
Information for the Facilitator
M 0% BOOK 5
Y 98% • The New Planet activity asks students to create their own set of human rights for a new planet
Y 3% K 0%C 64%
M 0% K 0% before comparing these to the Universal Declaration of Human Rights. The objective is to
K 0% Y 3%
K 0% demonstrate to participants that human rights are based on common sense, and need not be a
BOOK 4
C 50% difficult, legalistic issue.
BOOK 3
M 92%
BOOK 8 C 0%
BOOK 8 Y 4%C 76%
C 76% M 3% M 99%
M 3% K 0%Y 98% Y 77%
K 0%
Y 98% K 0%
K 0%
BOOK 5 59
58 C 64%
 • Depending on your context, it is possible that you will have to inform at least some of your would each need to have, or to have access to, to live full, happy and dignified lives. Remind
participants that the United Nations (UN) is a like a club made up of all the governments of the them that the passengers on the rocket were as diverse a group as the governments of the
world. The UN tries to ensure that governments help people as best they can. Remind them that world could find. They should not assume that the other passengers come from the same
their government is a member of the UN. backgrounds as they do, or that they hold the same opinions or beliefs.

2. My Rights, My Ideas
• For the purposes of this lesson, you will find a shortened version of the UDHR so as not to 5. Circulate helping each group, ensuring that they remain on task and reminding them if
overwhelm participants with too much information. (There is also a complete version that you necessary that the people on the new planet have different backgrounds, different genders,
might like to display on the wall.) When it comes to reading out the UDHR, there are several different religions, different political and cultural ideas, different sexualities, and differing
options. You might simply read it out yourself. Or, if your group has a sufficiently high level of abilities.
literacy, you could cut up or copy out the separate UDHR clauses onto cards and hand them 6. After ten minutes, tell each group that they must now agree on eight rights to protect.
out to be read aloud. You will probably need to explain to participants that this is a list of things
7. Finally, give each group a few minutes to draw a symbol representing the sort of place their
the governments of the world thought were so important that they should be written down and
new planet hopes to be, and to give a name to their new planet.
protected.
8. Have each group present their work, explaining the eight rights they have chosen to protect
• Bear in mind, as a facilitator, that LGBT (Lesbian, Gay, Bisexual and Transgender) rights fall under
and why, as well as the name of their planet and the significance of their symbol.
human rights. Adapted materials with related case studies are available upon request.
9. As each group presents, compile a master list (combining those rights that are similar).
• Participants are asked to discuss the significance and relevance of the Attackers and Defenders
10. Read through the master list, and ask participants if there are any other rights that they think
energiser when they reach the Reflect section of this lesson.
still need to be added. Reflect on whether the groups feel these rights are accessible and
inclusive of all people in their diverse group.
11. Now, either hand out the copies of the UDHR, have volunteers take turns in reading the articles
Start
from the flipcharts or cards you prepared in advance, or simply read it out yourself from the
Attackers and Defenders
text at the bottom of this lesson plan.
1. Ask everyone to find a space on the floor. Now tell them to look around and secretly choose
12. Ask them how the group list compares to the rights listed in the UDHR. Again, ask them if there
one other participant. They must not tell anybody who they have chosen. They should think of
10 m are any new rights they wish to add for their planet now that they have seen the UDHR.
that person as their attacker; someone they need to stay safe and protected from.
2. Explain that no physical contact is allowed in the game.
2. Test Cases (20 minutes)
3. Ask the participants to run around the room, always trying to stay as far away as possible from
1. Now explain to the group that problems have begun arising on the new planet and that not
the person they have chosen.
everyone is happy. They should imagine that by now they have been on the new planet for
4. After a minute, ask everyone to stand still again. Ask them to remember their first person (their
several years. Explain that you will read them four short case studies, and that you will then ask
attacker), and then to secretly choose a second participant. They should think of the second
them to quickly discuss in their groups whether the rights of the individuals in the studies are
participant as their shield, or defender. Again, they must not tell anybody who they have
protected by law on the new planet.
chosen.
2. Read out each case study, and listen to their arguments.
5. Ask the group to run around the room, always trying to keep their defender between them and
their attacker.
6. Inform the participants that they will be reflecting on this exercise later in the lesson, but that
Sarah
for now you want them to move on onto another activity.
Sarah works picking fruit in an orchard on one of the new planet’s farms. Although the work is
tough, Sarah enjoys it. However, she recently learned that the male employees get paid at a slightly
higher rate for doing exactly the same work.
Learn
1. New Planet (40 minutes)
• Is Sarah being treated fairly or unfairly?
1. Explain to the participants that they are amongst a group of a hundred people who have taken
• Does the new planet have a law protecting Sarah?
a journey on a rocket to make a new life on a new planet. They were selected to go on this
60 m • If not, how would you word such a law if you had to do so in no more than two sentences?
journey by the governments of Earth working together through the United Nations. The group
was chosen to represent as diverse a group of humans as possible. The new planet is identical • Can you find an article in the UDHR that would protect Sarah if she were still living back on
to Earth in terms of environment and wildlife, but no humans have ever been there. There are Earth and found herself in a similar situation?
no laws, no rules, no traditions, no culture and no history. • If you were Sarah, whose help or support would you seek?

2. Set the scene by explaining that the participants are the first settlers on this planet, and on their
Facilitator’s Tip
first day there they gather for a meeting. They agree to create eight rights, protected by law,
Direct the participants’ attention to Article 23 of the UDHR. If participants are unable to answer
for the new planet. The laws will protect each person and allow them to lead full, happy and
the last question about seeking support, reassure them that you will be helping them with this in a
dignified lives.
future lesson.
3. Put the participants into groups of six, and give each group a sheet of flipchart paper and a
marker.
4. Explain that they have ten minutes in their groups to brainstorm a list of everything they

61
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 Y 97%
K 0%
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
BOOK 2 M 92%
Y 4%
C 2% K 0%

Fatima
M 4%
Y 99%
Reflect
K enjoys
Fatima is a 14-year-old girl who 0% BOOK 5
school. She has two younger brothers and no sisters. Her Rightsholders and Duty Bearers
C 64%
M 0%
parents have a small shop, but are struggling with their finances and cannot afford to pay for the 1. Ask the group what they recall of the energiser game with which they started today’s lesson.

2. My Rights, My Ideas
Y 3%
the 4shop. They have taken FatimaK out
BOOK
staff they need to help them run 0% of school so that she can
2. Explain that all of us share the same human rights. As such, we are sometimes referred to as
C 50% 20 m
work in the shop instead. The parents
M 92% have decided that it is more important for the two sons to get ‘rightsholders’.
an education. They argue that Ythere
4% is little point in allowing Fatima to continue
BOOK 8 with her education,
C 76% 3. Next, explain that the responsibility for protecting, respecting and fulfilling human rights rests
K 0%
as they plan to have her married off. M 3%
Y 98% largely on governments. They are sometimes referred to as ‘duty bearers’. But the responsibility
K 0%
for protecting rights also extends beyond governments. In different situations, duty bearers
• Is Fatima being treated fairly
BOOK or unfairly?
5 Why do you say that? might also include individuals (e.g. parents), local organisations, religious organisations, private
• Does the new planet haveCa 64% law protecting Fatima? companies, aid donors and international institutions. Other non-governmental organisations
M 0%
• If not, how would you word Y 3%such a law if you had to do so in no more than two sentences? exist to help governments meet these duties, and to hold them to account if they fail to do so.
• Can you find an article in K
the0% UDHR that would protect Fatima if she were still living back on
4. Inform the participants that:
Earth and found herself in a similar situation?
• As individuals, we have a role in protecting, respecting and fulfilling human rights. Every
• If you were Fatima, whose help or support would you seek? BOOK 3
BOOK 8 C 0% single person has a responsibility to respect the rights of every other person.
M 99%
C 76% Y 77%
M 3% • When we grow up learning to respect every human being equally, we come to respect
Facilitator’s Tip K 0%
Y 98% human rights.
Direct the participants’ attention to Article 26 of the UDHR. If participants are unable to answer
K 0% • Often, when we grow up learning to hold negative attitudes towards certain groups of
the last question about seeking support, reassure them that you will be helping them with this in a
future lesson. people, we may treat them unfairly and deny them their rights.
5. Point out Article 26 on the UDHR flipchart. Ask participants which right this guarantees.
Ask them who the rightsholders are here (school children/students). Now ask them which
government department could be considered the duty bearer. Try and elicit from them that it is
Lata
the Ministry of Education.
Lata and Rami have recently married. Lata is in her first year at college, and is keen to complete her
degree. But Rami says that now that she is married she should stop her studies and concentrate on 6. Ask them if, in reality, everyone enjoys all of the rights outlined in the UDHR. Seek specific
having children. Lata tells Rami of her intention to go on the contraceptive pill until she graduates. examples from the local context. Reflect on why sometimes people do not enjoy their rights
Rami grows very angry when he BOOK 3 this, and forbids her to visit the doctor.
hears (e.g. social or economic structures).
C 0%
M 99% 7. Explain that, while everyone should enjoy the same rights, very often people’s rights are
Y 77% denied. Finish by telling them that there are many organisations that exist to help put pressure
• Is Lata being treated fairly or unfairly? Why do you say that?
K 0%
• Does the new planet have a law protecting Lata? on governments to honour people’s rights, and that in another lesson you’ll be looking closer
• If not, how would you word such a law if you had to do so in no more than two sentences? at how they can help us, and how we can help others realise their rights.
• Can you find an article in the UDHR that would protect Lata if she were still living back on Earth
and found herself in a similar situation?
• If you were Lata, whose help or support would you seek?

Facilitator’s Tip
You will need to explain that a woman’s right to contraception is guaranteed in Article 16(e) of a
separate human rights treaty, the Convention on the Elimination of All Forms of Discrimination
Against Women (CEDAW). This states that men and women have “The same rights to decide freely
and responsibly on the number and spacing of their children and to have access to the information,
education and means to enable them to access these rights”. And recently the United Nations
declared that access to contraception is “a universal human right”. If participants are unable to
answer the last question about seeking support, reassure them that you will be helping them with
this in a future lesson.

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 The Universal Declaration of Human Rights
(UDHR, full simplified version)

2. My Rights, My Ideas
You may want to write it on flip chart and hang it on the wall for participants to read it and refer it at their
own time.

Article 1: We are equal Article 13. Right to free movement

When we are born, we are free and we are equal, and each should be treated in the same way. We are able You have the right to come and go as you wish within your country. You have the right to leave your country
to think and to tell right from wrong. We should treat others with friendship. to go to another one; and you should be able to return to your country if you want.

Article 2: Freedom from being treated unfairly Article 14: Right to go to another country to be safe
We all have the same rights no matter what our race, skin colour, sex, language, religion, opinions, family If someone hurts you, you have the right to go to another country and ask to be kept safe.
background, how rich or poor we are, age or nationality.
Article 15: Right to a nationality
Article 3: We are free You have the right to belong to a country and have a nationality. You can change nationality if you want.
You have the right to live, to be free and to feel safe.
Article 16: Right to marry and have a family
Article 4: Freedom from slavery When you are legally old enough, you have the right to marry and have a family. Women and men have the
Nobody has the right to treat you as a slave, and you should not make anyone your slave. same rights when they are married and also when they are separated. Nobody should force you to marry.

Article 5: No torture Article 17: Right to own property

Nobody has the right to torture you, or harm you or humiliate you. You have the right to own things, and nobody has the right to take these from you without a good reason.

Article 6: You are a person Article 18: Right to religion

The law must treat you as a person. You have the right to your own thoughts and to believe in and practice any religion.

Article 7: Right to equality Article 19: Freedom of opinion

The law is the same for everyone. Nobody is more important than you. You are not more important than You have the right to think what you want and to say what you like. You should be able to share your
anyone else. opinions with others, including people from other countries.

Article 8: You can go to court Article 20. Right to meet others

You should be able to ask for legal help when your rights are not respected. You have the right to meet peacefully with other people. No one can force you to belong to a group.

Article 9: Freedom from going to prison for no reason Article 21: Right to play a part in government and elections
Nobody has the right to put you in prison, to keep you there, or to send you away from your country without You have the right to take part in your government, either by holding office or by electing someone to
good reasons. represent you. Governments should be elected regularly, and voting should be undisclosed.

Article 10: Right to a fair trial Article 22: Right to help

If you are accused of a crime, you have the right to a fair and public hearing.
Article 11: You are innocent until it is proved that you are guilty
Nobody can just decide that you are guilty of a crime. You should always have the right to defend yourself.
Nobody has the right to condemn you or punish you for something you have not done.
Article 12. The right to be left alone
You have the right to be protected if someone tries to harm your good name, enter your house, open your
mail, or bother you or your family without a good reason.
The society in which you live should help you to develop and to make the most of all the advantages
(culture, work, social welfare) that are offered to you and to everyone in your country.
Article 23: Right to work
You have the right to work, to be free to choose your work, and to receive a salary that allows you to live and
support your family. If a man and a woman do the same work, they should get the same pay.
Article 24: Right to rest and play
You have the right to rest and free time. You work day should not be too long and you should be able to take
regular paid holidays.

65
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 BOOK 1
C 44%
M 0%
Y 97%

2.2 Knowing My Rights:

Article 25: Right to a decent living
K 0%
You have the right to the things you and your family need to have a healthy and comfortable life, including
enough food, clothing, housing and medical care. You have the right to receive help if you are out of work.
Mothers and children should receive special care and help.
Part 2 Make Change

2. My Rights, My Ideas
BOOK 1
Article 26: Right to education C 44%
Everyone should be able to go to school. Primary schooling M 0% be free. You should be able to learn a
should
Y At97%
profession or skill or continue your studies as far as you wish. school, you should be able to develop all BOOK 2
K 0% C 2%
your talents. You should be taught to get along with others, whatever their race, religion or background. M 4% Overall Outcome
Your parents have the right to choose how and what you are taught at school. Y 99%
This lesson reinforces the concept of rights as essential to human happiness and well-being.
K 0%
It locates sexuality and reproduction within this paradigm, and stresses that rights imply
Article 27: Right to take part in culture corresponding responsibilities. The need to protect our own rights and those of others is raised
You have the right to share in your community’s arts and sciences, and in any good they do. Your works as BOOK 4 here so that it can be more fully developed later on.
C 50%
an artist, a writer or a scientist should be protected, and you should be able to benefit from them. M 92%
BOOK 2 Y 4%
C 2%
K 0%
Article 28: Right to a social order M 4% BOOK 1
C 44%
Lesson Objective
Y 99%
To ensure that your rights are respected, an ‘order’ must be established that can protect them.
K 0% M 0%This ‘order’ By the end of this lesson, participants will be able to:
should be local and worldwide. Y 97% BOOK 5 1. Understand that rights equate to fundamental standards of living, which we cannot do without
K 0% C 64%
M 0% if we are to live in dignity.
Article 29: Responsibilities to your community BOOK 4
C 50% Y 3% 2. Understand how fundamental standards of living include areas such as sexuality and
The law should respect your human rights, and you should respect
M 92% other people’s human rights. K 0%
reproduction.
Y 4%
K 0% 3. Identify different rights and the responsibilities associated with them.
Article 30: Your rights must be protected BOOK 1 4. Realise they can use the power of advocacy as one of the mechanisms for social change.
No person, group or government anywhere in the world should do anything C 44%to harm these rights. BOOK 8
M 0% BOOK 2 C 76%
BOOK 5 Y 97%
C 64% C 2% M 3%
K 0% Y 98%
M 0%
Y 3%
M 4%
Y 99% K 0% Materials
K 0% K 0% • Three sheets of A4 paper, marked respectively AGREE, DISAGREE and UNSURE
• A set of Needs and Wants Cards for every four students
BOOK 1 • A flipchart demonstrating how rights are linked to responsibilities
C 44% BOOK 4
M 0% BOOK 8 C 50% • A set of Rights and Responsibilities Memory Cards for every five students
Y 97% C 76% M 92%
M 3% BOOK 2 Y 4%
K 0%
Y 98% C 2% K 0%
K 0% M 4%
Y 99%
Methodology
K 0% • Start: Take a Stand
BOOK 5 BOOK 3
C 64% C 0% • Learn: Card Ranking; Memory Card Game
BOOK 1 M 0% M 99%
C 44%
BOOK 4 Y 3% • Reflect: Tree Poem
M 0%
Y 97% C 50% Y 77%
K 0% K 0%
BOOK 2 K 0% M 92%
C 2% Y 4%
M 4%
Y 99%
K 0% Duration
BOOK 8 85 minutes
K 0%
C 76%
BOOK 3 BOOK 5 M 3%
BOOK 2
BOOK 4 C 2% C 0% C 64% Y 98%
C 50%
M 4% M
Y 99%Y
99%
77%
M 0% K 0% Key Words
M 92% K 0% Y 3%
Y 4% K 0% K 0% • Rights
K 0% BOOK 4 • Responsibilities
C 50%
M 92% • Needs
Y 4%
K 0% BOOK 8 • Wants
BOOK 5 C 76%
C 64% M 3%
M 0% BOOK 5
Y 98%
C 64%
Y 3% M 0% K 0%
K 0% Y 3%
K 0%
BOOK 3
C 0%
BOOK 8 M 99%
BOOK 8 C 76% Y 77% 67
66 C 76% M 3%
Y 98% K 0%
M 3%
 BOOK 1
C 44%
M 0%
Y 97%
K 0% BOOK 1
C 44%
M 0% 8. Now explain that you are going to read the statements again, and that once again participants
Information for the Facilitator Y 97% should choose where they wish to stand in response. This time, ask them to remember that
K 0% the statements also apply to peoples’ intimate and sexual lives and to their reproductive
• The goal of this lesson is to help participants to see that human rights embrace and include
sexual and reproductive rights. The purpose of the Take a Stand
BOOK 2exercise is to allow participants
faculties.

2. My Rights, My Ideas
C 2%
to think through their views, so you can at first encourage disagreement.
M 4% But try to ensure that 9. Go through the process again, trying through debate and discussion to demonstrate that the
Y 99%
by the time the lesson ends, participants understand that inK principle
0% we all share the same statements all hold true for individuals regardless of their sexual orientation or of the decisions
rights, that rights are not earned, that they are never conditional on good behaviour, and that they take about their own reproductive organs.
nobody should be discriminated against or persecuted for BOOK their 4sexuality.
C 50%
M 92% BOOK 2
• You will need to prepare the cards for both the Needs and YWants4% exercise
C 2% and the Rights and
K 0%
Responsibilities game in advance, as well as the flipchart on Rights and M 4%Responsibilities (when Learn
Y 99%
you prepare the flipchart, make sure to leave the Responsibilities
BOOK 5 column empty. The notes 1. Needs and Wants Card Game (15 minutes)
C 64%
K 0%
below are just to offer you some suggestions of possible answers).
M 0% 1. Ask participants to form groups of four, and give each group a set of the Needs and Wants
Y 3%
K 0% Cards. Have the groups divide the cards into three categories: Most Important, Important and
BOOK 4 50 m
C 50% Less Important. Point out that the Most Important category can only have six cards.
Start BOOK 8
M 92%
2. Allow each group to share their findings with the rest of the participants, and let them discuss
C 76% Y 4%
Take A Stand M 3% K 0% what the six most important rights for the group as a whole should be.
Y 98%
1. Point out the three posters that you have placed on the wall,
K 0%reading AGREE, DISAGREE and 3. Also ask all participants to discuss whether or not these six rights are met and protected for
UNSURE. everyone.
20 m BOOK 5
2. Explain to the participants that you are going to read a series of statements.
C 64% In response to 4. Next, discuss the terms ‘wants’ and ‘needs’ and the difference between the two. Begin by
each statement they should line up in front of the poster that best M 0% up their own opinions.
sums asking the participants how they would define both terms, and how they would explain the
Y 3%
3. Remind participants that this is a debate and not a test. The idea is Kto 0%
hear from people who difference between them.
have different opinions.
4. Read out the following statement: “Everyone should haveBOOK 3
the right
C 0%
to pursue happiness and to
pursue their dreams.” M 99%
Y 77% BOOK 8
5. Give participants a few moments to decide where they want K 0% C 76%
to stand. As a follow up, ask a Facilitator’s Tip
M 3% You might summarise that ‘needs’ are things that we cannot do without if we are to live our lives
few participants from each line: “Why did you choose this line?” After
Y 98% have heard from a
you
K 0%
selection of participants, ask if anyone wants to change their position based on the arguments with dignity. They are the absolute basics for living a decent life, and are therefore guaranteed to
they have just heard. If necessary, allow them time to do so. us as rights. ‘Wants’ on the other hand are lovely things, but we can lead a life of dignity without
them if we have to!
6. Repeat this process for each of the following statements:
• Everyone should be allowed to lead lives that are free from bias, discrimination and
persecution based on their religion, ethnicity, class, gender, or social and economic
5. Ask the participants to work in their small groups again, but this time to divide the cards into
background.
the categories ‘wants’ and ‘needs’.
• Everyone should be able to make basic decisions to protect their own body and future.
• Everyone should have a fair say in establishing rules and law.
7. Bring participants together again, and ask them what they recall from last3week’s lesson.
BOOK
Review that lesson using questions such as: C 0%
M 99% Facilitator’s Tip
• How would you explain what a right is? (Suggested answer: A condition
Y 77% that needs to be in Here is a handy key to ‘needs’ and ‘wants’ to help you guide the participants if necessary.
place if people are to live full and happy lives.) K 0%
• The governments of the world have agreed on a list of such rights. What is it called? Needs Wants
(Answer: Universal Declaration of Human Rights.)
Healthcare A bicycle
• What were some specific rights you remember? Opportunities to share your opinions Money to spend as you like
• Does everyone have the same rights? (Suggested answer: In theory yes, but sadly not always Clean water Your own bedroom
in practice as some people’s rights are denied.) Ability to choose who you marry A personal computer
• We looked at three examples of people whose rights had been abused or denied. What do Play and recreation Chocolate ice cream at the weekends
you remember of them? (Sarah was the victim of gender discrimination as she was paid less Opportunities to practice your own culture, Personal music player
than men for doing the same job. Fatima was denied her right to education. Lata was denied language and religion Fast food
access to information and to contraception.) Education Mobile phone
• What is another name for someone who has rights? (Answer: a rightsholder.)
• What do we call those organisations that are responsible for making sure people get the
6. Ask each group to present their organisation of the cards.
rights they are entitled to? (Answer: duty bearers.)

69
68
 2. Linking Rights and Responsibilities (20 minutes) 3. Bring the participants together again and listen to their suggested answers for the
1. Suggest to participants Responsibilities column, allowing them to express these ideas in their own words.
that for every right that 4. Next, ask them why it is important to take on these responsibilities. Their answers should
we are guaranteed, highlight the consequences of not doing so, for example: “People will become uncaring”; “It

2. My Rights, My Ideas
common sense usually will prevent other people from enjoying their rights”; or “I won’t be able to make the most of
suggests a corresponding my own rights if others don’t respect them”.
responsibility. Try and elicit
5. Have the groups discuss how they can ensure that there are no violations of rights.
some examples by asking:
6. Conclude by asking the participants to discuss what they can do to ensure the promotion of
• If you have a right
the rights of young people around them.
to food, what is
your responsibility?
3. Rights and Responsibilities card game (15 minutes)
(Suggested answer: not
to waste food.) 1. Ask for five volunteers to help you demonstrate to the others how the game is played.
2. Explain that the set is made up of pairs. Half are Rights and half are Responsibility cards. For
• If you have a right to
each Rights card, there is a matching Responsibility card. Ask the participants to shuffle the
free, basic education up
cards and spread them out, face down, on the table or floor.
to the age of 14, what
is your responsibility? 3. The first player turns up a card and reads it aloud. They then turn a second card over and read
(Suggested answer:
BOOK 1 that aloud. If the two make a matching pair, the participant takes them from the table/floor and
C 44%
to try your hardest in
M 0% keeps them, and then takes another turn. If the two cards do not make a pair, the participant
Y 97%
school.) BOOK 1
K 0% must turn them face down again where they were found.
C 44%
• If you have a right to 4. It is now the turn of the second player. They also turn over two cards and read them aloud. If
M 0%
health care, what isY 97% the cards make a pair, the participant can keep them. If they don’t make a pair, the participant
your responsibility?K 0% must turn them face down again where they were found.
(Suggested answers: to BOOK 2 5. The game requires each player to try to remember the position of each card. It ends when all
C 2%
keep fit and to look after M 4% of the cards have been removed. The winner is the person with the most cards.
Y 99%
your health.) K 0% 6. Now that you have demonstrated the game, put the participants into groups of five and give
2. Now ask the participants each group a set of cards. Allow them ten minutes to play the game.
BOOK 4
C 50%
to form groups of five or six, and draw their attention to the flipchart that you prepared earlier
BOOK 2 M 92%
Y 4% (see below). Explain that they
with two columns: one for
C 2% Rights and one for Responsibilities
K 0%
M 4%
have ten minutes in their
Y 99%
groups to: Reflect
K 0% each right implies.
• Decide what responsibility BOOK 5
C 64%
1. Ask the participants if they can remember the rules for writing a Tree Poem. If necessary, show
• Discuss why it is important to take on these M 0%
responsibilities. them the flipchart you used in previous lessons.
Y 3%
BOOK 4 K 0% 2. Now ask participants to work individually for five minutes to write a Tree Poem on ‘rights’.
C 50% 15 m
M 92% 3. Try to listen to half a dozen poems, and then spend approximately five minutes on a quick
Rights Responsibilities
Y 4% BOOK 8 discussion in which the participants share what they have learnt in this lesson. You can ask the
C 76%
K 0% M 3% following questions:
You have the right to a good education… …and the responsibility
Y 98% to study hard and
K 0%
respect your teachers. • What are key rights and responsibilities?
BOOK 5 • Who has responsibility to ensure that young people’s rights are protected?
You have the right to beCtaken
64%seriously and …and the responsibility to listen to the • How can young people help protect their rights and the rights of others?
M 0%
to give your opinions… Y 3% opinions of others with respect, even if you 4. Remind the participants that the goal of this lesson was to establish key rights, and to
K 0% don’t agree with them. recognise that promoting the rights of all young people is an important part of being a change
agent and contributing to a just and fair society.
You have the right to health care, medical ...and the responsibility
BOOK 3
to stay fit and healthy.
BOOK 8
information and contraception… C 0%
M 99%
C 76% Y 77%
M 3% K 0%
You have the right not toYbe discriminated
98% …and the responsibility not to discriminate
against on the grounds ofK your
0% religion, against others on any of these grounds.
ethnicity, gender, sexual orientation, or social
or economic class...

You have the right to work… …and the responsibility to work hard.

BOOK 3 71
70 C 0%
 Needs and Wants Cards Rights and Responsibilities Memory Cards

Health care, including
access to contraception
Opportunities to share
your opinions
Clean water Your own bedroom
2. My Rights, My Ideas
A bicycle …and the responsibility to
You have the right to a
study hard and respect your
good education…
teachers.
Money to spend
as you like
…and the responsibility to
You have the right to be
listen to the opinions of
taken seriously and to give
others with respect, even if
your opinions…
you don’t agree with them.

Chocolate ice cream

A personal computer
at the weekends You have the right to health ...and the responsibility to
care, medical information stay fit and healthy.
and contraception…
Choosing your own
A personal music player
husband or wife
You have the right not to
…and the responsibility
be discriminated against
not to discriminate against
Fast food Playgrounds and recreation on the grounds of your
others on any of these
religion, ethnicity, gender,
grounds.
sexual orientation, or social
Opportunities to or economic class...
A television set practice your own culture,
language, and religion
…and the responsibility to
You have the right to work… work hard.
A mobile phone

73
72
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
2.3 Gender Messages:
Part 1 What’s Gender?
BOOK 1
C 44%

2. My Rights, My Ideas
M 0%
Y 97%
K 0%
BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
Participants will seek to explore the meanings, beliefs and stereotypes associated with men and
BOOK 1 K 0%
C 44% women.
M 0%
BOOK 2 Y 97% BOOK 4
C 2% K 0% C 50%
M 4% M 92% Lesson Objective
Y 99% Y 4% By the end of this lesson, participants will be able to:
K 0% K 0%
1. Describe the difference between sex and gender.
2. Examine individual attitudes about gender differences, roles and inequalities.
BOOK 4 BOOK 1
C 50% BOOK 5 3. Question how individuals’ attitudes towards gender can affect their behaviour.
C 44% C 64%
M 92% M 0%
Y 4% BOOK 2 M 0%
Y 97% C 2% Y 3%
K 0% K 0% K 0%
M 4%
Y 99%
Materials
K 0% • Three sheets of A4 paper, marked respectively AGREE, DISAGREE and UNSURE
BOOK 5
C 64% • Flipchart and markers
BOOK 8
BOOK 1 M 0% C 76% • Ball, or rolled-up paper
C 44% Y 3% BOOK 4
C 50% M 3% • Prepared cards, some of which read ‘Women cannot…’ and others that read ‘Men cannot…’
M 0% K 0% Y 98%
Y 97% M 92%
BOOK 2 Y 4% K 0%
K 0%
C 2% K 0%
M 4%
BOOK 8 Y 99% Methodology
C 76% K 0% • Start: Take a Stand
M 3% BOOK 5
Y 98% C 64% • Learn: Brainstorming & Image Theatre
BOOK 1
C 44%K 0%
M 0%
BOOK 4 Y 3% • Reflect: Answer the Ball
M 0%
Y 97% C 50% K 0%
BOOK 2 K 0% M 92%
C 2% Y 4%
M 4%
Y 99%
K 0% Duration
BOOK 1 BOOK 3 90 minutes
K 0% BOOK 8 C 0%
C 44% C 76%
M 0% M 99%
BOOK 5 M 3% Y 77%
Y 97%
BOOK 2
C 2% C 64% Y 98%
BOOK 4 K 0%M 4% K 0%
C 50% Y 99%
M 0% K 0% Key Words
M 92% K 0% Y 3%
• Sex
Y 4% BOOK 3 K 0%
K 0% BOOKC 4 0% • Biology
C 50%M 99%
M 92% • Gender
Y 4% Y 77%
K 0% K 0% BOOK 8 • Change
BOOK 5 C 76%
C 64% M 3%
M 0% BOOK 2
BOOK 5
C 2%C 64% Y 98%
Y 3%
K 0%
M 4%M 0%
Y 3%
Y 99%
K 0% Information for the Facilitator
K 0%
K 0% BOOK 3 • In this lesson, we will help participants to distinguish between the concepts of sex and gender.
C 0% Sex refers only to physical differences between males and females, based on biological
BOOK 8 M 99%
BOOK 8 Y 77% characteristics. Gender, on the other hand, refers to the socially learned behaviours and
BOOKC 476%
C 76% M 3%
C 50%
Y 98% K 0% expectations that are associated with the sexes. These are set by culture and society, and as
M 3% M 92%
K 0% such they change through time and history. The way we dress, the way we act, what we are
Y 98% Y 4%
K 0% K 0%

BOOK 5 BOOK 3 75
74 C 64% C 0%
M 99%
 BOOK 1
taught, our roles at home, and the jobs we eventually haveCMare44%
0% all aspects of our lives that are • Women make better parents.
Y 97%
often influenced by our gender. K 0% BOOK 1 • It is okay for a man to be seen crying in public.
C 44%
• Historically, women have been less empowered by these social expectations,
M 0% and this plays out • Men and women are treated equally in our society.
in our families and communities. Although men have traditionally been Y 97%
more empowered by • If more women were in positions of power, society would be fairer.

2. My Rights, My Ideas
gender than women in many societies, their gender also imposes heavy K 0%societal expectations 8. Bring the participants together again and discuss the following questions with them:
on them. The requirement to ‘act like a man’ can pressure men into ways of life that make them • For which statement were people the most divided? And the most united?
BOOK 2
unhappy, just as much as the pressure to ‘act like a lady’ can cruelly restrict the lifestyle and
C 2%
• What negative opinions did you hear people express about girls/women?
M 4%
choices that females make, and limit their participation in society.
Y 99%
K 0% • What negative opinions did you hear people express about boys/men?
• It can take time for participants to grasp and internalise this distinction, so you may need to • How did it feel to have an opinion that was different from that of other people?
BOOK 4
be patient with them. And it is because some participants struggle
C 50% with this concept that there
are two exercises in the Learn section of the lesson (Gender M 92% BOOK 2 Game and Men
Y Awareness
4% Ball
C 2%
Cannot…Women Cannot…) with similar themes and objectives. K 0%
M 4% Learn
Y 99%
• Prior to the lesson, place the three posters (AGREE, DISAGREE BOOKand UNSURE) in different places 1. Gender Awareness Ball Game (30 minutes)
C 64%
5 K 0%
around the room. M 0% 1. Inform the participants that you will now play a game that will help them to think more clearly
Y 3%
• Prior to the lesson, you will need to prepare some cards that say Men Cannot… (and fill in one
K 0% about what makes men and women different, and about ways in which there is no difference
BOOK 4 60 m
example on each) and some that say Women Cannot… (and fill in one example on each). If you
C 50% between them.
have trouble thinking of examples, you can use some of the M 92%
following ideas: 2. Put the male and female symbols at the top of two columns on a whiteboard or flipchart sheet.
BOOK 8
C 76% Y 4%
M 3% K 0% Gather participants in a circle.
Y 98%
K 0% 3. Explain that you will shout out certain gender labels (e.g. “boy”, “woman”, “man”, “girl”) as you
Start throw the ball. Whoever catches the ball must immediately say a word they associate with
1. The Surgeon’s Story (5 minutes) BOOK 5 that gender label. (E.g. you say “boy” and throw the ball; a participant catches the ball and says
C 64%
M 0%
1. Inform the participants that you are going to read them a short story. They should listen “trousers”). You will need two volunteers with pens standing by the flipchart sheet, ready to
Y 3% write down the words volunteered by the participants in the proper column.
carefully and then explain what has happened in the story.
15 m K 0%
4. After a few minutes, ask people to continue the exercise but to give answers in the context of
BOOK 3 jobs. (E.g. you say “woman” and throw the ball; a participant catches it and says “secretary”. Or
C 0%
The Surgeon’s Story M 99% you say “man” and throw the ball; a participant catches it and says “pilot”).
Y 77% BOOK 8
A man was driving with his son when they were involved in a terrible
K 0% traffic
C 76% accident. The father 5. After another few minutes, ask participants to starting giving answers in the context of
M 3%
died instantly, and the son was rushed to hospital in a serious condition. The surgeon in the
Y 98% household duties.
operating theatre took one look at the boy and said, “I cannot operate on him. He is my son.”
K 0% 6. After another few minutes, ask participants to start giving answers in the context of roles in the
family and in the community.
7. After another few minutes, ask participants to start giving answers in the context of
2. Ask the participants: “How do you explain that?” Encourage as many participants as possible to
relationships.
suggest explanations before finally sharing the answer.
8. And after another few minutes, ask participants to start giving answers in the context of
3. The answer, of course, is that the surgeon is the boy’s mother.
sexuality.
9. Continue with the ball throwing until two lists of words have been generated and written down
2. Take a Stand (10 minutes)
under the Male and Female headings.
1. Point out the three posters that you have placed on the walls, reading AGREE, DISAGREE and
10. Now ask the participants to look at the lists and decide which of the words really could not
UNSURE. BOOK 3
C 0% apply to both men and women. In this process of discussion, you may have to demonstrate
2. Explain to the participants that you are going to read a series of statements.
M 99% In response that both men and women can do any job. Remove all words that can apply to both men and
Y 77%
to each statement, they should line up in front of the poster that best sums up their own
women.
opinions. K 0%
11. Ultimately, you should be left only with words that describe physical attributes or are linked to
3. Remind participants that this is a debate and not a test. The idea is to hear from people who
the body, such as ‘breastfeeding’ under women, or ‘prostate cancer’ under men.
have different opinions, and for people to justify their opinions.
12. Use this exercise to elicit the definitions of gender as a purely social or cultural construct that
4. Read out the following statement: “It is easier to be a man than to be a woman.”
differs around the world, and sex as a purely physical definition. For example, society may not
5. Give participants a few moments to decide where they want to stand. As a follow up, ask a few
approve of girls becoming pilots. But that is simply a cultural expectation. There is no physical
participants from each line: “Why did you choose this line?”
reason why women cannot fly planes. In some countries women are not allowed to drive cars.
6. After you have heard from a selection of participants, ask if anyone wants to change their We know of course that women are capable of driving cars.
position based on the arguments they have just heard. If necessary, allow them time to do so.
13. Ensure that the participants understand that culture simply means rules for how men and
7. Repeat this process for each of the following statements:
women behave, and that we have invented those rules. Inform them that we know from

77
76
 BOOK 1
C 44%
M 0%
Y 97%

2.4 Gender Messages:

history and from looking at other countries that we can also change those rules. In fact, the
K 0%
process of creating a fairer society is precisely that: changing the rules. All around the world,
culture has created rules that restrict the choices of women and give them less access to

Part 2 Gender in Society

resources than men. Inform the participants that BOOK
these1 are some rules that all of us need to
C 44%

2. My Rights, My Ideas
change. M 0%
Y 97%
K 0%
2. Men Cannot…Women Cannot... (30 minutes)
BOOK 2
1. Ask the participants to recall some of the examples from the previous exercise of ways in C 2%
which they initially suggested men and women were different, but which were subsequently M 4% Overall Outcome
Y 99%
shown to be common to both. Ask them which of those were things they had felt men or Participants will seek to explore the meanings, beliefs and stereotypes associated with men and
BOOK 1 K 0%
women ‘shouldn’t do’ or ‘are not allowed to do’ or ‘don’t normally do in our C culture’.
44% women.
M 0%
2. Ask them now which things remain that men or women
BOOK 2 really ‘cannot do’. Help them to see
Y 97% BOOK 4
that ‘can’ or ‘cannot’ simply relates to physical C 2% Inform them that in this
ability. K next
0% game, they C 50%
will concentrate on things men and women ‘cannot
M 4% M 92% Lesson Objective
Y 99%do’. Be sure to highlight that it’s not about Y 4%
things they might feel women shouldn’t do, orKdon’t By the end of this lesson, participants will be able to:
0% normally do, or aren’t allowed to do. K 0%
1. Discuss gender norms and their influence on the lives and relationships of women and men.
3. Ask the participants to divide into groups of four. DistributeBOOKone1of the prepared ‘Women
2. Discuss the influence of gender norms on the ways women and men express themselves.
cannot…’ or ‘Men cannot…’ cards to each group. BOOK 4 C 44%
C 50% M 0% BOOK 5 3. Question how attitudes about gender affect behaviour.
4. Give each group five minutes to create a frozen M image
92% that completes the sentence on their
Y 97% C 64%
card, e.g. Women cannot work in construction.Y 4% BOOK 2 M 0%
K 0% Y 3%
K 0% C 2%
5. Ask each group to show their image to the others. K 0%
M 4%
Y 99%
Materials
6. The others should ‘read’ the image and say what they see.
K 0% • Flipchart and markers
7. Guide the entire group through
BOOKa 1discussion, possibly
BOOK 5using the following questions as
C 64% • Copies of the Gender Inequality Running Dictation Slips
guidance: C 44% BOOK 8
M 0% M 0% C 76% • Pen and paper
BOOK 4
97% for men andYwomen?
• What are the limitations Yshown 3%
C 50% M 3%
• Are these limitations based
K 0% K 0%
on gender and sex? BOOK 2 M 92% Y 98%
C 2% Y 4% K 0%
• Have these limitations changed in your lifetimes? M 4%
Y 99%
K 0% Methodology
• Do you think they will change further?
BOOK 8 K 0% • Start: Running Dictation
• Should they change further?
C 76% • Learn: Brainstorming & Group Discussion
• Do you think that women and men should M1 3%
BOOKparticipate BOOKof5society?
more fully in all aspects
C 44%Y 98%
BOOK 4 C 64% • Reflect: Group Discussion
• Do you think that women and men should M 0%have equal access to resources Mand
0%
Y 97%K 0% C 50%
opportunities? BOOK 2 K 0% M 92% Y 3%
C 2% Y 4% K 0%
• What can you do to helpMmake4% that happen?
Y 99%
K 0% Duration
BOOK 1 90 minutes
K 0% C 44% BOOK 3
M 0% BOOK 8
Reflect Y 97% BOOK 2
BOOK 5 C 76%
C 0%
C 64% M 99%
BOOK 4 K 0%C 2% M 3%
Answer the Ball
C 50%
M 4%
Y 99%
M 0% Y 98%
Y 77% Key Words
1. Hold a ball in your hand, and ask the participants
M 92% K 0% to formYa 3%circle. Ask a question,
K 0%and then
K 0%
Y 4% K 0% • Gender
throw the ball to a participant. The person who catches the ball should answer the question,
15 m K 0% BOOK 4 • Norms
then repeat the question and throw the ball toBOOK
C 50% someone3 else to answer.
M 92%C 0% • Inequality
2. Work your way through the following questions,
Y 4%
M ensuring
99% BOOK that all participants contribute
K 0% 8 • Challenge
answers: BOOK 5 Y 77% C 76%
C 64% K 0%
• What do you now knowM about BOOK
0% gender 2 you
that
BOOK 5 didn’t M 3% before?
know
C 2% C 64% Y 98%
Y 3% gender rules
• What are some ways in which 0% restrict your
M 4%M K behaviour,
0% or stop you behaving in
Information for the Facilitator
K 0%
ways that you privately wish Y 99%
you could?
Y 3%
K 0%
K 0% • Gender inequality is a major human rights issue around the world, and one that has profoundly
• How do gender rules prevent society from being fairer?
BOOK 3 your negative financial repercussions. Gender inequality is justified and perpetuated through gender
• Name one way you can change a negative BOOKmessage into a positive message about
BOOK 8 BOOKC 476%
8 C 0% roles.
gender. C 76% C 50% M 3% M 99%
Y 98% Y 77% • Throughout our lives, we receive messages about how we should act as women and men.
M 3%
• What is one action you can take this week
M 92% K 0%to challenge gender norms?
Y 98% Y 4% K 0% Some of these messages and expectations are harmless, others less so. Harmful gender
K 0% K 0% messages contribute to social problems like unintended pregnancy, STIs and violence.

BOOK 5 BOOK 3
C 64% C 0%
M 99% 79
78 M 0%
Y 3% Y 77%
 • It is important to respect other people’s attitudes about gender, but also to challenge them if • How does living in the box affect girls’ health, especially their sexual health (e.g. prevention
these attitudes and values are harmful to them or to others. In this session, participants get to of HIV, STIs and pregnancy)?
decide what being a man or woman means to them. • What happens to girls who do not follow the rules in the box? What do people say about
them? How are they treated?

2. My Rights, My Ideas
• What could be the positive aspects of living outside the box for girls?
Start
Gender Inequality Running Dictation
1. Before the session, you should arrange the Gender Inequality Running Dictation Slips randomly
on the four walls of the room (see below). Facilitator’s Tip:
30 m The box below shows possible answers. Try and elicit these, and introduce others into the
2. Put the participants into teams of three. Now count off each member of each team: 1, 2, 3.
Explain that all participants with the number 2 are the writers. They – and only they – will need discussion if you are unable to elicit them.
a pen and paper.
3. Explain that the team members numbered 1 and 3 are the runners. It is their job to run around
the room. When they find a slip on the wall, they must read and memorise it. They must not
write it down or photograph it with their phones. When they have memorised it, they run back Act Like a Man Act Like a Lady
to their writer to tell them what they have memorised. The writer then writes it down.
4. The first team to write down all the answers correctly wins. Give all teams time to read and Be tough Be passive and quiet
discuss their answers before moving on to the next exercise.
Do not cry Be the caretaker and the homemaker

Be the breadwinner Act sexy, but not too sexy

Learn
1. Brainstorming: Act like a Woman/Act like a Man (25 minutes) Stay in control and do not back down Be smart, but not too smart
1. Ask the male participants if they have ever been told to “act like a man”. Ask them to share
some experiences of someone saying this or something similar to them. Ask: “Why do you Have sex when you want to Follow the man’s lead
45 m think they said this to you?” and “How did it make you feel?”
Have sex with many partners Keep your man, give him sexual pleasure
2. Next, ask the female participants if they have ever been told to “act like a woman” or “act like
a lady”. Ask them to share some experiences of someone saying this or something similar to Have many girlfriends Don’t complain
them. Ask: “Why do you think they said this to you?” and “How did it make you feel?”
3. Inform the group that you want to look more closely at these two phrases. Explain that by Receive sexual pleasure from women Don’t talk about sex
looking at them we can begin to see how society creates very different rules for how girls/
Produce children Get married
women and boys/men are supposed to behave. Explain that these rules are sometimes called
‘gender norms’ because they define what society decides is ‘normal’ in terms of what women/
Get married Produce children
girls and men/boys should think, feel and act. State that these rules limit the lives of both girls
and boys by keeping boys in their ‘man box’ and girls in their ‘woman box’. Take risks Be pretty/attractive
4. Label a blank flipchart: Act Like a Man. Ask the group what boys/men are told about how they
should behave. Write their ideas on the flipchart. (See below for possible ideas) Don’t ask for help Be seen, not heard
5. When the group has nothing more to add to the list, facilitate a five-minute discussion using
Use violence to resolve conflicts Be emotional and sensitive
the following questions:
• Which of these messages can be harmful? Why? Discuss them one by one. Drink Be interested in your appearance
• How does living in the box affect boys’ health, especially their sexual health (e.g. prevention
of HIV and STIs)? Smoke
• What happens to boys who do not follow the rules in the box? What do people say about
Ignore pain
them? How are they treated?
• What could be the positive aspects of living outside of the box for boys? Don’t talk about problems
6. Next, write Act Like a Lady on a blank flipchart. Ask the group what girls/women are told about
the way they should behave. Write the ideas on the flipchart. Be brave
7. When the group has no more to add to the list, facilitate a five-minute discussion using the
following questions: Be courageous
• Which of these messages can be harmful? Why? Discuss them one by one.
Make decisions for others

81
80
 2. Changing Society by Challenging Gender Roles (20 minutes)
1. Next, put participants into groups of three. Explain that they are to create their own definitions
Behaviour Transformed or traditional?
of gender equality. How would they explain this idea to someone? Give them five minutes to
Being passive and quiet Traditional for women
write a few sentences in their own words. Then have one volunteer from each group come up

2. My Rights, My Ideas
and write their definitions on the flipchart. Acting tough, being strong Traditional for men
2. Now add your own definition as below.
Being an assertive communicator Transformed

Using violence to resolve conflicts Traditional for men

Gender equality is a basic human right. Everyone should receive equal treatment and not be
Expressing emotions constructively and when
discriminated against based on their gender. This is a necessary foundation for a peaceful, Transformed
appropriate
prosperous and sustainable world.
Remaining faithful to one partner Transformed

Not talking about problems Traditional for men

3. Ask the participants the following questions:
• If a woman does what a man tells her to do, is that considered equality? Using condoms regularly Transformed
• If women do all the housework and men do nothing, is that gender equality?
Getting tested for HIV regularly Transformed
• If we spend more on the education of boys than on girls, is that gender equality?
• How do we educate others on gender equality? Not crying Traditional for men
4. Put participants back in their groups, and ask them to brainstorm a list of reasons why gender
inequality is harmful. Give them five minutes, then listen to their answers. If none of the groups Staying faithful to one partner Transformed
have mentioned economic development, you might want to explain that by failing to ensure
the healthy development and education of half of the world’s talent pool and workforce, Delaying sexual activities until both partners are
Transformed
societies pay a huge price for gender inequality. Gender inequality hinders the economic ready
development of countries.
Speaking out in favour of equality between
5. Explain that by providing women and girls with equal access to education, healthcare, decent Transformed
women and men
work, and representation in political and economic decision-making processes we not only
make our societies fairer and more efficient, but we also create stronger economies. Challenging others to recognise their harmful
Transformed
gender expectations and to change themselves

Reflect
5. Once you have worked through the list, go back and read out the examples of transformed
Transforming Our Behaviour
behaviour. Ask participants if such transformed behaviour would apply to men, women, or
1. Ask participants if they think men and women are capable of transforming: of changing how
both equally. Help them to see that in each instance, the transformed behaviour would be
they behave so as to free themselves from all of the restrictions that gender roles place on
15 m appropriate for either gender.
their behaviour.
6. Ask participants if they can suggest other examples of transformed behaviour.
2. Explain that you are going to read out a list of different ways of behaving. If participants think
7. Ask participants what they consider to be the advantages or benefits of freeing yourself from
the behaviour described is typical of traditional gender roles, they should put their hands in
traditional gender roles. See if you can elicit examples that relate to both mental and physical
the air. If they think the behaviour is typical of someone who has transformed or freed her- or
health.
himself from traditional gender roles, they should put their hands on their heads.
8. Finally, facilitate a group discussion using the following questions:
3. After each prompt, allow participants a few seconds to respond with their hands. Then ask a
• How are our attitudes about the roles of girls and boys affected by what our family and
few volunteers to explain why they have chosen that response.
friends think?
4. Here is a list for you to work from:
• How does the media influence expectations about the ways girls and boys should act, feel
and behave? How does the media portray boys? How does the media portray girls?
• How can you in your own lives challenge some of the harmful expectations society
has about the ways boys should behave? How can you challenge some of the harmful
expectations society has about the ways girls should behave?

83
82
 BOOK 1
C 44%
M 0%
Y 97%
K 0%

Gender Inequality Running Dictation Slips

BOOK 1
C 44%
2.5 What Is Violence?
M 0%
Y 97%
K 0%

2. My Rights, My Ideas
BOOK 2
Due to unequal access to education, women make up over C 2%
M 4% Overall Outcome
two-thirds of all non-literate people. Y 99%
Participants will learn that any type of violence, whether against women, children, men, elderly
BOOK 1 K 0%
people, or individuals of different religious backgrounds or sexual orientation, is always a violation
C 44%
M 0% of human rights.
Y 97% BOOK 4
BOOK 2 K 0% C 50%
C 2% M 92%
M 4%
In many countries, laws prevent women from owning land.
Y 4%
K 0%
Lesson Objective
Y 99%
By the end of this lesson, participants will be able to:
K 0%
1. Describe the different types of violence.
BOOK 5 2. Discuss the types of violence that most commonly occur in families and intimate relationships.
BOOK 4 C 64%
C 50% M 0%
M 92% BOOK 1 BOOK 2
C 2% Y 3%
On average, women earn just 77% of what men earn for the
Y 4%
K 0%
C 44%
M 0%
M 4% K 0%
Materials
Y 99%
same work. Y 97%
K 0% • Three separate sheets of paper with the following words written on them: VIOLENCE, NOT
K 0%
VIOLENCE and UNSURE. Tape each of the three pages onto the walls around the room.
BOOK 5 BOOK 8
C 64% BOOK 4 C 76% • One set of the Experts Groups on Violence Cards for every four participants (at the end of this
M 0% C 50% M 3% lesson).
Y 3% M 92% Y 98%
Unequal legal rights leave
BOOK women
C 44%
1 vulnerable to violence. An
K 0% Y 4% K 0% • Flipchart paper and markers (one for each group)
obvious example is theMY fact
0%
97%
that in some countries, rape law
K 0% • Flipchart and marker (for facilitator)

does not apply to married

K 0% couples. BOOK 2
BOOK 8 C 2% BOOK 5
C
M
76%
3%
M 4%
Y 99%
C 64% Methodology
M 0%
Y 98% K 0% Y 3% • Start: Brainstorming.
40% of young women in South Asia and Africa are married by
K 0% K 0% • Learn: Experts Groups & Take a Stand
BOOK 1
age 18. Child marriage increasesCM 44%
the risk BOOK
0%
of medical
4 problems • Reflect: Group Discussion
Y 97% C 50%
when giving birth. Remember,
BOOK 2 the
K 0% UDHRMstates
92% that we all BOOK 3
C 2% Y 4% BOOK 8 C 0%
have the right to choose
M 4%our partner. K 0%
C 76% M 99% Duration
Y 99% M 3% Y 77%
Y 98% 90 minutes
K 0% K 0%
BOOK 1 K 0%
C 44%
BOOK 2
BOOK 5
BOOK 4 M 0%C 2% C 64%
C 50% Y 97%
M 4% M 0%
In some countries, women are not encouraged to play sports
Y 99%
BOOK 3
Key Words
M 92% K 0%K 0% C 0% Y 3%
Y 4% K 0% • Violence
M 99%
K 0% BOOKY 4 77% • Physical
C 50%
M 92%K 0% • Psychological/emotional
Y 4%
K 0% BOOK 8 • Sexual
BOOK 5
In some countries, such as India and China, women are under
C 64%
C 76%
M 3%
• Economic
M 0% BOOK 5
such pressure to abort female babies that there are now
Y 3% BOOKC 64%
M 20%
Y 98%
BOOK 3
K 0%
C 2%Y 3% C 0%
K 0%
significantly more males than females in the population.
M 4%K 0% M 99%
Y 77% Information for the Facilitator
Y 99%
K 0% K 0% • Before carrying out this lesson, you should research and contact organisations in your country
BOOK 8
BOOK 8 C 76% that offer support to survivors of violence, and in particular those that offer services to child
C 76% M 3%
survivors of violence. Obtain their contact information (phone number, address, contact person)
M 3% BOOKYK 498%
0%
Y 98% C 50% in the event that a participant requires support.
K 0% M 92%
Y 4%
K 0%
BOOK 3
C 0% 85
84 BOOK 5 M 99%
 • Explain to the group that they will discussing violence today, because violence has a profound Some background information:
BOOK 1
influence on people’s ability to ensure their sexual and reproductive
C 44% health. ‘Gender-based violence’ is often used interchangeably with ‘sexual violence’ and ‘violence
M 0%
• For example, people – and particularly girls – in violent relationships
Y 97% face challenges when it against women’. This does not mean that all acts against women are gender-based violence, or
K 0% BOOK 1
comes to having protected sex because often the person committing C the
44%violence can force sex that all victims of gender-based violence are female. Men can also be victims of sexual violence,

2. My Rights, My Ideas
M
on them, or can force them to have unprotected sex. As a result, survivors0% of violence may end for example when they are harassed, beaten or killed because they do not conform to society’s
Y 97% accepted view of masculinity.
up with sexually transmitted infections and/or unwanted pregnancies.
K 0%

• Acknowledge that the topic is challenging because violence harms many women and girls. State
that some people in the group may have been affected by BOOK C 2%
2
violence: maybe they have witnessed
M 4%
violence with neighbours, or maybe they have experiencedY it99% within their own family.
K 0% 5. Explain that violence can be divided into categories. Tell the participants that rather than
• Explain that violence is a sensitive topic and that it is important for the participants to respect
listening to you, they will take charge themselves for teaching and learning in the next activity.
the following group agreements: BOOK 4
C 50%
M 92% BOOK 2
Y 4%
C 2%
K 0%
M 4% Learn
Y 99%
1. Experts Groups on Violence (20 minutes)
• What is said in the room stays in the room.
BOOK 5
C 64%
K 0%
M 0% 1. Inform the participants that they will be working in teams of four for this exercise. Each team
• Everyone has the right to pass: If a participant feels uncomfortable
Y 3% about a particular topic
K 0% will be responsible for their own learning, and at the end of the exercise there will be a short
or if they uncomfortable about sharing on a particular point, they haveBOOK
the 4right to pass. 60 m
C 50% test. For a team to pass the test, each participant must teach well and learn well.
• Everyone has a right to their opinions and beliefs; try not to judge others,
M 92% and to maintain an
BOOK 8 2. Quickly put the participants into teams of four. Give each team a name, such as ‘Red Team’,
open mind and hear what others are saying. C 76% Y 4%
M 3% K 0% ‘Blue Team’, ‘Green Team’, etc.
• Have respect for the opinions and feelings of others: Avoid Yinterrupting
98% others while they
K 0% 3. Give each team a set of the four Experts Groups on Violence Cards and ask each member to
are speaking; avoid mocking or belittling a person’s contribution.
take one card.
• Do not speak for others: Only share what you have said; do not relate BOOK
what5someone else
C 64% 4. Next, you should break up the teams. Ask all those participants with Card 1 to sit together, all
may have said in the context of this group.
M 0% those with Card 2 to sit together, all those with Card 3 to sit together and all those with Card 4
Y 3%they are saying.
• Pay attention when others are speaking and try to listen carefully to what
to sit together.
K 0%
5. Inform the participants that they have five minutes to become experts on the piece of
BOOK 3 information they have on their card. They should read it, ask each other questions if they need
C 0%
M 99%
BOOK 8 to, discuss it and memorise it.
Y 77%
C 76%
Start K 0%
M 3%
6. After five minutes, bring the participants back into their original teams. Explain that each will
Y 98% now take turns in being the teacher. The participant with Card 1 goes first, telling the other
Brainstorm
K 0% three participants in their team all about their card. The other three participants listen, ask
1. Divide the participants into groups of three or four. Give each group a sheet of flipchart paper questions and make notes. When the first participant has finished, it’s the turn of the next
and a marker. participant to be the teacher, who tells the other three about the information on their card.
20 m
2. Explain that each group will come up with a definition of violence that they will write on the They listen, ask questions, and make notes. This is repeated with the third participant and
flipchart page. Their definition should not exceed two sentences. Tell the groups they will have finally the fourth.
five minutes to complete the assignment. 7. Once all four members in each team have played the role of teacher, take the cards from
3. After five minutes has passed, ask the groups to share their definitions of violence one by one. them. Ask the participants at random to explain the four categories and to give examples of
As the groups share their definitions, write the common ideas and key concepts that emerge each.
on a blank flipchart page.
4. Next, share the following definition of violence with the group: BOOK 3 2. Take a Stand (40 minutes)
C 0%
M 99% 1. Explain to participants that they will now spend some more time reflecting on the different
Y 77% categories of violence.
K 0%
2. Draw the participants’ attention to the three signs around the room. Explain that you will read
Violence can be defined as the use of force – or the threat of force – by one individual against some scenarios aloud, and that each participant should decide on their own what the answer
another. Violence is often used as a way to control another person, and to have power over is.
them.
• If they think that the situation is a case of violence, they should move across the room to
stand by the sign that says VIOLENCE.
Sexual and gender-based violence refers to any act that is perpetrated against a person’s will
• If they think that the situation does not depict a case of violence, they should move across
and is based on gender norms and unequal power relationships. It includes physical, emotional
the room and stand next to the sign that says NOT VIOLENCE.
or psychological, and sexual violence, and the denial of resources or access to services. Violence
also includes the threat of violence and coercion. Sexual and gender-based violence inflicts • If they are undecided, they should move across the room and stand near the sign that says
harm on women, girls, men, and boys, and is a severe violation of several human rights. UNSURE.

87
86
 3. Once the participants have understood their instructions, read the first scenario aloud. After
you have read the scenario, allow participants several seconds to move towards the sign that
best reflects their opinion. After the participants have positioned themselves, ask a couple of
volunteers from each group to explain their reasons for taking that particular position. Use the
questions beneath each scenario to facilitate the discussion. Allow no more than three minutes
of discussion for each scenario.
4. After the three minutes are up, sum up the discussion by using the Key Points for the Facilitator
provided at the end of the scenario.
5. Repeat steps 3–5 for the remaining scenarios.
Scenario 1
Pierre asks Gloria to go out with him one afternoon. They chat a little, have a bite to eat, and Pierre
invites Gloria to a motel, saying he has money to spend a few hours there. Gloria agrees. They get
to the motel and start kissing and caressing. Pierre begins to take off Gloria’s clothes. She stops
him and says that she doesn’t want to have sex. Pierre is furious. He tells her that he has spent a
lot of money on the room, and says “What are my friends going to say?” He pressures her to get
her to change her mind. First, he tries to be sweet and seductive, then he begins yelling at her in
frustration. Finally, he pulls at her forcefully, pushing her down on the bed.
Discussion Questions:
• Why is this a case of violence?
• What type(s) of violence are illustrated in this story?
Key Points for the Facilitator:
• Pierre is pressuring Gloria to have sex with him. Despite the fact that Gloria has told him that she
does not want to have sex with him, he tries to physically force her. It is clear that Pierre intends
to rape Gloria.
• Everyone has the right to refuse sex for any reason, or for no reason at all.
• Just because Gloria agreed to go to a motel with Pierre, and just because she is kissing him,
does not mean that Gloria wants to have sex with Pierre.
• A person can choose to refuse sex for any reason and at any point, even if it’s during a sexual
act.
• Pierre should have respected Gloria’s decision not to go any further, and he should have
stopped.
• All sex must be consensual, meaning that both partners must freely agree to participate in a
particular sexual activity.
Scenario 2
Thérèse has been dating Aris for a few months. Recently, Aris has started asking her questions
all the time: who she talks to in class, why she doesn’t respond to his texts, why she spends so
much time with her girlfriends when she could be seeing him, and so on. Thérèse has tried not
to pay much attention to these questions, but lately Aris has started to get pushier and angrier.
He has been yelling at her in the hallways at school and calling her names. Afterwards he usually
apologises. Aris says he is upset because he loves Thérèse so much and that Thérèse is “driving him
crazy” with jealousy.
88
Discussion Questions:
• Why is this a case of violence?
• What type(s) of violence are illustrated in this story?
2. My Rights, My Ideas
Key Points for the Facilitator:
• Thérèse is experiencing emotional/psychological violence from Aris.
• Aris is also being very controlling with Thérèse by expecting her to report all of her activities to
him. Thérèse has the right to live her life as she chooses, and she does not need to explain her
actions to Aris just because they are together.
• Just because Thérèse and Aris are together does not mean that she is Aris’ property. Aris should
respect Thérèse’s right to spend time away from him.
• Aris could have chosen to deal with his jealousy in a different way, for example by having a
conversation with Thérèse about his feelings.
Scenario 3
Clarisse has been with her boyfriend for almost a year. Recently, he has started calling her “fat”, and
saying that he is too embarrassed to go anywhere with her. He makes comments all the time about
other women’s bodies and how much sexier Clarisse would be if she lost weight. He hardly lets her
eat. He says that when she is thinner, they can get engaged.
Discussion Questions:
• Why is this a case of violence?
• What type(s) of violence are illustrated in this story?
Key Points for the Facilitator:
• Clarisse is experiencing emotional/psychological violence.
• Clarisse’s boyfriend is not being respectful of her, and he is hurting her self-esteem by making
her feel bad about the way she looks. If he truly cared for her, he would not be critical of her
appearance.
Scenario 4
Félicité had only just started high school when she met Maxime. He was not like any other guy
she had ever met. He was her first love, and she spent all of her spare time with him. She stopped
hanging out with her friends, and her school grades dropped. She was constantly lying to her
parents about who she was with so she could see him all of the time. He was very jealous, and she
could not have any male friends without him getting angry with her. After going out for about two
months, they started arguing a lot because she did not want to have sex with him. One day they
had a really big argument. He forced her to give him her phone and show him all social media
chats. When he saw there were also male friends she spoke to recently he hit her.
Discussion Questions:
• Why is this a case of violence?
• What type(s) of violence are illustrated in this story?
Key Points for the Facilitator:
• Félicité is experiencing both emotional/psychological and physical violence.
• Maxime is also being very controlling with Félicité by preventing her from having male friends.
She has the right to choose her friends.
89
 • Just because Félicité and Maxime are together does not mean that she is Maxime’s property. Scenario 7
She does not have to do what he orders her to do. Sylvie went out dancing with her boyfriend Douti and some friends. While everyone was dancing,
• Félicité has the right to refuse sex, and Maxime should respect her decision. Sylvie noticed that another girl was dancing close to Douti and getting closer and closer to him.
• Maxime does not have the right to hit Félicité, and he is the only person responsible for his Sylvie went over to separate the two and to make it clear to the girl that Douti was her boyfriend.

2. My Rights, My Ideas
actions. Félicité is not the one who made Maxime hit her. Maxime could have chosen a different The girl backed off. Later on, Sylvie went to get a drink with her friend. When she came back she
way to deal with his feelings. saw that the same girl was dancing next to Douti again, and this time in a very seductive manner.
Sylvie got angry, and called the girl a slut and attacked her, pulling her hair and slapping her.

Scenario 5 Discussion Questions:

Olivier and Justine have been dating for a few months. Justine is still in high school, and Olivier • Why is this a case of violence?
graduated last year. He has been trying to find a steady job since then, but has had no luck. Lately,
• What type(s) of violence are illustrated in this story?
Justine has been making comments about how her ex-boyfriend had a good job and would always
take her to nice restaurants and buy her presents. She has started calling Olivier lazy and stupid,
Key Points for the Facilitator:
saying that if he were a “real man” he would already have a job.
• Sylvie is being physically violent.
• Sylvie had no right to hit the girl, and Sylvie is the only person responsible for her actions. She
Discussion Questions:
could have chosen to deal with her anger in a different way, for example she could have simply
• Why is this a case of violence?
left the club.
• What type(s) of violence are illustrated in this story?

Key Points for the Facilitator: Scenario 8

• Olivier is experiencing emotional/psychological violence. Assibi has a son, Salifou, who is 11 years old and very creative and energetic. However, he is always
• If Justine truly cared about Olivier, she would be more supportive and less critical of him. getting into trouble at school. Assibi’s husband often blames her for Salifou’s bad behaviour, saying
• By calling him names and criticising him she is making him feel bad about himself. that she spends too much time at her job when she should be home watching over Salifou. One
day, Assibi and her husband get into a heated argument and he hits her. Hurt and angry, Assibi
lashes out at Salifou, telling him that he is an ungrateful son and only brings her problems.
Scenario 6
Rafatou is 21 and lives in Lomé. Last year she met a businessman from France and they started Discussion Questions:
dating. She did not tell her family about the relationship. Even BOOK
though
1 he was older, she liked going • Why is this a case of violence?
C 44%
out with him, especially when they went to expensive restaurants M 0%and fancy dance clubs. Shortly
• What type(s) of violence are illustrated in this story?
Y 97%
before he had to go back to France,
BOOK 1 the man invited Rafatou to go back with him. He promised
K 0%

C 44%
her that it would be easy for her to find a job there and she accepted his invitation. After they got Key Points for the Facilitator:
M 0%
to France, he took away her passport and began to be extremely controlling and even physically
Y 97% • Assibi is a victim of physical violence by her husband. Her husband did not have the right to hit
abusive at times. She also discovered
K 0% that he was not a businessman and that he didn’t have much
her.
money. She felt very isolated and alone. She was far from her friends and family and did not know
BOOK 2 • Assibi is also a victim of emotional abuse from her husband, who blames her for Salifou’s bad
how anyone in France. The man pressured her to start workingC as 2% a prostitute.
M 4% behaviour.
Y 99%
K 0% • Assibi is being emotionally abusive towards Salifou by making him feel bad about himself.
Discussion Questions:
• Why is this a case of violence? BOOK 4
C 50%
• What type(s) of violenceBOOK 2
are illustrated in this story? M 92%
Y 4%
C 2% K 0%
M 4%
Y 99%
Reflect
Key Points for the Facilitator:
K 0% BOOK 5
C 64%
1. Were you surprised that any of these particular situations was indeed an act of violence? Why?
• Rafatou is experiencing physical, sexual, and emotional/psychological
M 0%
violence. The man has hit
Y 3% controlling behaviour with her
2. Are there types of violence that are related to a person’s gender? What is the most common
her and has forced her into prostitution. He has also been using
BOOK 4 K 0% form of violence practiced against women and girls? What is the most common form of
in order to get her to do
C what
50% he wants. The fact that she is far away from her family, living in 10 m
violence practiced against men and boys?
M 92% her passport makes it very difficult for her to leave the situation
a foreign country, and without
and to get help. RafatouY is4%
a victim of sex trafficking.
BOOK 8 3. Does a person – woman or man – ever ‘deserve’ to be hit or to suffer some type of violence?
C 76%
K 0% M 3% Why or why not?
Y 98%
K 0%
4. What are the consequences of violence on individuals? On relationships? On communities?
BOOK 5
C 64%
M 0%
Y 3%
K 0%

BOOK 3
BOOK 8 C 0% 91
M 99%
90 C 76% Y 77%
M 3%
 BOOK 1
C 44%
M 0%
Y 97%
Experts Groups on Violence Cards K 0%
2.6 Action Against Sexual
Card 1 and Gender-Based Violence

2. My Rights, My Ideas
Physical violence: This is probably what most of us think of when we hear the word
‘violence’. It means using physical force, such as hitting, slapping or pushing. Most
BOOK 2
societies have a confusing approach to physicalBOOK violence,
1 being both for it and C 2%
C 44%
against it at different times. Although there are M
many
M 4% Overall Outcome
0% laws against various forms of Y 99%
Many of us feel powerless when it comes to addressing the injustices that we see around us in
Y 97%
physical violence, the state also uses it in ways that include taking military action, K 0%
K 0% society. This is perhaps most true when it comes to tackling sexual and gender-based violence.
police brutality and capital punishment. At school, we are often taught that violence This manual seeks to increase participants’ sense of agency.
BOOK 4 In this lesson, we help participants to identify incidents of sexual and gender-based violence,
is wrong, yet at the same time many teachers find it acceptable to hit children. C 50%
M 92% explore solutions, and develop their ability to speak with confidence and clarity on the matter.
Physical violence includes more than just assault. The term also refers to denying
BOOK 1 Y 4% Participants work in small groups to develop strategies for eliminating violence against women, and
someone medical treatment, denying access to contraceptives, kidnapping, C 44%rape and K 0%
M 0% present their strategies as television commercials.
sexual slavery. Y 97%
BOOK 2 K 0%
C 2% BOOK 5
M 4% BOOK 1 C 64%
M 0%
Lesson Objective
Y 99% C 44%
Card 2 Y 3% By the end of this lesson, participants will be able to:
K 0% M 0%
Y 97% K 0%
Emotional/psychological violence: This is often the most difficult form of violence to 1. State at least two ideas for action around violence against women.
K 0%
identify. It may include humiliating, threatening,BOOK 4
insulting, pressuring, and expressing 2. Strengthen their problem-solving and public-speaking skills.
C 50%
jealousy or possessiveness (e.g. by controlling decisions
M 92% and activities). Making
BOOK 2 BOOK 8
Y 4% C 2% C 76%
people feel bad about themselves,
BOOKmaking
1 them
K reliant
0% on you, makingMthem 4% feel M 3% Materials
C 44% Y 99% Y 98%
guilty: these are all forms of emotional
M 0% or psychological violence that people
K 0% use to K 0% • Flipchart and markers
Y 97%
control and manipulate their victims. BOOK 5 BOOK 2
K 0% C 64% C 2%
M 0% BOOK 4
Y 3%
M 4%
Y 99%
C 50% Methodology
Card 3 M 92%
K 0% K 0% Y 4% • Start: Problem Tree
Economic violence: Examples of this type of violence include denying aKperson 0% • Learn: Skits
BOOK 1
C 44%
access to money or the means to obtain money; denying access
BOOK 4 to work or school; • Reflect: Tree Poem
M 0%
BOOKY 197%BOOK 8 C 50%
intentionally withholding necessities C 44%
BOOK 2such as food,
K 0% clothing,
C 76% BOOK 5
M 92%shelter, medication, or
C 2% M 0% M 3% Y 4% C 64%
personal hygiene products; stealing
M 4% from someone;
Y 97%
Y 99% K 0%
Y 98%forbidding
K 0% a personMto
Y
0%maintain
3%
BOOK 3
C 0%
Duration
a personal bank account; etc. Economic violenceK 0%
does not only happenK at0%the 90 minutes
K 0% M 99%
Y 77%
individual level. Governments can carry out economic violence
BOOK 5 by placing sanctions K 0%
BOOK 2
C 2% C 64%
on another country or by raising the4price of
BOOK essential supplies.
M 4% M 0% Key Words
C 50% Y 99% BOOK 8
M 92% K 0% Y 3% C 76%
Y 4% K 0% M 3% • Sexual and gender-based violence
Card 4 K 0% BOOK 4 Y 98%
BOOKC 250% K 0%
Sexual violence: This involves pressuring C 2% M 92%
or forcing someone to perform sexual acts
BOOK
M 4%YK 4%
5 or
Y making
99%
0% BOOK 8 Information for the Facilitator
(from kissing to sex) against their will, sexual Ccomments
76% that humiliate
C 64% K 0% BOOK 3 M 3% • The session begins with a Problem Tree exercise so that participants have a chance to think
M 0%
people or make them feel uncomfortable. BOOK C 0%
ItC does
5 not matter
Y 98% if the person being about the causes and effects of sexual and gender-based violence before moving to the
64%
Y 3% M 0% M 99% K 0%
pressured or forced to have sex Learn activity.
K previously
0% BOOKconsented
Y 3% Y 77% to sex. It is a myth that
4
K 0% K 0%
sexual violence, such as rape, is carriedC 50%because the aggressor is seeking sexual
out
M 92%
• Sexual and gender-based violence is something that at least some of the participants have
possibly had direct personal experience with, so remember to deal with the issue sensitively.
Y 4%
gratification. More often, it is about demonstrating power.
BOOK 8 If you suspect that any of the participants are finding the activities upsetting, quickly take
BOOK 8 K 0%C 76%
C 76% M 3% them aside and listen to their concerns. Ask if they wish to sit out the session, and act
M 3%
Y 98% BOOK 3
K 0% C 0%
Y 98%
BOOK 5 M 99%
K 0% C 64% Y 77%
M 0% K 0%
Y 3% 93
92 K 0% BOOK 3
 immediately and discretely to respect their wishes. • Speak directly to one or more groups linked to the causes of sexual and gender-based
• You may also need to spend some effort to keep some of the male participants motivated as violence, e.g. tribal leaders, politicians, male students, men in bars, church leaders, teachers
this session focusses mainly on sexual and gender-based violence against women. Remind who fail to tackle gender bias in the classroom, actors who promote images of gender bias
them that they have enormous power to address this problem, both through their personal on television, companies whose adverts/commercials feature exploitative images of women,

2. My Rights, My Ideas
actions and through the peer education of their friends. Try and motivate them by explaining etc.
how much power they have to address this issue and to make an impact. Feel free to adapt • Explain all of the negative impacts of gender-based violence on both women and men.
this lesson to sexual and gender-based violence against both men and women if this would
• Refer to real-life examples that participants might know about of individuals or organisations
be more relevant in your context.
that have tried to tackle sexual and gender-based violence.
• Suggest a way that men and boys can be involved in the effort/solution.
2. Explain to participants that they now have 30 minutes to prepare their TV commercials, which
Start they will then perform as a skit.
1. Ask participants to cast their minds back to the previous lesson, 2.5 What Is Violence? What
3. As the groups prepare, walk around the room to monitor their work and help and encourage
can they recall about sexual and gender-based violence? How would they define it? If
them.
necessary, read the definition of sexual and gender-based violence from that lesson aloud.
30 m 4. After 30 minutes, have each group come up and perform their commercial as though it was
2. Now, ask participants what they remember about the Problem Tree exercise from the earlier
airing on live television.
session on community problems from 1.7 My Community.
5. Finally, ask participants which TV commercial:
3. Then ask them to explain how the diagram works. What do we put on the trunk, on the roots
BOOK 1
C 44%
• Was the most fun to watch.
and on the branches? What else might we add? M 0%
Y 97% • Portrayed an issue relating to sexual and gender-based violence most clearly.
4. Next put participants into groups of four or five, and give each
K 0%
group a flipchart sheet and
BOOK 1 • Offered the best solution.
some markers. ExplainCthat44%you want each group to create a Problem Tree. The name of the 6. Ask the participants:
problem that should beM written
0% on the trunk is Sexual and Gender-Based Violence. Explain that
they have 15 minutes Y to 97%
create their diagram, and that it must include possible solutions drawn • How difficult was it to think of ways to reduce violence against women?
K 0% • What are some of the common themes or ideas that different groups had for working with
up as fruit.
BOOK 2 women?
5. Circulate around, and monitor, the groups to help ensure CMthat
2% they perform the task
4%
Y 99%
• Does everyone have a responsibility to work toward ending violence against women?
successfully.
K 0% • What, if anything, can you do now as young people to end violence against women and girls
in families, schools and the community?
BOOK 4
C 50%
BOOK 2 M 92%
Y 4%
C 2% K 0%
Facilitator’s Tip M 4%
Y 99%
Reflect
As you circulate to help the groups with their Problem Trees, encourage them to come up with Tree Poem
K 0% BOOK 5
C 64%
innovative solutions drawn in the form of fruit. These solutionsM will
0% feed into the next activity.
Y 3%
1. Explain that participants are going to use their notebooks to write their own Tree Poem – a
BOOK 4 K 0% five-line summary or description – about sexual and gender-based violence.
C 50% 15 m
M 92% 2. Begin by reminding them how a Tree Poem works. Always give the participants the first word
Y 4% BOOK 8 to get them started in a Tree Poem exercise. Today you are giving them a short phrase –
6. Have each group come C 76% Tree. Allow each group a few
K up
0% and present their finished Problem
M 3% ‘sexual and gender-based violence’ – as their first line.
Y 98% have for them.
minutes to answer any questions that other participants might
K 0%
3. In the second line, the participants choose two important features of the thing named in
7. As each group presents, have a volunteer make a list of solutions on the flipchart.
BOOK 5 the first line. They should use two adjectives. Remember, this is a free, creative expression
8. Finally, look at the list C
of 64%
possible solutions to sexual and gender-based violence. Ask if there
M 0%can suggest. Again, encourage creative ideas, however funny, silly or exercise. You are not seeking a correct answer. You are simply allowing the participants to try
are any more that anyone
Y 3% to describe something to themselves using their own words.
unrealistic they mightKsound.0%
4. In the third line, participants chose three verbs that the topic does or has done to it.
5. In the fourth line, they write a four-word sentence or expression associated in some way with
BOOK 3
the topic.
Learn BOOK 8 C 0%
M 99%
C 76% Y 77% 6. Finally, the last line requires participants to give one word that sums up the topic or how they
TV Commercials M 3% K 0%
Y in
98% feel about it.
1. Ask participants to stay the same groups. Explain that they must now create a television
K 0% 7. Give them five minutes to write their Tree Poems on the theme of sexual and gender-based
advert announcing a new initiative to tackle the roots of sexual and gender-based violence.
45 m violence, and then listen to as many examples as time allows.
You might want to put the following points on a flipchart to help guide the groups. Their TV
commercial should:
• Promote a new product or initiative designed to tackle violence against women and girls in
families, schools and communities.

BOOK 3 95
94 C 0%
 BOOK 1
C 44%
M 0%
2.7 Sexual and Gender-Based
Y 97%
K 0%
Violence at School or in

2. My Rights, My Ideas
BOOK 1
C 44%
M 0%
Y 97%
K 0%
the Workplace
BOOK 2
C 2%
BOOK 1 M 4% Overall Outcome
C 44% Y 99%
M 0% Participants will acquire skills to assess the safety of school and work spaces with a particular
K 0%
Y 97% emphasis on sexual and gender-based violence, and they will develop strategies for dealing with it.
BOOK 2 K 0%
C 2%
BOOK 4
M 4%
C 50% Lesson Objective
Y 99%
M 92% By the end of this lesson, participants will be able to:
K 0% Y 4%
K 0% 1. Recognise sexual and gender-based violence and instances where women and girls are at risk.
BOOK 1 2. Better understand their options in responding to sexual and gender-based violence.
BOOK 4 C 44%
C 50% M 0%
M 92% Y 97% BOOK 2 BOOK 5
Y 4% C 2% C 64%
K 0%
K 0% M 4%
Y 99%
M 0%
Y 3%
Materials
K 0% K 0% • A slip of paper (or more if there are more participants) for every participant with one of the
BOOK 5 Unequal Society Roles written on it for the Walk of Life game
BOOK 1 C 64% • Flipcharts and pens of three different colours
C 44% M 0% BOOK 4
M 0% Y 3% C 50% BOOK 8 • A flipchart with list of suggested locations for a community map
Y 97% M 92% C 76%
K 0% Y 4%
K 0% BOOK 2 M 3%
C 2% K 0% Y 98%
M 4%
Y 99%
K 0% Methodology
BOOK 8 K 0% • Start: Energiser
C 76% BOOK 5
M 3% C 64% • Learn: Mapping Exercise & Image Theatre
BOOK 1
C 44%Y 98%
M 0%
BOOK 4 Y 3% • Reflect: Answer the Ball
M 0% K 0%
Y 97% C 50% K 0%
BOOK 2 K 0% M 92%
C 2% Y 4%
M 4% BOOK 1
Y 99% C 44%
K 0% Duration
M 0% BOOK 8 120 minutes
K 0%
Y 97% C 76%
BOOK 5 M 3% BOOK 3
K 0%BOOK 2 C 0%
C 2% C 64% Y 98%
BOOK 4
C 50%
M 4%
Y 99%
M 0% K 0% M 99%
Y 77%
Key Words
M 92% K 0% Y 3%
Y 4% K 0% K 0% • Inequality
K 0% BOOKBOOK
4 3 • Power
C 50%C 0%
M 92% • Sexual and gender-based violence
Y 4% M 99%
K 0% Y 77% BOOK 8
BOOK 5 BOOK 2 C 76%
C 64% C 2% K 0%
M 3%
M 0%
Y 3%
M 4%BOOK
C 64%
Y 99%
5
Y 98% Information for the Facilitator
M 0% K 0%
K 0% K 0%Y 3% • Access to education is critical for achieving gender equality. Yet in many places, school
K 0%
BOOK 3 environments tend to reinforce unequal gender roles and choices. Some school
C 0% environments are actually unsafe for girls. They may experience sexual and gender-based
BOOK 4 M 99%
BOOK 8 C 50%BOOK 8 violence, including from male teachers or students. Language and jokes that degrade
C 76% Y 77%
C 76% M 92%M 3%
K 0% women might be tolerated in the school environment. Girls might be persuaded against
M 3% Y 4%YK 98%
0%
Y 98% K 0%
K 0%

BOOK 5 97
96 C 64% BOOK 3
 pursuing subjects that are thought of as traditionally male. And in general, teachers tend to
devote more attention to male students than to females.
• Around the world, people are working to promote gender equality in education and to
expand access to schooling for all. Any effort at promoting gender equality should include
an analysis of power imbalances and should foster a sense of agency and activism amongst
beneficiaries.
• This lesson starts with a game establishing today’s theme: imbalance of power. From there,
participants are guided through an assessment of the safety of school and work spaces with
a particular emphasis on sexual and gender-based violence. After a mapping exercise, Image
Theatre is used to look at situations where girls might find themselves vulnerable to sexual
and gender-based violence, and to rehearse strategies for responding and staying safe.
• The activity, What’s a Safe Place for Me? What’s a Dangerous Place for Me? has been slightly
adapted from the It’s All One Curriculum produced by the Population Council.
• The gravity of the issue of sexual and gender-based violence at school or at work is
reflected in the length of this session. Please try to allocate two hours for these activities.
If that is not possible, you might want to consider scheduling these activities over two
separate sessions.
• This lesson involves Image Theatre. Hopefully you will remember this method from your
own training. It is recommended that you watch the following short refresher animation
before you start the session: https://www.youtube.com/watch?v=j0qWF3hiZNc
Start
Walk of Life Game
1. Ask the participants:
• Does everyone in society have equal power or equal access to resources? What are some
20 m
examples?
• Do some members of society have an advantage over others?
• Which members, and what advantages?
• Would you describe yourself as someone who has lots of power or little power? Why?
2. Explain to the participants that they will play a game to explore these questions. Ask them to
form a very straight line, preferably at one end of an empty room, or outside.
3. Now hand out one folded-up card to each participant, and explain that each card represents
a role that the participant will have to assume for the game. Everyone must keep their role a
secret.
Facilitator’s Tip
1. You will need a big empty space to play this game, so it might make sense to go outside.
2. There are 24 Unequal Society Role Cards in the Walk of Life game. If you have more
participants in the group, you will have to make several copies of some cards.
3. If there are less than 24 participants in the group, ensure that those cards featuring female
roles are handed out.
4. Read the statements below one by one. After each one, ask the participants to consider the
role written on their card. If they think the statement is true of their character, they take a big
step forward. If they think the statement does not apply to their character, they do not move. If
they think the statement is partially true for their character, they take a small step forward.
98
Walk of Life Statements
• I have enough to eat every day.
• I make the decisions in the household.
2. My Rights, My Ideas
• If I don’t agree with something, I can easily express it.
• I have access/have had access to primary education.
• I have access/have had access to secondary education.
• I have access/have had access to university or college.
• I have access to health facilities when I’m ill.
• If my parent/spouse were to die, my material circumstances would not change.
• My opinion in the family counts.
• I am in a position to help other people.
• I feel safe in my community.
• I can go wherever I like on my own after dark and feel safe.
• I am never subjected to sexual harassment.
• I am confident in being able to control my own future.
• I have control over my life.
• I am a respected member of my community.
• I am likely to encounter physical violence against myself.
• I only have sex when I want to.
5. After you have read the last statement, ask each participant to remain exactly where they are
standing. Ask everyone to read out their role card, one-by-one.
6. Ask some volunteers to share their roles, and the feelings they had as they either moved
forward or remained in place.
7. Ask the participants:
• Which people tend to have moved forward the most?
• Which people tend to have moved forward the least?
• What does that tell us about power inequality in our society?
8. Ask all the participants who had a male role to raise their hands. Now ask the group:
• Who has moved forward most: male or female characters? Why do you think that is?
• Who are the five characters who have travelled the least? Are they male or female? What
does that tell us?
9. Ask all participants who had a teenage girl role to put their hands up. Now ask the group:
• Why were some girls ahead of the others?
• Did their education levels play any part in how they progressed?
• Was it an advantage to have an enterprise?
• What can this tell us about our own lives, and how we might need to prepare for the future?
10. Suggest that all around the world, there remains an imbalance of power between men and
women. Ask participants if this applies to their society. Ask them to brainstorm about all of the
ways in which females tend to be at a disadvantage to males in this society. Ask them how
traditional gender roles play a part in this problem.
11. Conclude by suggesting that one consequence of this power imbalance is that females can
find themselves subjected to unwanted sexual approaches at school and/or work. Explain that
the rest of this lesson will explore where women are at risk and how they can respond.
99

Learn
1. What’s a safe place for me? What’s a dangerous place for me? (45 minutes)
1. Explain to the participants that they are going to make ‘gender maps’ of the community that
show the following:
90 m
• the places or spaces outside of home that are primarily for men and boys (where they go to
meet, play, or engage in other activities safely)
• the places that are primarily for women and girls
• the places that are for both men/boys and women/girls
2. Divide participants into small groups and give each some flipchart paper and a set of three
coloured markers.
3. Ask each group to draw a map of the community. Point out the prepared flipchart suggesting
the sorts of locations they might put on their maps. Remind them these are only suggestions,
and encourage them to add other locations as they wish.
List of locations for maps
• Food markets
• Places of worship
• School
• Community centre
• Bus station
• Cinema
• Town centre
• Side streets
• Sports fields
• Bars
• City hall/government buildings
• Laundry area
4. Explain that as they add these locations to their maps they should consider whether each
location is visited mostly by men and boys, by women and girls, or by both equally. They
should also discuss if the locations are welcoming and safe to both genders.
5. They should pick one colour marker for male-friendly locations, another colour for female-
friendly locations, and a third colour for gender-neutral locations that are welcoming and
safe to both males and females. They should label each location on their maps using the
appropriate colour.
6. Circulate among the groups while they complete their maps, and facilitate their discussions on
what the maps indicate about mobility, safety, and access to public space in the community.
7. Ask groups to hang their maps on the wall and have each group present.
8. Finally, ask the whole group the following questions, listing their answers on the flipchart.
100
Discussion questions
• What were some of your observations? Do girls have as much mobility as boys? How do
girls and boys compare in terms of access to public space?
• Is safety in public the same for boys as for girls?
2. My Rights, My Ideas
• What sort of threats or risks do girls or women face if they enter some of these male
spaces?
• Are they at risk even in the ‘neutral areas’?
• Do these conditions change when boys grow older? How about when girls grow older?
• What are some common reasons given for these differences?
• How do you feel about the gendered nature of public spaces?
• How does girls’ and women’s limited access to safe spaces affect their ability to be full
citizens?
• Are boys and men affected in the same way? Why or why not?
2. Rehearsing for reality (45 minutes)
1. Remind the group that in the first activity today they saw examples of power inequality in
society, particularly between genders. Add that we then saw that this inequality sometimes
translates into physical spaces, with certain parts of the community being unsafe for girls and
women. Now suggest that we tighten our focus again by looking at the issue of sexual and
gender-based violence in school or at the work place.
2. Ask participants if they remember the definitions of sexual and gender-based violence from
previous sessions. See if you can get elements of the definition below (used by UN agencies)
extracted from the discussions.
• “Sexual and gender-based violence refers to any act that is perpetrated against a person’s
will and is based on gender norms and unequal power relationships. It includes physical,
emotional or psychological and sexual violence, and denial of resources or access to
services. Violence includes threats of violence and coercion. Sexual and gender-based
violence inflicts harm on women, girls, men and boys and is a severe violation of several
human rights.”
3. Ask participants to form groups of five or six. Explain that you want them to use Image Theatre
to create two images, each titled A situation where we face sexual and gender-based violence.
Give participants ten minutes to practice their images.
Facilitator’s Tip
Try and arrange the groups so that participants who are at school are together and those who
are out-of-school and/or working are together.
4. While they are practicing, circle the room helping participants to create clear and powerful
images. Take note of which groups are preparing strong images, and be prepared to call on
them later.
5. Invite groups up to show their images. After each group has shown an image, facilitate a
discussion with the audience using the sorts of questions you practiced at your training
workshop (see suggestions below).
101
 Y 97%
K 0%
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
BOOK 2 M 92%
Y 4%
C 2% K 0%
M 4%
Examples of questions for facilitating the Image Theatre exercise:
Y 99%
Reflect
• What do you see? K 0% BOOK 5 Answer the Ball
C 64%
• Who are these people? Why do you think that? Who has a different idea?
M 0% 1. Ask participants to form a circle. Explain that you will throw the ball to someone and ask them
Y 3%

2. My Rights, My Ideas
• What are they doing? Why
BOOK 4 do you think that? Who has a
K different
0% idea? a question. That person should answer, then repeat the question and throw it to someone else
C 50% person in this image? Why do you think that? Who has a different 10 m
• Who is the most powerful in the group.
M 92%
idea? Y 4% BOOK 8 2. Try and work through the following questions before thanking the group for their hard work
C 76%
K 0%
• Who else in the image has some power? M 3% and saying goodbye:
Y 98%
• Who is the least powerful person in the image? Why doK you
0% think that? Who has a different • What is something I learned today?
idea? BOOK 5 • In what ways do men often have more power than women? What are some examples?
C 64%
• Who is being exploited
M 0%or harassed in the image? How? • What are safe places for us?
• Y 3%
Is this an image we recognise from our own lives or from our community? • What are dangerous places for us?
K 0%
• What can the person who is being exploited or harassed do? • Who hurts or harasses us?
• Can anyone else in the image help them? Who? Why do you say that? • Who helps us?
BOOK 3 3. In preparation for the next lesson (2.8 Standing Up for My Rights), encourage participants to
BOOK 8 C 0%
M 99% investigate an issue they care about in their community and answer the following question:
C 76% Y 77%
M 3% K 0%
• What can I do to help address this issue?
Y 98%
6. After each group has presented,
K 0% choose a couple of the stronger images for further
exploration. As each of the groups shows its images try the following techniques:
• Follow Your Heart: When you clap your hands, each character moves in slow-motion to
where their heart tells them to go. Ask the audience if they learned anything new about
each character from this exercise.
• Touch and Tell: Ask each character to think of one sentence of phrase that sums up how
they are feeling. Each time you touch the character they should say that phrase. Ask the
audience if they learned anything new about each character from this exercise.
• Remake the Image:BOOK Ask a 3volunteer to come up and rearrange the image, transferring it
from a problem to a C solution.
0% Ask the audience what steps the characters would need to
M 99%
take in real life in order
Y 77%to make the same transformation.
K 0% Ask volunteers to give one sentence of advice to one or more
• Speak to the Characters:
characters.
• Identify an Ally: Ask volunteers to suggest how someone in the image might be able to help
the victim. Give advice directly to that person, and then remake the image so that this advice
is acted upon.
7. Bring participants back together again. Remind them that the victim of sexual harassment is
never to blame, even though the perpetrator might try to persuade them that they are.
8. Brainstorm a list of people who the victim in each image might turn to for help, and elicit a few
sentences of advice as to how those people might help.

103
102
 BOOK 1
C 44%
M 0%
Y 97%
Unequal Society Role Cards K 0%
2.8 Standing Up for My
Rights

2. My Rights, My Ideas
Unmarried Man Head of Household
Businessman
(35 years old) (Teenage Girl)
BOOK 1 BOOK 2
C 44% C 2%
M 0%
Y 97%
M 4% Overall Outcome
Y 99%
K 0% This lesson aims to bring together the learnings and skills built through the previous lessons on
Deaf Child HIV + Boy HIV + Girl K 0%
how young people can actively participate in bringing about change. Standing up for their own
and everyone else’s rights for a just and fair society requires young people to know their rights and
BOOK 4 responsibilities, and to have the skills to organise and contribute positively. This includes working in
C 50%
M 92% a job or starting an enterprise, which is a key transition into adulthood and signifies independence
Street Child BOOK 1 Y 4% and responsibility. In this lesson, participants will take up the challenge of making positive changes
Female Sex Worker Businesswoman
C 44% K 0%
(16 years old) BOOK 2 M 0% in their lives, and the second Learn activity will require them to come up with a campaign plan.
C 2% Y 97%
M 4% K 0% BOOK 5 Lesson Objective
Y 99% C 64% By the end of this lesson, participants will be able to:
K 0% M 0%
Female NGO Y 3% 1. Define three characteristics of people who are changemakers.
Old Woman BOOK 1 Male Teacher K 0%
Worker BOOK 4 C 44% 2. Identify changemakers in their community.
C 50% M 0% 3. Identify at least one area where they can make a difference within their community.
M 92% Y 97%
Y 4% BOOK 2 BOOK 8
K 0%
K 0% C 2% C 76%
Unmarried Woman M 4% M 3% Materials
Community Chief BOOK 1 FemaleYKTeacher
99%
0%
Y 98%
• A flipchart diagram of the Balance Sheet Table (for The Changemaking Bank) for participants to
(40 years old)
C 44% BOOK 5 K 0%
M 0% C 64% copy
Y 97% M 0%
Y 3% BOOK 4 • Flipchart and markers
K 0% C 50%
K 0%
BOOK 2 M 92%
Teenage Girl C 2% Teenage
Y 4%Girl
Head of Household M 4%
Y 99%
K 0% Methodology
dropped out of 8
BOOK enrolled in • Start: Brainstorming & Group Discussion
(Woman) BOOKC1 76%
K 0%
school
C 44%M 3%
M 0%
secondary school
BOOK 5
• Learn: Group Activity
Y 97%Y 98% C 64% • Reflect: Group Discussion
BOOK 2 BOOK 4
K 0% K 0%
C 50% M 0% BOOK 3
C 2% Y 3% C 0%
M 92%
M 4% BOOK 1
Y 99% C 44% Y 4% K 0% M 99% Duration
Teenage Girl Y 77% 120 minutes
K 0% M 0% K 0%
Teenage Girl Y 97% Teenage Girl K 0%
with ownK 0%enterprise
starting university BOOK 4
BOOK 2
C 2% BOOK 5
with BOOK
a baby
8
C 50% in market Key Words
M 4% C 76%
Y 99% C 64% M 3%
M 92% K 0% M 0% Y 98% • Activism
Y 4% Y 3%
K 0% • Change
K 0% BOOK 4 K 0%
C 50%
M 92%BOOK 3 • Community
Y 4%
K 0%
C 0%
BOOK 5 BOOK 2 M 99%
C 64% C 2% Y 77% BOOK 8
M 0% M 4%BOOKK5 0%
Y 99%C 64%
C 76%
M 3%
Information for the Facilitator
Y 3% M 0%
K 0% K 0%Y 3% Y 98% • Because this lesson provides participants with a forum in which to start planning a social
K 0% K 0% enterprise, you might need to extend it over two lessons in order to complete all of the
activities. Both of the Learn activities will enable participants to investigate what young
BOOK 4
BOOK 8
C 50% people can do to become advocates of change.
BOOK 8 C 76% BOOK 3
C 76% M 92%
M 3% C 0%
M 3% Y 4%Y 98% M 99%
K 0%
Y 98% K 0% Y 77%
K 0% K 0%
105
104
BOOK 5
 K 0%

BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
M 92% BOOK 2
• Note: This activity can continue for several weeks. Go Y 4%
around duringCthe
2%group work
K 0%
sessions and guide participants through the process. Emphasise the M 4%
importance of giving Learn
Y 99%
concrete suggestions for improving the community. Manage participants’ expectations. 1. The Changemaking Bank (45 minutes)
BOOK
C 64%
5 K 0%
Make them understand that change takes time. Let them know M 0% that it’s most likely they can 1. Ask participants for examples of people who have had their rights denied or abused. These
Y 3%

2. My Rights, My Ideas
only begin with one action step, so it’s important to make that
K 0%
first step small and doable. examples could be from previous lessons or from their own local research. Listen to as many
BOOK 4 75 m
• For the Changemaking Bank exercise it will help if the participants canC recall
50% instances of examples as possible, prompting participants if they struggle. Inform them that they will
rights abuses they have discussed previously. Here are someBOOK M 92%
suggestions you can make if be using these examples in the form of problems and solutions, while using ‘banking’ as a
8
C 76% Y 4%
they should struggle to recall examples. metaphor.
M 3%
Y 98%
K 0%
• In Knowing My Rights Part 1 they looked at gender discrimination
K 0% (Sara’s story); women not 2. Ask participants to get into groups of four to six, and give each group a sheet of flipchart paper
having access to medical information including on contraception (Lata’s story); and girls and a marker.
BOOK 5
being denied equal access to education (Fatima’s story). C 64% 3. Quickly run through the following questions to help clarify some terminology:
• In Gender Messages Part 2 they came across issues such as women M 0%being denied ownership • Does anyone in the group have a bank account? Or know anyone with a bank account?
Y 3%
of land, unequal access to education for women, the fact that womenK 0% earn less on average • How would you explain a bank account? (Answer: an arrangement with a bank in which the
than men for doing the same work, and the issue of child marriage. Any of these examples, customer puts in and removes money, and the bank keeps a record of it).
if found in the local community, might help you start toBOOK
fill in
3 the Changemaking Bank table. • What is another word for when you take some of your money out of the bank? (Answer: a
C 0%
• Finally, the Learn:Choosing Your Way of Change as a GroupM 99%
Y activity
77% can be8used to start a
BOOK withdrawal).
preliminary social K
enterprise with the entire group. This will then C 76% up in a later
0% be followed • What is another word for when you pay money into an account? (Answer: a deposit).
M 3%
section, where smaller groups will independently plan and conduct aY social
98% enterprise. • If you have ten dollars in the bank today, and you take out two, how much is left? (Answer:
• If possible, keep the work of the groups from the Changemaking BankK activity
0% hanging on eight dollars).
the classroom wall or store them away safely so that you can refer to them in future lessons. • What do we call this sum of eight dollars? (Answer: the balance, or the amount of money in
You can also continue to add new withdrawals and deposits as you progress through the your account at any time).
modules. 4. Explain that the Changemaking Bank is a fictitious bank that starts off in debt (overdrawn)
because of many problems at different levels: school, clubs, family, friends, town/city,
government, etc. The participants’ task is to try to bring the bank into credit (with a positive
Start balance) by depositing solutions and actions to solve the problems.
Identifying the Essentials of a Changemaker 5. Ask the participants to copy the Balance Sheet Table (below) onto their flipchart paper. They
1. In this activity, participants will identify individuals or organisationsBOOK
that are should then write the rights violations and problems they looked at in previous sessions, or that
3 making positive
changes in the community, and explore what makes them changemakers. C 0% At the end of the they know exist locally, into the ‘withdrawals’ column against the relevant ‘account’ (i.e. family,
30 m M 99%
activity, participants should be familiar with the concepts of heroism, activism and change. neighbourhood/community, school, town/city, country or world). Explain that these violations/
Y 77%
problems are putting the bank into debt.
2. Ask the participants to form groups of four to six, and give each group K 0%a sheet of flipchart
paper and a marker.
3. Ask each group to choose three people who they think have made a difference in their Balance Sheet Table
communities or in the world. Encourage them to include both male and females on their list.
Accounts Withdrawals Deposits Balance
These people could be:
• A fictional superhero.
Family
• A local community changemaker.
• A well-known historical figure (e.g. Gandhi, Mother Teresa, Nelson Mandela, etc.).
• Somebody who might not be famous but who they really admire. Neighbourhood/
4. Tell each group to discuss the different characteristics of their changemakers. These should community
include:
• Age, sex or nationality. School
• The work that they do/did.
• The attitudes they (have) exhibited. Town/city
• The challenges they face/faced.
5. Ask the groups to also list characteristics that make these people stand out as changemakers Country
(e.g. inspiring, passionate, driven). They should write down as many as they can.
6. Now ask them to write the characteristics that their three people have in common.
World
7. After 10 minutes, get each group to present their changemakers to the rest of the participants,
and encourage the others to ask questions or give their feedback.
TOTAL

107
106
 Y 97%
K 0%
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
BOOK 2 M 92%
Y 4% inform them that their bank now
6. When participants areCdone
2% writing down all the withdrawals,K 0%
M and
has a negative balance, 4% that if this were a real bank it would have a huge debt. Their job
Y 99%
Reflect
now is to put ‘deposits’
K into
0% each account by identifying solutions
BOOK 5 and actions to address each 1. Remind the participants that the goal of this lesson was to identify what it takes to stand up
C 64%
of the withdrawals identified. M 0% for one’s rights and the rights of others, as well as ways in which they can begin to challenge
Y 3%

2. My Rights, My Ideas
7. Give the participants 20 minutes
BOOK 4 to do this, and then ask each
K 0% group to present their rights’ violations and injustices in schools/communities.
C 50% sheets. 15 m
Changemaking Bank balance 2. Use this opportunity to discuss any pressing issues and to recap the learning covered so far.
M 92%
Y 4% BOOK 8 3. Lead the participants into a discussion with the following guide questions:
C 76%
K 0% M 3%
2. Choosing Your Way of Change as a Group (30 minutes) • How can you, as an individual, make a change?
Y 98%
1. Inform the participants that for this activity, they need to propose,
K 0% discuss and decide on one • Do you think you have what it takes to be a changemaker? Why/Why not?
or more issues they would
BOOK 5like to address as a group. • What would you like to change?
C 64%
2. Ask the participants the
M following
0% guide questions to help them make their decision, and
determine what issue(s)Y or
3%problems they would like to address. This can provide a foundation
K 0%
for Chapter 4: My Money, My Plans, which provides detailed lessons for planning and
implementing a (social) enterprise.
BOOK 3
• What issues are you interested in? (Remind the participants of the list of issues they have
BOOK 8 C 0%
addressed in previous lessons. Ask them to write downMas
99%
many issues as they can come up
C 76% Y 77%
M 3%
with and/or find in their notes.) K 0%
Y 98%
• Which issue or issues would you like to address as a group? (Ask participants to discuss
K 0%
amongst themselves which issue they prefer. They should consider the fact that it should
be an issue they all feel strongly about, and that they feel they can actually address in some
way.)
• What characteristics does your chosen issue have? What are its causes? What are its effects?
Explore and investigate the issue more deeply.
• What change would you like to see? (Point out to participants that it should be a change
that is tangible and realistic for them to achieve. Read out the case studies below to give
them some ideas ofBOOKwhat 3young people in similar programmes around the world have
done.) C 0%
M 99%
Y 77%
Case Studies K 0%

Peru
Campaign for a Child ID Card: The students wanted more people to have access to the national
ID cards. Through their campaign, approximately 3,410 people became more informed, and 206
children received their ID cards. These official identity cards allow children and youth to access
government services.

Senegal
Campaign on Traffic Safety Awareness: The students wanted the roads to be safe for children.
When a car hit one of their classmates, they campaigned on traffic safety awareness in their
community and ensured the proper placement of traffic signs in their area.

Bolivia
March Against Bullying: Students realised that bullying was a major problem in schools. They
organised a march around the city centre, and handed out brochures in schools to promote
the sharing of ideas for how to stop bullying. With media coverage, the youth realised they had
power and knew that their voices had been heard after the campaign.

109
108
 SECTION 03

My Body,
My Choices

3. My Body, My Choices
110 111
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
3.1 Our Changes During
Adolescence
BOOK 1
C 44%
M 0%
Y 97%
K 0%
BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
Participants will understand that puberty is a physical, emotional and social process of change that
K 0%
all of us experience.
BOOK 1
BOOK 2 C 44% BOOK 4
C 2% M 0% C 50%
M 4% Y 97% M 92% Lesson Objective

3. My Body, My Choices
Y 99% K 0% Y 4% By the end of this lesson, participants will be able to:
K 0% K 0%
1. Describe the basic physical changes that occur on the outside of the body during puberty.
2. Describe the basic physical changes that occur on the inside of the body during puberty.
BOOK 4
C 50% BOOK 5 3. Describe the basic emotional changes that occur during puberty.
M 92% C 64%
M 0% 4. Explain the social changes that girls and boys experience during adolescence.
Y 4%
Y 3%
K 0% BOOK 2
BOOK 1 K 0%
C 2%
C 44%
M 0%
M 4%
Y 99%
Materials
BOOK 5 Y 97%
C 64% K 0% K 0% • Prepared KWL Chart
BOOK 8
M 0% C 76% • Running Dictation Slips (printed or written and stuck to walls of room)
Y 3% M 3%
K 0% BOOK 4 • Running Dictation Answer Templates (if you don’t have a printer, draw the template on the
Y 98%
C 50% flipchart for the writers to copy into their notebooks)
M 92% K 0%
BOOK 1 • Three sheets of paper, with respectively BOYS, GIRLS and BOTH written on them
C 44% Y 4%
M 0% BOOK 8 K 0% • Pens
Y 97% C 76%
K 0% M 3% BOOK 2
Y 98% C 2% BOOK 5
K 0% M 4%
Y 99%
C 64% Methodology
M 0%
K 0% Y 3% • Start: Energiser & KWL Chart
K 0% • Learn: Running Dictation & Take a Stand
BOOK 1
C 44%
BOOK 4 • Reflect: Group Discussion & KWL Chart
M 0% BOOK 3
Y 97% C 50%
BOOK 2 K 0% M 92% C 0%
C 2% Y 4% BOOK 8 M 99%
M 4%
Y 99%
K 0%
C 76%
M 3%
Y 77%
K 0%
Duration
Y 98% 90 minutes
K 0%
K 0%
BOOKBOOK
2 3 BOOK 5
BOOK 4 C 2% C 0% C 64%
C 50%
M 4% M 99%
Y 99%
M 0% Key Words
M 92% K 0% Y 77% Y 3%
Y 4% K 0% K 0% • Changes
K 0% BOOK 4 • Physical
C 50%
M 92% • Emotional
Y 4%
K 0% BOOK 8 • Societal
BOOK 5 C 76%
C 64% M 3%
M 0% BOOK 5
Y 98%
Y 3% C 64% BOOK 3
M 0% K 0% C 0%
K 0% Y 3%
M 99%
K 0%
Y 77%
K 0%
BOOK 8
BOOK 8 C 76%
C 76% M 3%
Y 98%
M 3% K 0%
Y 98% 113
K 0%
 BOOK 1
C 44%
M 0%
Y 97%
K 0% BOOK 1
C 44%
M 0% 1. Gather the group together near the flipchart (prepared with the information above).
Information for the Facilitator Y 97% 2. Ask participants to share what they already know about puberty, and write their answers down
K 0%
• This lesson facilitates critical thinking about the impacts of the physical, emotional, and social in the first column. Reassure them that this is not a test, and if they think they might know
changes during puberty for boys and girls. Puberty can be aBOOK challenging
2
time, and it’s important something about the subject but aren’t sure they should say it anyway.
for participants to have an understanding of what’s happening C 2% to them on all three levels.
M 4% 3. Next, ask them what they want to learn about puberty. Write their questions down in the
Y 99%
• In addition, it is the period in a person’s life when they
become
K 0% physically able to conceive second column.
(meaning they are able to have children). Participants not being informed about the possibility of 4. Explain to participants that you will ask them about the third column at the end of the lesson.
a girl becoming pregnant could lead to the risks associatedBOOK
Cwith
4
50% early childbearing.
M 92% BOOK 2
• During this lesson participants will discuss some intimate information
Y 4%
C and
2% topics. They should
K 0%
not feel embarrassed. Emphasise as the facilitator that all information M in
4%this lesson (e.g. about Learn
menstruation) is perfectly normal. If discussions are difficultBOOK Y 99%
in mixed-sex groups consider 1. Running Dictation on Physical and Emotional Changes (30 minutes)
C 64%
5 K 0%
making single-sex groups. M 0% 1. Before the lesson, ensure that the Running Dictation Slips (below) are randomly placed on the
Y 3%
• If possible, you might want to use extra materials in your lesson.
K 0% There is an app developed in four walls of the classroom.
BOOK 4

3. My Body, My Choices
South Africa called B-WISE! Health at your Fingertips. And if you have 50 m
C internet
50% access, you might 2. Ask participants to recall the theme of today’s Energiser. Then ask them if they can see a
want to show these two videos on puberty: M 92% connection between the game and the theme of today’s lesson: puberty. Try to help them see
BOOK 8
C 76% Y 4%
• Boys and Puberty: http://bcove.me/a4rcmyjc that the common theme is ‘changes’.
M 3%
Y 98%
K 0%
• Girls and Puberty: http://bcove.me/1t3td6x2 K 0% 3. Ask participants what changes occur during puberty. Try and elicit examples that illustrate
changes in the three categories: physical, emotional and societal (or how society expects us to
BOOK 5 behave). Ask:
C 64%
Start M 0% • What changes occur in our bodies?
Y 3%
1. Changes Energiser (5 minutes) K 0% • What changes occur in our feelings?
1. Ask participants to move around the space, making eye contact, smiling and saying “hello” as • What changes occur in how we are expected to behave?
they pass one another. BOOK 3 4. Explain that before you go any further, they are going to do an activity to discover and share
20 m C 0%
2. As they walk around, issue the following instructions fromMtime
99% to time (remind them to
BOOK 8 information on the physical and emotional changes that everyone goes through in puberty.
Y 77%
continue making eye contact, smiling and saying “hello” as C 76%
they pass
K 0% each other, as they follow Explain that they will look at the societal changes later.
your instructions): M 3%
Y 98% 5. Put the students into teams of three. Count off the participants within each team: 1, 2, 3. Next,
• Change your height. K 0% tell half of the teams that they are ‘A teams’ and the other half that they are ‘B teams’. The
• Change your walk. ‘A teams’ will be looking at changes that happen to girls, and the ‘B teams’ will be looking at
• Change your voice. changes that happen to boys.
• Change your posture. 6. Explain that all the participants with the number 2 are the writers. Make sure that they each
• Change your age have a pen, and a copy of the Running Dictation Answer Template (or ask them to copy the
• Change your gender. template from the flipchart into their notebooks).
• Change your speed. 7. Explain that team members numbered 1 and 3 are the runners. It is their job to run around the
• Change your status. classroom and find the slips on the wall. ‘A teams’ are only looking for those slips marked with
an ‘A’, and ‘B teams’ are only looking for those slips marked with a ‘B’.
BOOK 3
2. KWL Chart (15 minutes) C 0% 8. When the runners find a slip, they need to read and memorise it. They must not write it down
M 99% or photograph it with their phones. Then they need to run back to their writer and tell them
What do we What do we W ant Y 77%
What did we
K 0%
what they have memorised so that they can note it down in the correct space in the Running
Know about to know about Learn about Dictation Answer Template.
puberty? puberty? puberty? 9. Once a team has finished writing down all of its information slips, couple them with a team
from the other half (so that an ‘A team’ is working with a ‘B team’). The ‘A team’ then teaches
the ‘B team’ its information, and the ‘B team’ writes it down in the Running Dictation Answer
Template. The ‘B team’ then teaches the ‘A team’ its information, and the ‘A team’ writes it
down in the Running Dictation Answer Template. Walk around the room and ensure that at this
stage, each member of both teams is writing down all of the information in their notebooks.

10. When all teams have finished, review their answers.

11. Ask the participants:
• Which changes are unique to girls? And to boys?
• Which changes are common to both?

115
114
 Y 97%
K 0%
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
BOOK 2
2. Take a Stand (20 minutes)
M 92%
Y 4%
C 2% K 0%
1. Repeat that these are M 4%
changes
Y 99%
that everyone goes through. Explain that they have looked at Reflect
the changes our bodies go
K 0%
through, and seen that our feelings
BOOK 5 will also change, and that now
1. Divide the participants into small, single-sex groups. Ask them to discuss how young people’s
it is time to spend some time thinking about how they canCM expect
64%
0% to experience changes in the
Y 3% gender roles and lives change with puberty and adolescence. You can specifically ask:
way that people treat them. K 0%
BOOK 4 • Are the changes in social expectations and experience that young people encounter at
C 50% 20 m
2. Point out the three signs fixed to the walls that say BOYS, GIRLS and BOTH.
M 92% puberty fairly dramatic, or fairly minor?
3. Ask: “What happens toYboys
4% and girls when they reach adolescence?
BOOK 8 Do people treat them
C 76% • What do you notice about what boys encounter at puberty? Overall, is their freedom
differently? What mightK be
0%some examples?” M 3%
Y 98% expanding or shrinking? Do these experiences lose importance after puberty, or can they
4. Explain that you are going to read a list of statements. After each
K 0% statement, participants
affect the boy’s life into adulthood?
should decide if this applies
BOOK 5 to girls, boys or both. They should then stand in front of the sign
C 64% • What do you notice about what girls encounter at puberty? Overall, is their freedom
that matches their answer.
M 0% expanding or shrinking? Do these experiences lose importance after puberty, or can they
Y 3%
5. Allow participants 30 seconds to choose their answer and stand where they wish. Then ask a
affect the girl’s life into adulthood?
few participants from Keach
0% line to explain their choice. Ask them: “Why do you think that?”
2. Bring the whole group back together and ask:

3. My Body, My Choices
6. After hearing these volunteers, ask if anyone wishes to change their position based on the
• Could things be different? Is it possible to live in a way that would be better or fairer? What
arguments they have heard. Then read the next statement, and3 so on.
BOOK
BOOK 8 C 0% is your vision?
M 99%
C 76% Y 77% • Name one way that society could allow young people a better experience of puberty and
Statements for Boys, M 3% and Both
Girls K 0%
Y 98% adolescence.
• More freedom to move
K 0%about in public spaces (streets, parks, community centres, shopping 3. Quickly fill in the last column of the KWL chart used in the Start activity and review the middle
areas)
column. If there are many questions in the middle column unanswered, consider using them
• Less freedom to move about in public spaces (streets, parks, community centres, shopping
for a homework assignment.
areas)
• More domestic responsibility (such as household chores or child care)
• More responsibility to start earning money
• More pressure to dress in a way that covers the body
• More pressure to dress in a way that displays the body
• More social mixing BOOK
between3 boys and girls
• C 0%
Less social mixing between boys and girls
M 99%
• Coming-of-age rituals with harmful practices
Y 77%
• K 0%
Coming-of-age rituals with no harmful practices
• Increasing social pressure to gain sexual experience
• Increasing social pressure to prepare for marriage
• Wider opportunities for leadership at school and in the community
• Social pressure to succeed in sport
• Greater likelihood of being pulled out of school by one’s family
• Exposure to sexual harassment
• Pressure to join a gang
• Pressure to comply with gender roles by taking dangerous risks
• Pressure to exchange sex for gifts, money or school fees

117
116
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
3.2 Taking Care of My Body
and Mind
BOOK 1
C 44%
M 0%
Y 97%
K 0%
BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
Participants appreciate the need to eat nutritious food, and are encouraged to be aware of their
BOOK 1 K 0%
C 44% mental health.
M 0%
BOOK 2 Y 97% BOOK 4
C 2% K 0% C 50%
M 4% M 92% Lesson Objective

3. My Body, My Choices
Y 99% Y 4% By the end of this lesson, participants will be able to:
K 0% K 0%
1. Explain basic information regarding nutrition and nourishing the body.
2. Understand emotions and well-being, and identify anxiety, depression and addiction.
BOOK 4
C 50% BOOK 5 3. Recognise the importance of physical activity for body development and health.
M 92% C 64%
Y 4% BOOK 2 M 0%
BOOK 1 C 2% Y 3%
K 0% C 44% K 0%
M 0%
M 4%
Y 99%
Materials
Y 97% • Flipcharts and markers
K 0%
BOOK 5 K 0%
C 64% • Fifteen empty soft drink cans or paper cups
BOOK 8
M 0% C 76% • Each of the six Food Group Cards written out onto a separate piece of paper
Y 3% BOOK 4
C 50% M 3% • Flipchart prepared with the same information as on the six Food Group Cards
K 0% M 92% Y 98%
BOOK 1 • Flipchart prepared with the Food Pyramid Diagram
C 44% Y 4% K 0%
M 0% K 0% • Flipchart with three columns explaining anxiety, depression and addiction
Y 97%
BOOK 8 BOOK 2
K 0% C 76% C 2% BOOK 5
M 3%
Y 98%
M 4%
Y 99%
C 64% Methodology
K 0% M 0%
K 0% Y 3% • Start: Group Activity
K 0% • Learn: Experts Groups & Drama Exercise & Image Theatre
BOOK 1
C 44%
BOOK 4 • Reflect: Pass the Ball Class Activity & Laughter Game
M 0%
Y 97% C 50%
BOOK 2 K 0% M 92% BOOK 3
C 2% Y 4% BOOK 8 C 0%
M 4%
Y 99%
K 0%
C 76%
M 3%
M 99% Duration
Y 77% 120 minutes
K 0% Y 98%
K 0%
K 0%
BOOK 2
BOOK 5
BOOK 4 C 2% C 64%
M 4% BOOK 3 M 0% Key Words
C 50% Y 99%C 0%
M 92% K 0% M 99% Y 3%
Y 4% K 0% • Nutrients
Y 77%
K 0% BOOKK40% • Healthy
C 50%
M 92% • Unhealthy
Y 4%
K 0% BOOK 8 • Anxiety
BOOK 5 C 76%
C 64% • Depression
M 3%
M 0% BOOK 5
Y 98% • Addiction
Y 3% C 64% BOOK 3
M 0% K 0% C 0%
K 0% Y 3%
M 99%
K 0%
Y 77%
K 0%
BOOK 8
BOOK 8 C 76%
C 76% M 3%
Y 98%
M 3% K 0%
Y 98%
K 0%
119

Information for the Facilitator
• A possible challenge in this lesson could be in tackling any stigma that may exist around
admitting to mental health issues, and persuading participants that seeking help with these
issues is not a sign of weakness.
• For the Body Mapping exercise, you might wish to organise groups based on gender if you think
this will enable freer and more productive discussions.
Start
Body Mapping Exercise
1. Put participants into groups of six.
2. Explain that half of the groups (designate which ones) will discuss physical well-being, and the
25 m
other half will discuss mental well-being.
3. Give each group a flipchart and markers.
4. Ask the groups to draw the shape of either a male or female body. The person they are
creating should be representative of their own age group and community. They should write
down some brief information about the figure: name, age, gender, background and hobbies.
5. Explain that you want their new character to enjoy full physical and mental health. Groups
should create two columns. In one column, they should quickly list all of the things their
character needs in order to enjoy full mental or physical health (depending on group). In the
second column, they should list all of the things their character should avoid. The groups
should then discuss the factors they think affect mental and health well-being (i.e. food, family,
situations).
6. Give the groups ten minutes to work amongst themselves, then ask them to present to the
whole class.
7. Ask participants what common ideas were agreed upon in the groups in terms of promoting
mental and physical well-being. Stress that regardless of gender, all of us share the same basic
needs. Explain that in the next activities they will take a closer look at these needs.
Learn
1. Nutrition: Spread the Word! (20 minutes)
1. Split the participants into six groups. If your group has low literacy levels ensure to appoint one
literate and articulate participant in each group to be the coach, and give each group one of
75 m the six Food Group Cards (see below).
2. Explain that each group has five minutes to listen to their coach read the group’s card and
to ask questions if anything is unclear. Next, they should discuss their card as a group. They
can make notes if they wish. Their goal is to be able to teach the information on their card to
someone else in the group as a whole. Circulate around the room, and help coaches with their
task if necessary.
3. After five minutes, ask the groups to stop their discussions. Explain that when you clap your
hands, everyone should move around the room. It is their job to find people who can tell them
about the five other food groups. They should stand and chat with that person until they feel
they have learned and memorised everything they have to tell them. They should then return
the favour, telling their partner everything they learned from their coach about their food
group.
4. Participants should continue moving around the room in this way, mingling, learning from
others, and teaching others until they feel they have a good overview of all six food groups.
120
5. After ten minutes, call everyone back to their teams.
6. Select a random participant from each group to briefly (and quickly to ensure you don’t run
out of time) explain each food group, bringing in other volunteers as necessary to supplement
answers.
2. Food Pyramid (15 minutes)
1. If possible, make a pyramid using 15 old soft drinks cans or paper cups (five on the bottom
row, four on the second row, three on the third row, two on the second row and one on the
top). If this is not possible you can draw this too.
2. Now ask participants which food group is the most important. Listen to their answers, and then
summarise that, in order to be healthy, we regularly need to eat from all six groups, but that
we need to eat from them in different amounts. The food groups need each other if they are
to work properly. None of them will work well if they are the only food group being eaten. We
3. My Body, My Choices
will not remain healthy if we only eat from the fruit and vegetables group. Or only from the
starches group. Or only from the proteins group.
3. Do a quick recap of the six food groups, and tell participants that water is also essential.
Explain that water is what we need the most: up to eight glasses each day. Tell them that this is
represented by the five cans at the bottom of the pyramid.
4. Add that, after water, starch is the group we need most of: between six and eleven helpings
each day. This is represented by the four cans on the second row of the pyramid.
5. Above that on the pyramid comes the fruit and vegetables group, at three to five helpings per
day.
6. And then there are proteins: two to four helpings each day.
7. Finally, there are oils, sugars and fats, which we should eat only sparingly.
8. Ask the participants what would happen if you were to remove one food group, and elicit the
answer that the whole system of nutrition would be damaged. Demonstrate this by removing
one or two cans/cups until the pyramid collapses.
9. Now tell participants that they are going to build a chanting human pyramid representing the
food groups. Point out that they are not to start chanting until you ask them to.
10. Call for five volunteers. Have them kneel down on their feet on the floor, shoulder to shoulder
in a tight line. Tell them that their chant will be: “Drink”.
11. Immediately behind them, ask four volunteers to squat so their heads are just higher than
those kneeling in the front row. Tell them that their chant will be: “Eat starches! Eat starches!”
12. The third row is made up of three participants who stoop so that their heads appear just above
those in row two. Their chant will be: “Lots of fruit and vegetables”.
13. The fourth row should have two participants standing up straight. Their chant is: “Protein helps
you grow up strong and tall”.
14. Finally, position one student at the back of the pyramid (perhaps standing on a chair) and
explain that they will sing: “A spoonful”.
15. Ask different members of the audience (those not participating in the human pyramid) to give
an example of a food for each person on each level of the human pyramid. For example, name
a different starch for each of the participants in the starch row.
16. Ask a few more questions to check that the audience understands the pyramid. Ask for
example:
• Where would we find spinach?
• Where would we find eggs?
• Where would we find bread
• Where would we find palm oil?
• Which food group do we need the most of?
• Which food group do we need the least of?
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 17. Now bring the pyramid to life. Ask the first five volunteers to chant in a strong, steady rhythm:
“Drink, drink, drink, drink, drink”, etc. After a few seconds, bring in the second row with “Eat Anxiety Depression Addiction
starches”. After ten seconds, bring in the third row, after another ten seconds the fourth row,
and finally the top participant. A person with anxiety A person with depression: A person with an
disorder: addiction problem:
18. Now try to arrange participants so that everyone in the room is involved. You will probably • Feels sad and hopeless
• Feels worried all the • Uses alcohol or
need to create several pyramids and start them chanting at the same time. most of the time.
time, even when there drugs to forget about
19. Gather everyone together in front of the Food Pyramid Diagram flipchart and review the • Thinks they do not
is no reason to worry. problems or to try and
following information: matter and that they
• Feels strongly that take away pain.
are not useful to
something bad will • Feels that drinking
3. Food Pyramid Diagram (20 minutes) anyone.
happen. alcohol or taking drugs
The body needs to receive nutrients from each food group. The body uses these nutrients to build • Wants to be alone.
• May feel that their is a big part of their life.
our muscles, bones, blood, hair, nails, cells, tissues, and many more parts, and to keep them strong • May lose interest in
and healthy. The six groups are: heart beats very fast. • May have problems
activities that they
• May sweat for no with family and at

3. My Body, My Choices
1. Starches (cereals and tubers) really like.
reason. work.
2. Fruit • May think about taking
• May not be able to
3. Vegetables their own life (suicide).
handle responsibilities.
4. Animal proteins (chicken, rabbit, fish, eggs, milk, yogurt, cheese)
5. Plant proteins (nuts, beans)
6. Fats, oils and sugars 5. Put participants into groups of five or six, and assign each group one of the three areas of
mental health that you have just discussed. Ask each group to spend five minutes preparing
The base of the food pyramid is wider, so we should eat more servings in that food group an image using the Image Theatre technique to demonstrate how the condition might affect
(starches). As the food pyramid draws to the top it gets smaller, suggesting that we should eat somebody their age.
smaller quantities of food from these food groups. The foods at the top of the pyramid should 6. After five minutes, bring the groups back together again. Ask to see one image for each
be eaten less. To get enough of the nutrients that are essential for good health, you need to eat a condition. Use the sorts of questions you have practiced at your training workshop (see below)
variety of foods from each of the different groups daily. It is important to enjoy a variety of foods to facilitate a discussion with the audience:
within each group, as different foods have different key nutrients. It is not however necessary to eat
• What do you see?
all of the foods from each group at every meal. In fact, you only need to eat foods such as eggs,
• Who are these people?
fish, meat, and chicken a few times per week.
• What is happening? Why do you say that?
• Where are they? Why do you think that?
4. My Sad Friend (25 minutes)
• Is this a realistic situation? Is it an image you recognise from your own lives or communities?
1. Explain that we’ve taken a quick look at one aspect of physical health: nutrition. Remind
• Is the image clear?
the participants that there are many other key features to physical health, such as exercise.
• What advice would you give to the person in the image who is experiencing mental health
Ask volunteers if they can suggest another sort of health that isn’t physical (you might hear
problems?
financial, spiritual, mental and emotional amongst the answers; try and elicit the last two).
7. Be sure to keep asking: “Why do you think that?” and “Who has a different idea?” throughout
2. Suggest that mental or emotional health is linked to physical health and vice versa. It is hard to
the discussion.
have one without the other. Ask the participants if they know the phrase, “healthy body, healthy
8. Ask the participants what they would do if they woke up one morning and had any of the
mind”, and explain what is meant by it.
following symptoms:
3. Elicit definitions of mental health. Ask:
• Headache
• What are the signs of good mental health? How can you tell if a friend is enjoying good
• Backache
mental health?
• Toothache
• What are the signs of poor mental health? How can you tell if a friend is affected by poor
• Stomach ache
mental health?
9. Try and elicit the fact that they would probably tell someone they trusted, such as a friend or
4. Explain that they will now look very briefly at three ways in which mental health can be
family member, about their condition and then seek appropriate help.
challenging. Direct participants’ attention to the prepared flipchart (see below), and with the
10. Now ask what they would do if they woke up and found themselves feeling depressed, or
help of volunteers read through the descriptions.
fearful or stressed. Be sure to include male participants in this line of questioning.
11. Try to illustrate that whereas most of us feel comfortable sharing information about our poor
physical health and are happy to seek help from family, friends or professionals, many of us
feel less comfortable when it comes to addressing issues of poor mental health.
12. Share the advice with participants that getting help is important in order to feel better. Getting

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 help is a sign of strength, not of weakness. It is important that boys understand this just as
much as girls, given that in many societies, it may not be considered ‘manly’ to ask for help in
such instances. There are many people and services that can help:
• Doctors: A doctor will be able to listen to you and offer advice. They may refer you to
a mental health specialist. The doctor may also prescribe medicine to help alleviate the
condition.
• Counselling: Family doctors, mental health specialists, school counsellors, and religious
leaders can help. They are trained to listen and offer guidance when it is needed.
• Family and friends: A very important part of someone’s mental health is talking to a person
close to them about how they are feeling.
13. Also tell the participants that if they think that someone they know has a mental illness, they
should try to show that they are there to help. For example, they can listen if the person wants
to talk. They can help that person find specialists and services that can help. With the right
treatment, it is possible to recover mental health.
Reflect
1. Bring participants together, and use the Pass the Ball method to have them share one thing
that they learned today.
2. Finally, play the Laugher 1-10 game to finish the lesson on a fun, light note. Ask participants to
15 m
imagine that behind them is a huge dial that goes from 1 to 10.
3. Explain that this dial controls how hard each person laughs, and that they are all going to work
through laughter from 1-10. Explain that the dial is currently at 0.
• Mime switching the dial from 0 to 1 and demonstrate/model what ‘1’ looks and sounds like:
a very faint sneer and slightly pained expression. Have everyone copy this.
• Mime switching the dial from 1 to 2, and model a very slight chuckle. Have everyone copy
this.
• Keep moving the dial up, one number at a time. At each number, you and the participants
should be laughing harder.
• By the time you reach 10, participants should be rolling on the floor and screeching with
laughter.
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Food Group Cards
(As well as writing out each group on a separate piece of paper, you will need to write all six out on a
flipchart or board).
Starch
This group is made up of cereals and grains (wheat, maize, rice, millet and sorghum) and starchy
roots (potatoes, cassava and yams). Because this is the group that you should eat the most
of, these foods are also called ‘staple foods’ as you rely most on them to survive. These foods
provide the body with energy. Eat mostly from this group: between 6 and 11 servings each day.
Fruit
3. My Body, My Choices
Mangoes, oranges, guavas, etc. These foods are rich in minerals and vitamins. Fruit keeps us
healthy, and helps our hair, eyes and skin to glow or look shiny. Eat generously: 3 to 5 helpings
each day.
Vegetables
These foods are also rich in minerals and vitamins. They are often dark, green leafy vegetables
(such as spinach, cabbage and lettuce) but they also include foods like carrots and tomatoes.
Vegetables keep us healthy, and help our hair, eyes and skin to glow or look shiny. Eat lots of
these: 3 to 5 servings each day.
Animal Protein
Meat, milk, chicken, fish, rabbit, eggs, and liver all fall into this group. When eaten with staple
foods, these foods help the body to grow well and to stay healthy. You do not need too many of
these. Eat moderately: two to four servings each day.
Plant Proteins
These include nuts, seeds, peas, beans, and soya beans. When eaten with staple foods, these
foods help the body to grow well and to stay healthy. You do not need too many of these. Eat
regularly: two to four servings each day.
Fats, Oils and Sugar
These include oils, butter, sugar, honey, molasses and sugar cane. These foods give the body
energy to run, play, work, think, and generally to keep the body in good condition. However, you
need to be careful: too much of these foods is not good for you! You should eat them sparingly.
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 BOOK 1
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BOOK 1
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3.3 Let’s Talk About Sexuality
M 0%
Y 97%
K 0% BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
Participants understand that discussions on sexuality ought not to be taboo. They will see that the
K 0%
topic is worthy of serious educational consideration, and that being open about sexuality will have
physical, emotional, psychological and spiritual benefits.
BOOK 1 BOOK 4
BOOK 2 C 44% C 50%
C 2% M 0% M 92%
M 4% Y 97% Y 4%
K 0%
Lesson Objective
Y 99% K 0% By the end of this lesson, participants will be able to:
K 0%

3. My Body, My Choices
1. Feel confident talking about sexuality in a group.
BOOK 5 2. Discuss sexuality with less inhibition than before, and understand that it is in their interests to
BOOK 4 C 64%
C 50% BOOK 1 M 0% ask questions and exchange views on the subject.
M 92% C 44% Y 3%
Y 4% M 0% 3. Identify some common beliefs surrounding sexuality, and know the actual facts.
Y 97% K 0%
K 0% BOOK 2
K 0%
C 2%

BOOK 5
M 4%
Y 99% BOOK 8
Materials
C 64% K 0% C 76% • Three A4 sheets of paper with AGREE, DISAGREE and UNSURE written on them (placed around
BOOK 1 M 0% M 3% the room before the lesson starts)
C 44% Y 3% Y 98%
M 0% K 0% BOOK 4 K 0% • Flipchart and markers
Y 97% C 50%
K 0% BOOK 2 M 92%
C 2% Y 4%
M 4%
BOOK 8 Y 99% K 0% Methodology
C 76% • Start: Energiser
M 3% K 0%
Y 98% BOOK 5
• Learn: Group Drawing & Discussion & Take a Stand
BOOK 1
C 44%K 0% C 64% • Reflect: Tree Poem
M 0% BOOK 4
Y 97% C 50% M 0%
BOOK 2 K 0% M 92% Y 3%
C 2% BOOK 1 K 0%
C 44% Y 4% BOOK 3
M 4%
Y 99% M 0% K 0% C 0% Duration
Y 97% M 99% 105 minutes
K 0% Y 77%
K 0%
BOOK 8
BOOK 2
BOOK 5 C 76% K 0%
BOOK 4 C 2% C 64% M 3%
C 50%
M 4%
Y 99%
M 0% Y 98% Key Words
M 92% Y 3%
K 0% K 0% • Sexuality
Y 4% BOOK 3 K 0%
K 0% BOOKC 4 0% • Taboo
C 50%M 99%
M 92%
BOOKY 24% Y 77%
K 0% K 0% BOOK 8
BOOK 5 C 2%
C 64% M
Y
4%
99%
C 76%
M 3%
Information for the Facilitator
M 0% BOOK 5
Y 98% • Given the extreme sensitivity of the subject, it is crucial to first ensure that all participants feel
Y 3% K 0%C 64%
M 0% K 0%
K 0% Y 3% safe, comfortable and able to trust one another. Be sure to emphasise the seriousness and
K 0% importance of this when doing the exercise on confidentiality.
BOOK 4
C 50% BOOK 3 • Depending on the local culture, you may decide to form gender-specific groups for this session,
M 92%
BOOK 8 C 0% doing it on separate days with groups comprised solely of girls and of boys. In some cultures,
BOOK 8 Y 4%C 76%
C 76% M 3% M 99%
K 0%Y 98% Y 77% there may be too many barriers for both sexes to discuss these issues in each other’s company.
M 3% K 0%
Y 98% K 0% • Female facilitators should announce at the start of the lesson that they will be available later
K 0% should girls wish to approach them to discuss more personal issues concerning this topic.
BOOK 5
C 64%
M 0%
Y 3% BOOK 3
K 0% C 0%
M 99% 127
126 Y 77%
BOOK 3
C 0% K 0%
 • Bear in mind that there may be participants in the room who have survived trauma or abuse.
• Facilitators have an important role to play in helping young people to understand how sexuality
relates to well-being and health. It is important that they remain neutral and avoid imposing
personal views on participants. This session helps participants to relax and to use appropriate
terminology when discussing body parts and sexual activity. The facilitator may also feel
moments of embarrassment in discussing issues around sexuality. Thorough preparation helps.
• Research shows that talking about sex does not encourage sexual activity among young people.
Rather it can help them make happier, healthier, and more responsible decisions and choices.
• The opening exercise, Greet, Argue and Make Up, helps to remove any tension in the group.
This should make subsequent activities easier to conduct.
. three rules end up on your list:
Start
Greet, Argue and Make Up
1. Ask everyone to walk around the room, and to quickly find a partner when you shout “Greet”.
They should greet this partner as if it were a long-lost friend, hugging them, asking how they
10 m are, etc. When you call “Stop”, the participants should move around the room again.
2. When you call “Argue”, everyone must find a new partner and then have a huge argument with
this new ‘character’. Call “Stop” again, and have them move off around the room.
3. Finally, when you call “Make Up”, each person must find a third partner and make up with them
from the ‘argument’, apologising sincerely and trying to become friends again until you call
“Finish”.
4. Repeat the exercise, this time asking participants to exaggerate the level of emotion in each
encounter. Then repeat it once more, asking them to exaggerate the energy levels until it is
completely over the top, with people begging on their knees for forgiveness.
Learn
1. Group Confidentiality Agreement (20 minutes)
1. Explain that in this exercise the participants are going to think about the idea of trust between
themselves and their friends, as well as confidentiality within this group, since they may be
80 m talking about some sensitive things together.
2. Have the participants divide into groups of four and discuss the following situation amongst
themselves for a few minutes: They should imagine that they have some kind of health issue or
other secret that they feel embarrassed about, and they want to seek advice from a friend or a
health worker.
3. Ask the participants to think about what qualities they would look for in the person whose
advice they seek. Tell them that there is no need to mention the name of this person, just the
qualities.
4. Call everyone back into the full circle and ask people to describe the kinds of qualities that
were discussed. Again, no names should be mentioned. Point out to everyone that when we
are in need and want to turn to someone, we all seek people with certain qualities. Say that we
all have secrets or embarrassing feelings in our lives, and that we may like to share them with
someone who we think could reassure or help us.
5. Point out that our greatest source of learning comes from shared experiences. The more that
we can show that we care for one another, as well as take care of ourselves, the more we are
likely to learn from one another’s experiences. Encourage the participants to think carefully
before talking about today’s session with others outside of the group and divulging any
detailed information of what was discussed amongst yourselves in the lesson. Explain that we
are talking about trust and confidentiality because today’s session will be about sexuality.
128
6. Write the word sexuality where everyone can see it, or simply say it aloud. Then ask a few
participants how they would explain this in their own words. Praise the first few volunteers
who suggest answers for being courageous. Continue eliciting answers, and try to ensure that
the following three aspects of sexuality are covered. If they are not, you might wish to offer the
following definition: Sexuality refers to:
• Our ability to have sexual feelings.
• The fact that people have different sexual preferences; we all find different sorts of people
attractive.
• Sexual activity or behaviour.
7. Ask volunteers to suggest some rules to ensure that everyone feels safe and comfortable
throughout this lesson, and write them on the flipchart. Try to ensure that at least the following
• What gets said in the room stays in the room.
3. My Body, My Choices
• No jokes outside the room about what has been said inside the room.
• No harassment.
8. Ask the group if everyone is happy with each of the rules, and once you have gained
consensus have each participant sign the bottom of the sheet. If the group is less literate, ask
them to promise orally to adhere to the rules.
2. Barriers to Talking About Sexuality (20 minutes)
1. Put participants into groups of five or six, and give each group a sheet of flipchart paper and
some markers.
2. Ask them to draw an imaginary teenager, someone from a similar background to their own.
It can be a girl or a boy. They should name their character and write a few words around it,
giving details such as age, location and hobbies to bring the character to life a little.
3. Next, ask the groups to discuss amongst themselves reasons why this character might find
it uncomfortable to talk about sexuality. They should list these underneath the drawing.
(Examples you might suggest to get them started could include: ‘She/he doesn’t feel confident
about having the correct information for a discussion’, or ‘She/he worries that by showing that
she/he already knows about sex, her/his friends might think her/him immoral’, or ‘The subject
makes her/him uncomfortable’.) Encourage the participants to think of as many reasons as
possible.
4. Give the groups 5 minutes to do this and then have each group quickly present their character.
3. What Words Shall We Use? (20 minutes)
1. Explain to the participants that today and over the coming weeks you are going to be
discussing various aspects of sexuality. Point out that it is normal for people to feel a little
embarrassed about this topic, but that the participants need to feel comfortable and relaxed
talking about sexuality in order to gain the benefits of this programme.
2. Put the participants into groups of five to six. For this initial exercise, you might want to
organise groups by gender.
3. Give each group a sheet of flipchart paper and marker, and ask them to brainstorm about the
words they used when they were children for body parts related to sexual activity, as well as for
sexual acts.
4. Now have groups call out their words and write them down on your own flipchart, organising
words or phrases with shared meanings into clusters.
5. Once that is done, go through each cluster one-by-one and ask the participants what the
formal word or phrase for each is. Then write these terms above each cluster.
129
 6. Now discuss the following questions with the group: Sexuality Fact and Fiction Statements
• Were there any words you knew but didn’t write down? Why?
• How did it feel to say these words aloud?
1. Talking about sexuality can be frightening.
• Which words were the easiest to say? Why?
• What makes some words feel ‘dirty’ and others ‘okay’?
Follow-up advice: Yes it can, and that’s perfectly normal! All of us feel shy at times when it comes
• How do you feel when these or other slang words relating to sex are used by other people
to discussing sexuality. But it’s good for us to talk about it, and after a while we’ll become more
at home, in school or in the community?
comfortable.
7. Ask the participants what conclusions they might draw from our habit of using slang to discuss
sexuality. Possible conclusions to elicit or suggest would include:
• Slang terms are often used to hide shame about our bodies and sexual relations. 2. Talking about sexuality can make me feel a bit ashamed.
• We should be respectful towards our own bodies and other people’s bodies rather than
ashamed of/rude about them. Follow-up advice: Unfortunately, many people do feel ashamed when it comes to discussing sexuality.
8. Finally, inform participants that as these weekly gatherings are educational, you will be using But we should never feel ashamed of our bodies. (Note to facilitator: You may wish to put this in a

3. My Body, My Choices
only the formal terms you indicated earlier and that you are asking them to do the same. religious or scientific context e.g. God made us this way/this is how nature intended us to be).
9. Thank them all for their courage, and reassure them that these are not always easy matters to
discuss but that they are doing well. 3. If you desire sex, you have to have it.

4. Separate Fiction from Fact (20 minutes) Follow-up advice: Sexual desire does not have to lead to sexual activity. How you feel and how you act
1. Ask the participants the following questions: are two different things.
• What stories were you told when you were younger about how you were conceived?
• What parts of these stories were factual and what parts were not?
4. Most girls do not desire sex.
• Girls: how did you learn about menstruation?
• Boys: how did you learn about erections or wet dreams?
Follow-up advice: It is as normal and natural for girls to desire sex as it is for boys. With sex, as in all
• Why do you think that people sometimes use myths and stories to discuss sexual
other areas, girls and boys are equal.
development and reproductive functions?
• What are the risks of using stories to inform youth about sex?
2. Now explain that you are going to do an activity to try to separate common beliefs around 5. Some people want to have sex more often than others.
sexuality from fact.
3. Point out the three signs (AGREE, DISAGREE and UNSURE) around the room. Explain that you Follow-up advice: Levels of sexual desire vary by individual and circumstance.
will read out statements about young people and sexuality, and that after each statement they
should choose to stand by the sign that best sums up their position.
6. People have sexual fantasies about things they do not desire to happen in real life.
4. Once participants have taken a position, ask a few from each sign to explain why they have
chosen that response. Thank everyone for their thoughts and opinions, and then read out that
appropriate ‘fact’ statement. Follow-up advice: Fantasies are often just fantasies. A person may not really want to experience the
fantasy.
5. Choose from the following list of statements, or use all of them.

7. If you are male, you want to have sex all the time.

Follow-up advice: Men do not always desire sex. They experience variations in their levels of desire as
do all people.

8. Fear of becoming pregnant, or of being infected with a STI, can affect sexual desire.

Follow-up advice: Emotional states, such as fear, can affect a person’s sexual desire.

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 BOOK 1
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Reflect BOOK 1
C 44%
3.4 My Body, My Health
M 0%
1. Ask participants the following questions: Y 97%
• What were some of the things you thought K 0%true at the beginning of this lesson that
were BOOK 2
15 m turned out to be false? C 2%
• What effect can this type of misinformation have on our feelings about ourselves and our
M 4% Overall Outcome
Y 99%
For youth, learning to judge the truthfulness of conflicting messages is an important life skill. It will
sexuality? K 0%
keep them from getting confused and making unhealthy decisions. All young people have the right
• Have any of your personal barriers to discussing sexuality been removed as a result
BOOK 1 of this to know about their sexuality and reproductive health.
lesson? Or even just lowered a little? C 44% BOOK 4
M 0% C 50%
• If you had to explain to a friend who isn’t in BOOK 2 what this lesson was
this group Y about
97% in three
C 2% M 92%
sentences, what would you say? K 0%
M 4% Y 4%
K 0%
Lesson Objective
Y 99%
By the end of this lesson, participants will be able to:
K 0%

3. My Body, My Choices
1. Identify beliefs that young people have about Sexual and Reproductive Health and Rights that
BOOK 5 affect their behaviour.
BOOK 4 C 64%
C 50% M 0% 2. Identify the individuals or institutions that can guide or help them.
M 92% Y 3%
Y 4% BOOK 2 K 0%
K 0% C 2%
M 4%
Y 99%
Materials
BOOK 1 • A box (e.g. an old shoe box) with a lid for the Anonymous Questions Box
BOOK 5 C 44% K 0% BOOK 8
C 64% M 0% C 76% • Slips for the Characteristics of Sexual Health Running Dictation
M 0% Y 97% M 3% • Three A4 sheets of paper with AGREE, DISAGREE and UNSURE written on them (placed around
Y 3% K 0% BOOK 4 Y 98%
K 0% C 50% K 0% the room before the lesson starts)
M 92%
Y 4% • Complete the Sentences, written on the flipchart
K 0% • Paper for submitting questions
BOOK 1 BOOK 8 • Pens and paper
C 44% C 76%
M 0% • Flipchart and marker
M 3% BOOK 5
Y 97% Y 98% C 64%
K 0% BOOK 2 M 0%
K 0% C 2% Y 3%
M 4%
Y 99% K 0% Methodology
K 0% • Start: Running Dictation
BOOK 3
C 0% • Learn: Complete the Sentences & Take a Stand
BOOK 1
C 44% BOOK 8 M 99% • Reflect: Role Play
M 0% BOOK 4 Y 77%
Y 97% C 50% C 76%
BOOK 2 K 0% M 92% M 3% K 0%
C 2% Y 4% Y 98%
M 4%
Y 99%
K 0% K 0% Duration
120 minutes
K 0% BOOK 3
C 0%
BOOKM2 99%
BOOK 5
BOOK 4 C 2% Y 77% C 64%
C 50%
M 4%
Y 99%K 0%
M 0% Key Words
M 92% K 0% Y 3%
Y 4% K 0% • Sexuality
K 0% BOOK 4
C 50%
M 92%
Y 4%
K 0% BOOK 8 BOOK 3
BOOK 5 C 76%
C 64% C 0%
M 3% M 99%
M 0% BOOK 5
Y 98%
Y 3% C 64% Y 77%
M 0% K 0%
K 0% Y 3% K 0%
K 0%

BOOK 8
BOOK 8 C 76%
C 76% M 3%
Y 98%
M 3% K 0%
Y 98%
K 0% 133
132
 BOOK 1
C 44%
M 0%
Y 97%
K 0% BOOK 1 around the classroom and find the slips on the wall. When the runners find a slip, they need to
C 44%
Information for the Facilitator M 0% read and memorise it. They must not take notes or photograph it with their phones. Then they
Y 97%
• If you are working with a mixed gender group, you may wish to organise groups, or even the run back to their writer and tell them what they have memorised so that the writer can note it
K 0%
entire session, along gender lines in accordance with local cultural norms. down.
• In the Start session we introduce the Anonymous Questions Box.
BOOK 2 Hopefully this feature 6. When everyone has finished, have one member from each team read out one or two answers
C 2%
will encourage shy participants to feel safe enough to ask questions.
M 4% Be sure to stress the to check for accuracy and to address any questions.
Y 99%
importance of anonymity. The Anonymous Questions Box Kshould 0% feature in all sessions 7. Tell the participants that these are the characteristics that they will hopefully acquire by the
concerning Sexual and Reproductive Health and Rights. Try to answer questions from the box at end of this curriculum.
the start or end of each lesson. BOOK 4
C 50%
M 92% BOOK 2
• If you are working with a low-literacy group, it is still possible
Y 4%to do Cthe2%Running Dictation
K 0%
exercise in the Start section. You will need five volunteers. Read twoMof4% the information slips Learn
Y 99%
to each volunteer, asking them to memorise them. These volunteers are to stand in different 1. Complete the Sentences (30 minutes)
BOOK 5
C 64%
K 0%
places around the edge of the room. Organise the remaining M 0%
participants into teams of three, as 1. It might be a good time to quickly review the confidentiality agreement from the previous

3. My Body, My Choices
you would for a standard Running Dictation exercise. Instead Y 3%
of writing down the information
K 0% lesson before beginning this segment.
on the slips, they approach the volunteers one-by-one, listening to BOOK 4
their message, memorising 60 m
C 50% 2. Put participants into groups of four. If you are working with a mixed gender group, you may
it and returning to number 2 in their team. Instead of writing down the answers
M 92% brought to them
BOOK 8 wish to organise these small groups along gender lines if that is in keeping with local cultural
by the runners, number 2 must memorise all eight of them.C 76% Y 4%
M 3% K 0% norms. Designate one confident, articulate participant within each group to act as the group’s
• Learn: Complete the Sentences is organised as small groupY work 98% in order to help shy
presenter.
K 0%
participants who might be intimidated about speaking alone in front of the whole group. A
3. Direct the participants’ attention to the flipchart (which has the information below written out
primary objective of this exercise is to encourage participants to feelBOOKmore5confident discussing
C 64% However, it is on it. Remember, you need not include all of the following sentences on your version. The
issues of Sexual and Reproductive Health and Rights amongst themselves.
M 0% illustration below is there to offer you unfinished sentences to choose from.)
likely that you will need to offer advice in at least some areas; otherwise
Y 3%there is the risk that
misinformation might remain unchallenged and spread. Choose only K the
0% sentences that are 4. Explain that within their groups, each person should share with the others the word they would
appropriate for your group. You are also free to change the sentences. If you are working with a use to complete the sentences under Reproductive Health. Give the groups ten minutes to
low-literacy group, you may wish to read out the incomplete BOOKsentences
3 one at a time and give discuss the sentences. Circulate around the groups and offer help if needed.
C 0%
groups one minute to discuss their answers. M 99%
BOOK 8 5. Ask each presenter to call out all of the words suggested by their group to complete each
Y 77%
K 0%
• For Take a Stand, the emphasis is not on finding a correct answer, C rather
but 76% on giving sentence. Write these words on the flipchart next to the number for each question.
M 3%
participants the freedom to share differing opinions and ideas and learning
Y 98% to justify their 6. Encourage deeper discussion by asking the wider group what the advantages and
arguments whilst listening respectfully to one another. Your job is only K 0%to ask questions such as disadvantages of the different sentences proposed might be. For example, possible answers for
“Why do you think that?” and “Who has a different idea?” However, you may need to intervene sentence 1 might include ‘parents’, ‘friends’, ‘health workers’, or ‘nobody’.
where participants offer views that are prejudicial or untrue. 7. When all of the Reproductive Health sentences have been discussed, be sure to explain to
participants where they can find the nearest youth-friendly health service. Explain to them that
the staff there are trained in dealing with youth and have strict policies of confidentiality.
Start 8. Now repeat the exercise for the sentences under Sexual Health.
The Anonymous Questions Box + Running Dictation 9. When all of the Sexual Health sentences have been discussed, be sure to share the following
1. Introduce the Anonymous Questions Box, and encourage participants to submit questions – advice with participants. “Sexual pleasure and desires are normal and healthy, and neither
without putting their names on them – about sexual and reproductive health. These could be should ever be a source of shame. They are part of who we are, and we should accept and
30 m BOOK 3
about relationships, changes during puberty, pregnancy prevention, C menstruation,
0% sexually be happy with them. Nobody should ever enter into a sexual relationship unless they feel
M 99% Box will be available
transmitted infections/ HIV, gender roles, etc. The Anonymous Questions comfortable and confident in doing so. Never succumb to pressure to have sex unless you
Y 77% are happy to do so. If you are considering entering into a sexual relationship, find out what
at each lesson. Explain that you will leave the box on your desk for ten minutes before and
K 0%
after each session, and will do your best to answer any questions submitted at the beginning or contraception might be available to you. Again, a youth-friendly health service will be able to
end of each lesson. Encourage participants to put questions into the box at any time they wish. help you.”
2. Now tell the participants that they will do a quick Running Dictation to help them look further
into what is meant by the phrase ‘sexually healthy’.
3. Ask the participants what is meant when we say that someone is ‘sexually healthy’. Ask: “What
knowledge, skills or attitudes do we need in order to be sexually healthy?” As participants are
likely to be shy in answering, remember to praise those who volunteer ideas.
4. Put the participants into teams of three, and count each member off: 1, 2, 3. Explain that in
each team, number 2 is the writer. Make sure they have a pen and some paper.
5. Next, explain that team members numbered 1 and 3 are the runners. It is their job to run

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Reproductive Health
1. I choose to talk with _______________________ when I have questions about the changes in my
body during adolescence because ____________________________.
2. I feel _________if I need to talk with my parents about issues regarding sex
because_____________________
3. I feel_____________________if I need to buy condoms.
4. I feel contraceptives are _____________________ because _____________________.
5. If I get (someone) pregnant, I _________________________________________________.
6. I feel _____________________with my body changes because ___________________________________.
• How did you feel during both of these activities? Was it easy or difficult to express your
feelings and opinions about sexual and reproductive health?
• What were some ideas or opinions that many of you shared?
• What are some of the important insights that you gained from the two activities?
• Where do we commonly get our information and views on Sexual and Reproductive Health
and Rights?
• Do you think it is possible for views to change? Is that good or bad?
On relationships:
• It’s acceptable for a girl to let a boy know that she likes him.
• Couples who are not yet married should not kiss.

Sexual Health
7. I feel ready to have sexual relationships when _______________________.
8. Virginity is________________________.
9. I shouldn’t have sexual relationships if_____________________________.
10. I feel _____________ if I talk about sexual pleasure.
11. Sexual desires and fantasies are______________________.
12. I believe that having sexual relationships before marriage is ___________.
3. My Body, My Choices
• You should only date someone if you know you are going to marry him or her.
• Everyone should get married before they are 30.
On changes during puberty:
• I am comfortable with all the changes that have happened to my body because of
puberty.
• Everyone goes through exactly the same physical and emotional changes.

On sexual relationships:
• It is okay for people to have sex before marriage.
2. Take a Stand (30 minutes) • It is acceptable for boys to have sexual experiences before marriage.
1. Show participants the signs reading AGREE, DISAGREE, and UNSURE posted around the room. • Condoms are only for people with many sexual partners.
2. Explain that you are going to read out some sentences one by one, and that people should go
to the sign AGREE if they agree, DISAGREE if they don’t agree, or UNSURE if they’re not sure. On seeking advice and support:
3. Prepare around ten sentences from the examples below. • I know everything I need to know about reproductive health.
4. To begin, ask the participants to stand in the middle of the room. • It is very easy to talk to my parents about issues concerning sexuality.
5. Read out the first sentence. Repeat it, and make sure that everyone has understood it. • I know where to go to for help if I need advice on a reproductive health concern.
6. Ask participants to think about the sentence, and then go to stand in front of the sign that
reflects their position/opinion. On reproductive health:
7. When everyone has gone to their sign, give them a few minutes to talk together about why • Women should aim to have as many children as they can.
they chose that sign. • It is okay to use contraceptives.
8. Ask for a few volunteers from each of the three signs to explain their opinion/position.
9. Ask the other groups to listen carefully, and to try to understand each groups’ views well.
Maybe they also have some good ideas.
10. Ask:
• Did the boys generally choose different corners from the girls? Why? (If you are working
with a mixed gender group).
• Which of these ideas protect us from unwanted sex, pregnancy, and STIs (including HIV),
and which ones put us at risk?
• Does anyone want to change groups now that they have heard other people’s reasons for
agreeing or disagreeing? (If yes, ask them to explain why they are changing.)
11. Read out another sentence and repeat the activity.
12. Invite participants to think of new sentences, and repeat the process.
13. When the sentences are finished, sit down and reflect on the two previous activities by asking
the participants:

137
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 Characteristics of Sexually Healthy Adolescents
Reflect (Also to be used in Running Dictation)

1. Ask the participants to think back to the last activity. Remind them that they looked at
sentences that they agreed or disagreed with. Ask them: “Who can remember some of the
30 m sentences?” Sexually healthy young people are people who:
2. Choose one of the sentences. For example: ‘It is acceptable for boys to have sexual
experiences before marriage.’ Ask: “Where do our ideas about this sentence come from?”
3. Write their answers on the flipchart. Possible responses might include: parents, friends, elders, Communicate well
teachers, preachers, radio, films, etc.
4. Now ask for volunteers to come up to play some of these roles (parents, friends, elders,
teachers, preachers). Have the actors stand in a row. You may wish to give each of them a Know about sexuality
sheet of paper with their role written on it for clarity.
5. Repeat your first sentence, e.g. “It is acceptable for boys to have sexual experiences before

3. My Body, My Choices
marriage.” Now ask a participant to come up and rephrase this into a question: “Is it acceptable Appreciate their bodies
for boys to have sexual experiences before marriage?” The participant asks each of the actors
the same question, and each has no more than 30 seconds to answer. The job of the actors is
simply to give the sort of answer they feel the character they are playing would give.
Take responsibility for their behaviour
6. Continue playing the game, regularly changing the sentences, the actors and the participants
who come up to ask advice.
7. At the end, ask the participants:
Understand and seek information about their parents’ values
• How will you decide which advice to follow amongst all of these different ideas?
• What will help you to make your decision?
• How correct is the information from each person likely to be? What other information do
you need? Make personal decisions wisely
• Do you have the same beliefs and values as this person?
• Why is the person telling you this? Do they want to help you or harm you? Do you trust
them? Mix with both genders respectfully and properly
• What would be the positive and negative consequences of this option for you?
8. Ask for volunteers to tell how they might apply what they learned today to their own lives.
9. End the lesson by having the entire group read Characteristics of Sexually Healthy Adolescents Are able to express love and intimacy in ways that suit their age, including saying “not yet”
aloud.

Are able to decide when they really are ready for mature sexual relationships

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 BOOK 1
C 44%
M 0%
Y 97%
K 0%

3.5 My Body, My Rules

BOOK 1
C 44%
M 0%
Y 97%
K 0%
BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
Participants will discuss sexual decision-making and how to set personal limits around sexual
BOOK 1 K 0%
activity.
C 44%
M 0%
BOOK 2 Y 97% BOOK 4
C 2% K 0% C 50%
M 4% M 92% Lesson Objective
Y 99% Y 4% By the end of this lesson, participants will be able to:
K 0% K 0%
1. Identify reasons why some adolescents/youth choose to have sex and others choose not to.

3. My Body, My Choices
2. Make informed decisions about engaging in sexual activity.
BOOK 4
C 50% BOOK 5 3. Set personal limits around their sexual activity.
M 92% C 64%
Y 4% BOOK 2 M 0%
C 2% Y 3%
K 0%
K 0%
M 4%
Y 99%
Materials
K 0% • A4 sheet of paper reading Completely forced, not desired: 0 (for Where on The Line?)
BOOK 5
C 64% • A4 sheet of paper reading Fully voluntary and desired: 10 (for Where on The Line?)
BOOK 8
M 0% C 76% • Two A4 signs, one saying AGREE and the other saying DISAGREE
Y 3% BOOK 4
C 50% M 3% • One set of Case Study Cards for every eight students (for Where on The Line?)
K 0% M 92% Y 98%
BOOK 1 • One set of Experts Groups Cards for every four students (for Saying “No” To Sex)
C 44% Y 4% K 0%
M 0% K 0% • Four sheets of flipchart paper, titled:
Y 97% • Reasons Why Some Young Boys Choose to Have Sex
BOOK 8
C 76% K 0% • Reasons Why Some Young Boys Choose Not to Have Sex
M 3% BOOK 5
Y 98% C 64% • Reasons Why Some Young Girls Choose to Have Sex
K 0% M 0%
Y 3% • Reasons Why Some Young Girls Choose Not to Have Sex
BOOK 1 K 0% • Markers
C 44%
M 0% • String
Y 97%
K 0% BOOK 2 BOOK 3
C 2% BOOK 8 C 0%
M 4%
Y 99%
C 76%
M 3%
M 99% Methodology
Y 77%
K 0% Y 98% • Start: Brainstorming
K 0%
K 0% • Learn: Case Studies Card Ranking & Expert Groups
BOOK 1
C 44%
BOOK 4 • Reflect: Take a Stand
M 0% BOOK 3
Y 97%C 0% C 50%
BOOK 2 K 0% M 99% M 92%
C 2% Y 77% Y 4%
M 4%
Y 99% K 0% K 0% Duration
95 minutes
K 0%

BOOK 2
BOOK 5
BOOK 4 C 2% C 64%
C 50%
M 4%
Y 99%
M 0%
BOOK 3
Key Words
M 92% K 0% Y 3%
K 0% C 0% • Decision
Y 4% M 99%
K 0% BOOK 4 Y 77% • Consent
C 50%
M 92% K 0% • Choice
Y 4%
K 0% BOOK 8
BOOK 5 C 76%
C 64% M 3%
M 0% BOOK 5
Y 98%
C 64%
Y 3% M 0% K 0%
K 0% Y 3%
K 0%

BOOK 8 141
BOOK 8 C 76%
C 76% M 3%
 K 0%

BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
M 92% BOOK 2
Y 4%
C 2%
Information for the Facilitator K 0%
M 4% Learn
Y 99%
• People make decisions about sexual activity throughout their lives. Our decisions are based on a 1. Where on The Line? (30 minutes)
BOOK
C 64%
5 K 0%
variety of factors, including values, information, experiences, gender,
M 0% age, religion, etc. 1. Attach a piece of string horizontally along the floor, or draw an imaginary line across the room.
Y 3%
• All individuals have the right to make their own decisions about
K 0% sex. Under no circumstances At one end, place the A4 paper reading Completely forced, not desired: 0. At the other end,
BOOK 4 60 m
C 50%
should any person’s rights to make their own decisions be denied. Even if someone has said place the A4 paper reading Fully voluntary and desired: 10.
“yes” or has been pressured or forced to have sex in the past, they M 92%
BOOK 8 always have the right to say 2. Explain that when we decide whether or not to have sex of our own free will, our decisions will
C 76% Y 4%
“no” to sex today and in the future. M 3% K 0% fall somewhere along this line. Ask:
Y 98%
K 0% • What do we call sex that is forced? (After you have elicited the answer ‘rape’, add the word
‘rape’ on the paper at that end of the line.)
Start BOOK 5
C 64% 3. Ask: “If a person agrees to have sex, does that always mean that they actually want to have
Reasons to Have or Not to Have Sex M 0% sex?
Y 3%
1. Explain to the participants that they will be brainstorming a list of reasons
K 0% why young people 4. After participants respond, ask: “When sex is voluntary but not really wanted, would that be at

3. My Body, My Choices
may choose to have sex, and a list of reasons why they may choose not to have sex. one end of the string or somewhere in between the two ends?”
20 m
BOOK 3and place them on opposite
2. Divide the participants into two groups based on their gender, 5. Divide participants into four groups. Give each group some of the case study cards. Explain
C 0%
sides of the room. M 99% that they should read each case study card as a group, then discuss it and decide where on the
Y 77% BOOK 8
K 0%young
3. Explain that the female group will identify reasons why some C women
76% their age have sex, string they think it fits.
M 3%
and the male group will identify reasons why some young men their age
Y 98% have sex. 6. After the groups have had 10 minutes to read and discuss, ask someone from one group to
K 0%
4. Give each group its prepared flipchart paper and a marker, and allow participants five minutes read the first case study and explain where on the line between 0 and 10 it belongs. Ask them
to brainstorm and write down their answers. to explain why they chose that place. Now allow two minutes for the other groups to indicate
5. After the brainstorm, have the two groups come together. Post the two lists on the wall, and where they put the same case study on the continuum. Encourage them to discuss any
ask a person from each group to read their list. differences of opinion. Repeat this process for each case study.
6. Ask the group to compare the two lists. Ask: 7. Reserve ten minutes at the end of the exercise to discuss the following questions:
• What is similar about the lists? What is different? • Forcing someone to have unwanted sex is a violation of that person’s human rights. By
• Why do you think there are differences between the list for young men and the list for a show of hands, who believes that forced sex is common among young people? Who
young women? thinks it’s rare?
• Refer back to the earlier sessions on gender in chapter 2. Ask the group:
BOOK 3 • We have discussed that a person who does not want to have sex and is not forced into
C 0% that young men and
• Which messages might influence the differences between the reasons it may still voluntarily engage in sex. Who believes this is a fairly common experience
young women choose to have sex? M 99% among young people? Who thinks this is rare? (Note whether the response of boys and
Y 77%
K place
7. Again, divide the participants into two groups based on gender, and 0% them at opposite girls to this question is similar, and point out any differences if they occur.)
sides of the room. • Are girls and boys equally likely to have sex in a situation that is not forced but also not
8. Explain that the female group will now identify reasons why some young women their age desired? (Go further by asking: “Do you think girls and boys usually share equal power
choose not to have sex, and the male group will identify reasons why some young men their in sexual relationships? What about adult men and women?” Emphasise that even if
age choose not to have sex. Allow them five minutes to brainstorm and write down their a situation does not fall at the extreme ‘forced’ end of the line, it may nonetheless be
answers. unacceptable.)
9. After the brainstorm, have the two groups come together. Post the two lists on the wall, and • Does a person always know whether their partner really wants to have sex? What are
ask a person from each group to read their list. some ways to be sure? (Try and elicit the following: “Always ask the other person!
10. Ask the group to compare the two lists. Ask: Talking it over together beforehand is best. What if you ask and your partner is not sure
• What is similar about the lists? What is different? what they want?)
• Why do you think there are differences between the list for young men and the list for
young women? 2. Saying “No” To Sex (30 minutes)
11. Refer back to the earlier sessions on gender roles (Lesson 2.3 and 2.4). Ask the group: 1. Tell the participants that for this exercise they will be working in teams of four. Each team will
• Which messages might influence the differences between the reasons that young men and be responsible for their own learning, and at the end of the exercise there will be a short quiz.
young women choose not to have sex? For a team to do well on the quiz, each member must be both a good teacher and a good
• Are any of these reasons for saying “no” to sex not acceptable? student.
2. Put the participants in teams of four. Give each team a name, such as ‘Red Team’, ‘Blue Team’,
‘Green Team’, etc.
3. Give each team a set of the Experts Groups Cards, and ask each member to take one card.
4. Next, break up the teams. Ask all participants with Card 1 to sit together, everyone with Card 2

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 Y 97%
K 0%
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
BOOK 2 M 92%
to sit together, everyone with Card 3 to
C 2%
Y 4%
K 0%
M 4%with Card 4
sit together, and everyone
Y 99%
Reflect
to sit together. Take a Stand
K 0% BOOK 5
C 64% no
5. Inform them that they have five M 0% 1. Place the AGREE and DISAGREE signs on the walls where participants can see them.
Y 3%
minutes to become experts
BOOK on 4 the K 0% 2. Explain that you will read out a statement, and that participants should then stand in front of
C 50% 15 m
piece of information they have on their whichever sign they feel summarises their position.
M 92%
card. They should read Y it,4%
ask each BOOK 8 3. Read out the statement and give participants 30 seconds to choose where to stand. Then ask
C 76%
other questions if theyKneed
0% to, discuss M 3% several participants from each line to explain why they have chosen to stand there.
Y 98%
it and memorise it. K 0% 4. Repeat this process for each of the statements, trying to ensure that everyone gets at least one
BOOK
6. After five minutes, bring 5
everyone back chance to express their thoughts in their own words.
C 64%
into their original teams. Explain that
M 0%
each participant will now
Y 3% take turns
K 0%
in being the teacher. The participants

3. My Body, My Choices
with Card 1 go first. They tell the other Take a Stand Statements
three participants in their teams all BOOK 3
C 0%
• If a girl loves her boyfriend, she should show it by having sex with him.
BOOK 8listen, ask
about their card. The others M 99%
C 76% Y 77% • I think it is okay to give someone money or a gift for sex.
questions and make notes.
M 3% When the K 0%
• I think it is okay to accept money for having sex, if you need the money.
Card 1 participants areYfinished,
98% it’s the
K 0% • Pressuring someone to have sex against their will, even if you don’t use physical force, is
turn of the Card 2 participants to be the
more or less the same as rape.
teachers and tell the others about the
information on their card. The others • Lots of young people just do not want to have sex. Their feeling has nothing to do with
listen, ask questions and make notes. AIDS or pregnancy or with what adults tell them. They just do not want to have sex, even
When they are finished, the process is if they have a boyfriend or a girlfriend.
repeated for the Card 3 participants and • I feel comfortable saying “no” to sex if I do not want to have it.
finally, the Card 4 participants.
7. Once all four members in each team
have played the role of teacher,
BOOK 3 collect
C 0%
the cards from them. Randomly select
M 99%
participants from eachY team
77% to answer
the following questions. Remind the
K 0%
participants that they are allowed to use
the notes they kept.

Quiz Questions
Here are some questions you might ask participants in order to check their comprehension.
• If someone challenges your choice about having sex, what are they not giving you?
(Answer: Respect)
• What do you always have the right to say to your partner? (Answer: “No”)
• How should you protect yourself if you and your partner agree to have sex? (Answer: By
using a condom)
• What two things will a condom protect you against if used properly? (Answer:
Pregnancy and STIs)
• Name some reasons why it is a bad idea to be under the influence of alcohol or drugs?
(Answers include: It makes it harder to think clearly; you can make bad decisions that
will leave you vulnerable to pregnancy or STIs; some people might use the effects of the
drugs or alcohol to force you to have sex with them.)

145
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 Where on The Line? Case Study Cards
Selah and James
The last time Selah refused to have sex with her husband James, he threatened her and beat her
badly, giving her a black eye. She doesn’t want to have sex with James today, but he might beat her
again so she doesn’t refuse.
Julia and Oscar
Oscar is not really sure if he wants to have sex with Julia, but Julia suggested it and he is afraid that
his friends will find out and tease him if he says no. He goes ahead.
Peter and Laura
Peter often buys Laura gifts and other things she needs. Tonight, they went out for dinner and he
paid. Even though Laura doesn’t feel ready to have sex, she feels that she owes it to Peter. She
doesn’t refuse him.
Gina and Ahmed
Gina comes from a poor family. She works in Ahmed’s shop and her salary is her family’s main
income. One day Ahmed starts touching her, and after the shop closes he pulls her into the
storeroom in the back and lifts up her dress. Gina is confused, and frightened about losing her job.
She starts to resist, but when Ahmed says: “What? You don’t like working here?” she gives in.
Henry and Maria
Henry and Maria have been kissing passionately. When Henry starts to undress Maria, she tries to
stop him, saying “No”. Henry thinks she wants more but that she is worried about admitting it. So, he
keeps trying. After trying to push Henry away and saying “No” for five minutes, she eventually stops
struggling and just lies there. Henry goes ahead and has intercourse with her.
Nina and Carl
Nina, aged 22, has been going out with Carl for about six months. He has told her several times
that he really wants to have sex with her, but only if she wants to. Nina feels unsure, but she thinks
that she should do what her boyfriend wants. She knows other young women have sex with their
boyfriends, and she is concerned that he might leave her if she doesn’t, although Carl has never
threatened to do so. The next time they are intimate they have sex.
Ajit and Anila
Ajit and Anila have met only a couple of times, always with supervision. Ajit seems like a good person,
so when her parents tell her that Ajit wants to marry her Anila agrees. Anila has heard that everything
related to sex is shameful. She has heard that it hurts the first time and will make her bleed. She is
really scared. She hardly knows Ajit, and feels ashamed at the thought of him touching her body. She
isn’t interested in having sex and doesn’t feel excited, but she knows that when you get married, you
must have sex on the wedding night. She lets Ajit have sex with her.
Teo and Helena
Teo and Helena are classmates at university. They have been dating for a few months and are very
attracted to each other. They are not deeply in love but they agree that they want to have sex. After
agreeing to use a condom, they have sexual intercourse.
146
Experts Cards for Saying “No” To Sex
Feeling uncomfortable, doubtful or unsure
Do not have sex if you do not feel comfortable doing so, or if you have doubts about taking part
in a sexual activity. Remember that both partners must always agree happily to the idea. If you feel
uncomfortable or unsure about having sex with someone, then don’t do it. You always have the
right to speak up and say “No”. Only you can decide if you’re ready, or if/when you want to have
sex. Having sex is a big step, so you shouldn’t feel embarrassed about asking questions and sharing
your thoughts and feelings with your partner. If you do not feel comfortable discussing sex with
your partner, then you should not have sex with them.
3. My Body, My Choices
Feeling pressured by your partner or pressured by others
Anyone who challenges your choice about having sex is not giving you the respect you deserve.
Listen to your own heart first. Pay attention to your feelings and do not let anyone make you feel
guilty for making decisions you know are right for you. Only you can decide if you’re ready to have
sex, or if/when you want to have sex. No one ever has the right to pressure you into having sex. If
you’re not ready – even if you and that person have had sex before – remember that you are the
only person who should have control over your body. It can be hard to say “No”. You might feel bad
about hurting the other person’s feelings, or you may feel that there are expectations about what is
supposed to happen. But you always have the right to say “No”.
Not having protection from unintended pregnancy and sexually transmitted
infections
If you decide you are ready to have sex, or that you want to have sex, make sure that you and
your partner are prepared. That means you should be prepared to protect yourself against sexually
transmitted infections (STIs) as well as unwanted pregnancy. While the female and male condoms
(when used correctly and consistently) provide protection against STIs, HIV and pregnancy, other
forms of contraception only protect against pregnancy, and not STIs and HIV.
Taking care of your sexual health is essential. If you are comfortable enough to have sex with your
partner, you should be ready to have a conversation about it.
Being under the influence of drugs and/or alcohol
The effects of drugs and/or alcohol can make it hard to think clearly, let alone make the best
possible decisions about sex. When you are under the influence of drugs and/or alcohol, it is
easy to make a decision you will regret later. Making decisions about sex when you are under the
influence of drugs and/or alcohol can result in poor decisions that put you at risk of contracting an
STI, HIV or having an unwanted pregnancy. Even worse, there are some people who will use the
effects of alcohol and/or drugs to force you into having sex with them.
147
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
3.6 Healthy Relationships
BOOK 1
C 44%
and Deal Breakers
M 0%
Y 97%
K 0% BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
This lesson helps participants to discuss what constitutes healthy/acceptable and unhealthy/
K 0%
unacceptable behaviour in romantic relationships. Participants will learn that they always have the
freedom to terminate an abusive relationship.
BOOK 1 BOOK 4
BOOK 2 C 44% C 50%
M 0% M 92%

3. My Body, My Choices
C 2%
M 4% Y 97% Y 4%
K 0%
Lesson Objective
Y 99% K 0%
By the end of this lesson, participants will be able to:
K 0%
1. Define and identify the healthy and unhealthy behaviours that exist within relationships.
BOOK 5 2. State the characteristics of a healthy relationship that they find important for themselves.
BOOK 4 C 64%
C 50% M 0% 3. Identify deal breaker behaviour that would cause them to end a relationship.
M 92% Y 3% 4. Describe steps to guide someone dealing with unhealthy behaviour in a relationship.
Y 4% K 0%
K 0% BOOK 2
C 2%
M 4%
Y 99% BOOK 8
Materials
BOOK 5 BOOK 1
C 64% K 0% C 76% • Flipchart with HEALTHY written on the left side and UNHEALTHY on the right side
C 44%
M 0% M 0% M 3% • Three pieces of A4 paper, with HEALTHY, UNHEALTHY and DEPENDS written on them. (Place
Y 3% Y 97% Y 98%
K 0% BOOK 4 K 0% these signs on a wall in the room, with DEPENDS between HEALTHY and UNHEALTHY.)
K 0%
C 50% • Prepared flipchart with the Unfinished Sentences for Healthy Relationship Behaviour and Deal
M 92%
Y 4% Breakers
BOOK 8 K 0% • Slips for the Running Dictation on Four Steps of Action for Unhealthy Relationships, placed
BOOK 1 C 76% around the walls of the room ahead of the lesson
C 44% M 3%
M 0% Y 98% • Pens and paper
BOOK 5
Y 97% K 0% C 64%
K 0% BOOK 2 M 0%
C 2% Y 3%
M 4%
Y 99% K 0% Methodology
BOOK 3
K 0% C 0% • Start: Brainstorming
M 99% • Learn: Vote With Your Feet & Unfinished Sentences & Running Dictation
BOOK 1 Y 77%
C 44%
BOOK 4 BOOK 8 • Reflect: Group Discussion
M 0% C 76% K 0%
Y 97% C 50%
BOOK 2 K 0% M 92% M 3%
C 2% Y 4% Y 98%
M 4%
Y 99% BOOK 3 K 0%
K 0% Duration
C 0% 80 minutes
K 0%
M 99%
Y 77% BOOK 5
BOOK 2
BOOK 4 C 2% K 0% C 64%
C 50%
M 4%
Y 99%
M 0% Key Words
M 92% K 0% Y 3%
Y 4% K 0% • Relationship
K 0% BOOK 4 • Healthy
C 50%
M 92% • Unhealthy
Y 4%
K 0% BOOK 8 BOOK 3 • Deal breaker
BOOK 5 C 76%
C 64% C 0%
M 3% M 99%
M 0% BOOK 5
Y 98%
Y 3% C 64% Y 77%
M 0% K 0%
K 0% Y 3% K 0%
K 0%

BOOK 8
149
148 BOOK 8 C 76%
 BOOK 1
C 44%
M 0%
Y 97%
K 0% BOOK 1 5. Draw their attention back to the UNHEALTHY column, and point out that unhealthy
C 44%
Information for the Facilitator M 0% relationships are the opposite of healthy ones. In healthy relationships, both partners are happy
Y 97% healthy/acceptable
• This lesson has been designed to help participants discuss what constitutes to be with the other person. In unhealthy relationships, one or both partners are unhappy
K 0% because of problems within the relationship that are not being addressed.
and unhealthy/unacceptable behaviour in romantic relationships. The goal is to persuade
participants that they always have the freedom to terminateBOOK
a relationship
2 if it is abusive. 6. Break the group into pairs. Ask each person to share an example of a healthy relationship and
C 2%
• The curriculum has been designed for societies in which teenage
M 4% dating is an acceptable norm. an example of an unhealthy relationship with their partner. The examples can be from their
Y 99%
We are mindful however that in traditional cultures, this lesson
K 0% might be only appropriate in own lives, or from those of people that they know. However point out not to specify names
the context of marriage. You may therefore need to adjust the material to fit that context, so especially if the participants are from a small community.
BOOK 4
as to facilitate joint decision-making around acceptable and unacceptable behaviour within a
C 50%
M 92% BOOK 2
marriage. Y 4%
C 2%
K 0%
M 4%unmarried girls, so
• Also, in other contexts the ‘deal breaker’ concept might not exist among Learn
Y 99%
you may need to adjust the lesson to what’s appropriate, and focus more 1. Vote With Your Feet (15 minutes)
BOOK
C 64%
5 K 0% on increasing girls’
decision-making authority in general. It might help to showM girls
0% how they can tap into the 1. Point out the three signs posted on the wall (HEALTHY, DEPENDS and UNHEALTHY). Explain
Y 3%

3. My Body, My Choices
wisdom and support of their mothers and grandmothers (as K well
0% as other influential females in that this is the ‘relationship range’ that will be used to discuss behaviour in relationships.
BOOK 4 45 m
their households). C 50% Explain that a romantic relationship might be situated anywhere on this range between healthy
M 92% and unhealthy.
BOOK 8
C 76% Y 4%
M 3% K 0% 2. Explain that you will read out various statements describing imaginary relationships. After they
Start Y 98%
K 0% have heard the statement, participants should stand in front of whichever of the three signs
Brainstorming on Healthy and Unhealthy Relationships they feel is most appropriate.
BOOK 5
1. Show participants the two columns on the flipchart marked HEALTHYC 64%
and UNHEALTHY. Ask 3. Read out the following statement: “You never disagree with your partner.” Allow them to
M 0% e.g. ‘honesty’.
the group to suggest words that would characterise a healthy relationship, reflect on this statement for 30 seconds, and to then go stand in front of one of three signs.
20 m Y 3%
Encourage them to call out other words that they think would describe
K 0%a healthy relationship. 4. Once participants have chosen a sign to stand in front of, ask a couple of volunteers to explain
Write these words down in the HEALTHY column. their answers. Keep asking them: “Why do you think that?’’ and “Who has a different answer?”
BOOK 3
2. Now ask them to call out words that would describe an unhealthy
C 0% relationship, e.g. ‘lying’ or 5. Work your way through the following list of Relationship Situation Statements in a random
M 99%
‘cheating’, and write those down in the UNHEALTHY column.
Y 77%Your completed
BOOK 8 chart might look order.
something like this: K 0% C 76%
M 3% 6. If necessary, remind participants of some of the qualities of a healthy relationship (e.g. respect,
Y 98% equality, responsibility and honesty), and ask them if the situation in question shows these
K 0% qualities.

HEALTHY UNHEALTHY
Relationship Situations Statements
Honesty Lying
• You spend some time by yourself without your partner.
• You have fun being with your partner.
Communication Poor communication
• Your partner is still close to his or her former partner.
• You feel closer and closer to your partner as time goes on.
Equality Cheating • You will do anything for your partner.
BOOK 3
C 0% • Sex is not talked about.
M 99%
Respect Violence Y 77% • One person usually makes every decision for the couple.
K 0% • You stay in the relationship because it is better than being alone.
Trust Bossy • You are in control and you are able to do what you want to do.
• One person hits the other to make him or her obey.

• You talk about problems when they arise in the relationship.
• You argue and fight often.
3. Review the list of words under the HEALTHY column. Point out that everyone has the right to
• Your partner forces you to have sex when you do not want to.
enjoy relationships with these characteristics, and that we should all behave this way ourselves
• Your partner cheats on you.
in our relationships.
• Your partner insults you/calls you names.
4. If participants have not already suggested these words, emphasise that important
• Your partner sometimes threatens to hurt you physically.
characteristics of healthy relationships include the following: respect, equality, responsibility
• Your partner has hurt you physically on purpose.
and honesty.

151
150
 Y 97%
K 0%
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
BOOK
2. Unfinished Sentences 2 Healthy Relationship
for
M 92%
Behaviour
Y 4% and Deal Breakers
C 2% K 0%
(15 minutes) M 4%
Y 99%
Reflect
1. Point out the flipchartKon0%
which you have written these four unfinished
BOOK 5 sentences:
C 64% 1. Facilitate a group discussion about unhealthy behaviour in relationships by discussing the
M 0%
Y 3% following three issues:
BOOK 4 K 0%
C 50% 15 m
1. For me, threeMimportant
92% sorts of behaviour in a healthy relationship are:
Y 4%
_______________________.
BOOK 8
C 76%
K 0% M 3%
Y 98% Issue #1: Violence
K 0%
2. For me, the most important sort of behaviour in a healthy relationship is: • Why do you think some people hurt or control their partners?
BOOK 5 ______________ because ___________________________________.
_______________________
C 64% • How can violence affect a relationship?
M 0% • How can violence increase the risk of unintended or unwanted pregnancy?
Y 3%
3. Three unhealthy
K 0%sorts of behaviour I would not tolerate from my partner in a relationship • How can violence increase the risk of STIs and HIV/AIDS?
are: __________________________.

3. My Body, My Choices
BOOK 3
4. A ‘deal breaker’ is behaviour
BOOK 8 that is harmful to youCM and
0% that you should not accept. If you
99%
encounter suchC 76%
behaviour you should immediately Y 77%
walk away from it. For me, a deal Issue #2: Communication
M 3% K 0%
breaker is: ____________________
Y 98% ______________ because ___________________________________. • Why is communication during a romantic relationship important? How does
K 0% communication help a couple to prevent pregnancy?
• If someone has poor communication skills, how could this affect their ability to prevent
pregnancy?
2. Have volunteers read each sentence aloud. Make sure all participants understand the four
• What needs to happen for a couple to determine if they both do or do not want to have
sentences.
sex? Why?
3. Ask them to work alone for five minutes, reflecting on how they would complete each
sentence and write down the answers in their notebooks.
4. Circulate around the room and support participants if they are having difficulties with the task.
5. Once you are satisfiedBOOK
that everyone
3 is ready, ask several volunteers to share how they have Issue #3: Getting help!
completed each of the C four
0% sentences.
M 99% • Do you think it might be hard for someone in an unhealthy relationship to end it?
Y 77%
• What would make it hard for someone to end an unhealthy relationship?
K 0%
3. Running Dictation on Four Steps of Action for Unhealthy Relationships (15
• What advice would you offer someone in this position?
minutes)
• Why do you think some people stay in unhealthy relationships? Are the reasons different
1. Reassure participants that even if they find themselves in a relationship with unhealthy
for girls and boys?
characteristics, they are never trapped. They always have the power to address the unhealthy
behaviour or to leave the relationship.
2. Explain that you want them to consider four ‘steps of action’ that they should always feel free
to take if any aspect of their relationship is worrying them.
2. Explain to the participants that decisions in a healthy relationship are made together, and that
3. Point out the four Running Dictation Slips that you placed randomly on the walls prior to the
neither person dominates the relationship. Unhealthy relationships, on the other hand, are
lesson.
often characterised by poor communication and unequal decision-making. This might make
4. Put the participants into teams of three. Now count off each team member: 1, 2, 3. Explain that open talk about sexual behaviour and contraception extremely difficult, and might put one
in each team, number 2 is the writer. Make sure they have a pen and some paper. or both partners at greater risk for STIs, HIV and even unplanned pregnancy. Point out that
5. Explain that team members numbered 1 and 3 are the runners. It is their job to run around healthy relationships are based on strong communication, honesty, equality, responsibility
the room and find the slips on the wall. When the runners find a slip, they need to read and and mutual respect. Stress to participants the importance of practicing healthy relationship
memorise it. They must not take notes or photograph it with their phones. Then they run back behaviour, of expecting the same from their partner and friends, and of not staying in an
to their writer and tell them what they have memorised so that the writer can note it down. unhealthy relationship.
6. The winner is the first team to correctly write down the ‘Four Steps of Action for Unhealthy 3. Ask participants how they might apply what they learned today to their own lives.
Relationships’.

153
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 BOOK 1
C 44%
M 0%
Y 97%
Running Dictation Slips for Four Steps of Action for
Unhealthy Relationships
K 0%
3.7 What’s Their Deal? Favours,
Step 1:
BOOK 1
C 44%
Gifts and Expectations
M 0%
Be on the alert for unhealthy behaviour. Y 97%
K 0% BOOK 2
C 2%
M 4% Overall Outcome
Step 2: Y 99%
The relationship between money and sex can manifest itself differently depending on the context,
If it feels safe to do so, discuss any unhealthy behaviour with your partner. K 0%
and depending on the ability of young people to make the right choices. Boys and girls need to be
BOOK 1
C 44% prepared to resist pressure so that they can make healthy choices.
M 0% BOOK 4
BOOK 2 Y 97% C 50%
Step 3: M 92%

3. My Body, My Choices
C 2% K 0%
M 4%
Get support from trusted friends or family if you are experiencing any unhealthy behaviour in Y 4%
K 0%
Lesson Objective
your relationship. Y 99%
By the end of this lesson, participants will be able to:
K 0%
1. Name some safe and some risky ways in which to gain money or resources.
BOOK 5 2. Discuss risks and risk management strategies for dealing with adults seeking to engage boys
BOOK 4 C 64%
Step 4: C 50% M 0% and girls in transactional sex.
M 92%
Consider ending the relationship if the unhealthy behaviour BOOKIf1 the behaviour includes
continues. Y 3%
Y 4% 44%with a trustedBOOK
C Talk
any form of violence or threats, leave the relationship immediately.
2 K 0%
K 0% M 0% C adult
2% so
they can help you to stay safe during and after the breakup. Y 97% M 4%
Y 99%
Materials
K 0%
K 0% • A flipchart with two column headers reading Safe Ways of Getting Money and Risky Ways of
BOOK 5 BOOK 8
C 64% C 76% Getting Money
M 0% M 3% • A flipchart depicting a Problem Tree diagram
Y 3% BOOK 4 Y 98%
BOOK 1 C 50% • One set of Transactional Sex memory cards for every five participants
C 44% K 0% M 92% K 0%
M 0% Y 4% • A ball, or rolled up paper
Y 97% K 0%
K 0% BOOK 2
BOOK 8 C 2%
C 76% M 4%
Y 99% BOOK 5
Methodology
M 3%
Y 98% K 0% C 64% • Start: Image Theatre
K 0% M 0%
Y 3% • Learn: Problem Tree & Memory Cards
BOOK 1
C 44%
BOOK 4 K 0% • Reflect: Pass the Ball Class Activity
M 0%
Y 97% C 50%
BOOK 2 K 0% M 92% BOOK 3
C 2% Y 4% C 0%
M 4%
Y 99% C 44%
BOOK 1 K 0% BOOK 8 M 99% Duration
C 76% Y 77% 120 minutes
K 0% M 0% M 3% K 0%
Y 97% Y 98%
K 0%BOOK 2 BOOK 5 K 0%
BOOK 4 C 2% C 64%
C 50%
M 4%
Y 99%
M 0% Key Words
M 92% K 0%
BOOK 3 Y 3%
Y 4% C 0% K 0% • Risky
M 99%
K 0% BOOK 4
Y 77% • Transactional Sex
C 50%
M 92%K 0% • Refuse
Y 4%
K 0% BOOK 8
BOOK 5 BOOK 2 C 76%
C 64% C 2% M 3%
M 0%
Y 3%
M 4%BOOK 5
C 64%
Y 99%
Y 98% Information for the Facilitator
M 0% K 0%
K 0% K 0%Y 3% BOOK 3 • It might be common in your community for adolescent boys or girls to get money, favours
K 0% C 0% or other non-financial gifts from adults (can be men or women) in return for sexual activities.
M 99%
Y 77% This ‘transactional sex’ puts young people at risk for unsafe sexual behaviour. When boys or
BOOK 4
BOOK 8 C 50%BOOK 8 K 0% girls receive money and other resources from adults, it can make it harder for them to be in a
C 76%
C 76% M 92%M 3%
M 3% Y 4%YK 98%
0%
Y 98% K 0%
K 0%
155
154
BOOK 5
 BOOK 1
C 44%
M 0%
Y 97%
K 0% BOOK 1
C 44%
M 0%
Y 97%
position to say “No” to sex, or to negotiate for safer sex (e.g. condom use). When boys or girls 6. Ask volunteers to come up with a definition of ‘sugar daddy’ and/or ‘sugar mama’ or whatever
K 0%
have their own safe jobs, their own money and some economic independence they are less the equivalent local phrase might be. Explain that adolescent girls or boys sometimes get
economically dependent, and this could change the dynamics BOOKand
2 choices they make in terms money from sources that may put them at risk of unsafe sexual behaviour. This can be from
C 2%
of relationships. Be aware, however, that exchange-based relationships
M 4% are generally acceptable different kinds of boyfriends or girlfriends or other (often older) men or women who give them
Y 99%
in many contexts. K 0% money and gifts in exchange for sexual activities. Such sexual activities might be referred to as
‘transactional sex’ because they take place in exchange for money or gifts.
• In the Start section we will be using Image Theatre and in the Learn section we will be using a
BOOK 4
C 50%
Problem Tree. Hopefully you will recall how to use these methods
M 92% from
BOOK the2 training workshops
Y 4%
you attended. You might wish to remind yourself of the rules and C 2%
applications of Image Theatre
and Problem Trees by watching these short animations:
K 0%
M 4% Learn
Y 99%
1. Problem Tree (30 minutes)
• https://www.youtube.com/watch?v=j0qWF3hiZNc&t=41s BOOK 5
C 64%
K 0%
M 0%
• https://www.youtube.com/watch?v=SsW8cPW7Lvo&t=5s Y 3% 1. Show participants your drawing of the Problem Tree diagram.
• If a boy or girl conveys to you or to the group that he/she isK in
0%
a transactional
BOOK 4 sexual 60 m
2. Make sure that the participants recognise the branches and roots. Ask them what role the roots
relationship, do not judge him/her or scold him/her. Remember thatCthis 50%may be tolerated/ play in a tree. Try to elicit answers along the lines of: “They feed it and make the tree grow
M 92%

3. My Body, My Choices
accepted by the community, and/or encouraged by the families, BOOK 8 and/or be a conscious choice.
Y 4% bigger.”
C 76%
It also does not necessarily mean that the relationship lacksM emotional
3% K 0%intimacy. You can remind 3. Explain that they are going to use the Problem Tree to help them think more clearly about the
Y 98%
them that this type of financial dependency has risks associated
K 0% with it. Invite him or her to issue of transactional sex. Write or draw the name of the problem on the trunk of the tree:
speak with a trusted adult (such as yourself) to discuss the risks of transactional relationships ‘Transactional Sex’.
BOOK 5
privately, as well as strategies for ending such a relationship if they wishes
C 64%to do so. 4. Next, ask the participants to identify causes of the problem by asking questions such as “Why is
M 0%
Y 3% the problem there?”, “What are the causes of this problem?”, “Why might girls or boys engage
K 0% in transactional sex?”, and so on.
Start 5. Listen to their answers and ask them to justify their reasons, by asking “Why do you think that?”
Safe or Risky BOOK 3
C 0% and “Who has a different opinion?”
1. Put participants into groups of five or six. Explain that each
M group
99% has five minutes to prepare
Y 77% BOOK 8 6. When participants have agreed on a cause, write it down on one of the roots.
two images, using the Image Theatre technique. The first Kimage0% is C
called
76%A safe way for people
40 m my age to get money or resources. The second image is called A risky M 3% way for people my age
Y 98%
to get money or resources.
K 0%
2. Ask several groups to show their images. Facilitate a quick discussion with the audience around
Facilitator’s Tip
each image. Below you will find the sort of questions that might prove useful:
The group might need support from you in completing the diagram, particularly if they remain
• What do you see? a bit shy in discussing the topic. If participants do not suggest the following, you should offer
• Who are these people? these as possible causes of transactional sex:
• What is happening? Why do you say that?
• Where are they? Why do you think that? • Girls/boys lack income of their own.
• Is this a realistic situation? Is it an image you recognise from your own lives or communities? • Receiving gifts makes girls/boys feel loved and appreciated.
• Is the image clear? • Having things they wouldn’t have otherwise.
BOOK 3
• Why is this a safe or a risky way to get money? C 0% • Their families may not be able to afford their expenses or basic needs (e.g. school fees,
3. Keep asking: “Why do you think that?” and “Who has a different idea?” M 99% uniforms, sanitary pads). Try and get the participants to suggest other expenditures typically
Y 77% associated with adolescent girls/boys.
4. Follow up by doing a rapid group brainstorm. Gather the group togetherK 0% by the flipchart and
show them the two column headers: Safe Ways of Getting Money and Risky Ways of Getting • Having things other girls/boys don’t have.
Money. • They may be easily influenced by their friends and peers to desire gifts. Ask what sort of gifts
5. If no participant has yet suggested it, either through the Image Theatre exercise or the group adolescent girls/boys might value in order to achieve higher social standing.
brainstorm, ask them: “What about gifts from (older) boyfriends or girlfriends?” • To achieve higher social standing.

Facilitator’s Tip 7. Now repeat the process by asking them to identify the effects. Again, ask them to justify their
This might be a good time to introduce the term ‘sugar daddy’ or ‘sugar mama’, or whatever answers: “Why do you think that?”, “Who has a different opinion?”. Write their answers down
its local equivalent might be. Be aware of the wider context and whether this concept is on the branches.
relevant. In some contexts, transactional relationships can also be unrelated to age.

157
156
 • Confront their partner, if they feel safe doing so.
Facilitator’s Tip • End the relationship, if they are able to.
Again, try to elicit the effects from the participants themselves. But also be ready to support • Talk to a trusted adult.
them. If they do not suggest the following answers, you might need to offer them: 3. Remind the participants that they have a right to say “No” to unwanted sex, even if someone
is kind to them or has provided gifts or favours. If possible, encourage boys/girls to look
• Feeling pressure to return the gift. elsewhere in their community for financial support if it is needed. Boys/girls should save their
• Feeling pressure to stay in the relationship. own money as far as possible. A few coins saved on a regular basis can add up to a meaningful
• Feeling pressure to do things he/she doesn’t want to do, such as having sex. amount for them in the future.
• Unwanted pregnancy.
• STIs or HIV/AIDS.
• Violence.
Transactional Sex Memory Cards
• Girls/boys feel trapped in the relationship.
• Girls/boys feel less able to say “No” to sex or to negotiate safe sex.
A. Gifts are used when someone wants to express

3. My Body, My Choices
their love or affection for someone else. This can
8. Once the diagram is ready, ask the participants to explain the whole thing. Also ask them to range from a letter or note to something purchased.
reflect on the diagram and what it means.
9. If there is time, start a discussion among the participants exploring possible ‘solutions’ to
deal with the causes and effects of the problem. Make it clear that they themselves can be
responsible for many of these solutions. From solutions, you can move to the actions that they A. When someone gives you a gift out of love, they
might take. You might even add the solutions to the tree in the form of fruits.
don’t expect anything in return.
2. Memory Cards (30 minutes)
1. Put the participants into groups of four or five, and give each group a set of cards. Explain that
the set is made up of pairs. The participants need to put the matching cards together in order B. Sometimes people offer gifts because they
to read the advice on transactional sex. Ask them to shuffle the cards and spread them out face
down on the table/floor.
expect something from the other person.
2. The first participant turns up a card and reads it aloud. They then turn a second card over and
read that aloud too. If the two make a matching pair, the participant takes them off the table/
floor and keeps them. Then they take another turn. If the two cards do not make a pair, they B. In this case, the gift is not truly a gift, but a tool
must turn the cards back face down, and leave them where they were found.
3. It is now the turn of the second participant. They too turn over two cards and read them aloud.
used to influence someone.
If the cards make a pair, the participant can keep them. If they don’t make a pair, they must
turn them over face down again and leave them where they were found. This continues with
all participants.
C. Some relationships start with a boyfriend or
4. Participants can tell if they have a matching pair by checking the printed letters at the bottom
of each card. So, there will be two cards marked (A), two cards marked (B), etc. The game girlfriend buying gifts or doing favours for a boy/
requires each participant to try and remember the position of each card. It ends when all of the
cards have been removed. The winner is the person with the most cards.
girl, e.g. buying food, or offering rides to school or
giving money.
Reflect
Pass the Ball
1. Ask the participants to form a circle. Explain that you will throw the ball and that whoever
C. Even though they may not ask for it right away,
20 m catches it should quickly say one thing they have learned today. They will then throw the ball it is likely that the boyfriend or girlfriend will expect
to someone else who must do the same thing.
2. Before finishing, ask the participants what they can do if they find themselves in a relationship
sex at some point.
that has a transactional sex element and that feels unhealthy. Elicit the following answers:

159
158
 BOOK 1
C 44%
M 0%
Y 97%
K 0%

D. Often the boyfriend or girlfriend will give money

3.8 HIV and AIDS
that can be used to buy things the
BOOK 1 boy or girl BOOK 2
C 44% C 2%
needs, like sanitary pads, or phone
M 0%
Y 97%
credit, or they M 4% Overall Outcome
Y 99%
may offer to pay some of his/her
K 0% expenses, such as K 0%
Currently, 40% of new HIV infections occur among youth aged 15 to 24. Young people need
to be able to identify what is risky behaviour, and where to go for contraceptives, testing and
school fees. BOOK 4
treatment. In addition, they need support in building skills to negotiate safe sex and to set their own
boundaries as practiced in the lesson 3.5 My Body, My Rules. In this lesson, participants will acquire
C 50%
M 92% basic knowledge on HIV and AIDS: how you get it, how to avoid getting it, and what to do if you
Y 4% think you might have it. The topic of the following lesson is ‘Family Planning and Contraception’.
D. Some boys/girls then feel in the men or BOOK 1
BOOK 2
K 0%
C 44%

3. My Body, My Choices
woman’s debt. They might evenC 2%
M 4% feel that theyM 0%have
Y 97% BOOK 5 Lesson Objective
Y 99%
to have sex with him/her because
K 0% of the gifts.K 0% C 64%
M 0%
By the end of this lesson, participants will be able to:
Y 3% 1. Define HIV and AIDS.
K 0%
BOOK 4 2. Explain the modes of transmission for HIV.
C 50% BOOK 1
E. Before accepting any gifts from Cmen
44% or
M 92%
3.
4.
Identify risky and non-risky behaviour.
Describe the benefits of getting tested, and know where to go for a test.
M 0% Y 4% BOOK 8
women….. Y 97%
K 0%
K 0%
BOOK 2
C 76%
M 3%
C 2% Y 98%
BOOK 5
M 4%
Y 99% K 0% Materials
C 64%
E. …boys/girls should
BOOKbe1 aware that they might be
M 0%
K 0% • KWL Chart drawn out on flipchart
• Enough prepared slips of paper for each participant for the Shaking Hands Game
C 44% Y 3%
expected to have sex
M 0% later on, even if they don’t
K 0% BOOK 4 • Pens
Y 97% C 50%
want to. Remember you always have
K 0% BOOKthe
C 2%
2 right to
M 92%
Y 4%
refuse! BOOK 8 M 4% K 0% Methodology
C 76% Y 99%
M 3% K 0% • Start: KWL Chart
Y 98% • Learn: Mingle Game & Presentation & Take a Stand
BOOKK
1 0% BOOK 5 BOOK 3
C 44% C 64% C 0% • Presentation & KWL Chart
F. If possible, think about how you can start saving
M
Y
0%
97%
BOOK 4
C 50% M 0%
Y 3%
M 99%
BOOK 2 K 0% M 92% Y 77%
your own money. CM 2% 4%
Y 4% K 0% K 0%
Duration
K 0%
Y 99%
90 minutes
K 0%
BOOK 1 BOOK 8
F. Saving a small amount
BOOK 4 M 0%
BOOK 5
on a regular
C 44%
C 64%basis can
BOOK 2
C 2%
C 76%
M 3%
Y 97% M 4% M 0% Key Words
help to decrease dependence
C 50%
M 92% K 0% on
Y 99%
K 0% others
Y 3%
BOOK 3 K 0%
in the
Y 98%
K 0% • HIV/AIDS
Y 4%
future. K 0%
C 0%
BOOK 4
M 99%
C 50%
• STIs
M 92%Y 77% • Abstinence
Y 4%
K 0% K 0% BOOK 8 • Condom
BOOK 5 C 76%
C 64% • Test
M 3%
M 0% BOOK 5
Y 98%
Y 3% BOOKC 64%
M 20%
C 2%Y 3% K 0%
K 0%
M 4%K 0%
Y 99%
Information for the Facilitator
K 0% BOOK 3 • This is an introductory lesson on HIV and AIDS. It is meant for participants who know little or
BOOK 8
BOOK 8
C 76%
C 0% nothing about the disease, or who may be dangerously misinformed.
C 76% M 3% M 99%
M 3% BOOKYK 498% Y 77%
0%
Y 98% C 50% K 0%
K 0% M 92%
Y 4%
K 0% 161
160
 • In reality, the participants in your group will probably have different levels of understanding
and awareness. Activities have thus been constructed so that there is a pooling and sharing
of knowledge. Given the very serious nature of the topic, you may need to extend it over two
lessons. Be sure you know the address and telephone number for your local VCTs or other
youth-friendly health services.
• Prior to the lesson, prepare slips of paper for the Learn activity by marking them as follows:
• Three with the message, ‘Don’t follow any of my instructions’
• Three with a ‘c’
• One with a ‘z’
• One with an ‘x’
• On every other slip write, ‘Do what I tell you’
Start
4. Ask the people with the ‘z’ and ‘x’ slips to stand up. Then ask everyone who shook hands with
either of those two people to stand up. Now ask everyone who shook hands with anyone who
is standing, to also stand up.
5. Continue this until everyone is standing, except of course for those participants who have slips
reading, ‘Don’t follow any of my instructions’.
6. Now ask the participants to imagine that the person with the paper marked with an ‘x’ was
infected with HIV, and that instead of shaking hands, they had unprotected sexual intercourse
with the three people whose signatures they collected. Also ask the participants to imagine
that the person with the paper marked ‘z’ was infected with another Sexually Transmitted
Infection (STI), and that instead of shaking hands, that person also had unprotected sexual
intercourse with the three people whose signatures they collected.
7. Ask the participants that remain seated: “Why are you not standing?” and elicit the answer from
them: “We were told not to follow any instructions.”

3. My Body, My Choices
8. Explain that those participants chose to abstain from sexual intercourse, and were therefore
KWL Chart protected from HIV and other STIs.
9. Now ask the participants who had a ‘c’ marked on their paper to also sit down.
10. Explain that the participants with the slips marked ‘c’ had used condoms and were not at
15 m What do you What do you W ant What did you serious risk from infection.
Know about HIV/ to know about Learn about 11. Ask everyone to sit down, and remind them that this is only a game. Now lead a group
AIDS and STIs? HIV/AIDS and STIs? HIV/AIDS and STIs? discussion by asking the group the following questions:
• Person ‘x’, how did you feel when you found out you were infected?
• Person ‘z’, how did you feel when you found out you were infected?
• How did those of you who ‘shook hands’ with ‘x’ and ‘z’ feel towards ‘x’ and ‘z’ when you
found out they were infected?
• How did those of you who were instructed not to follow my instructions feel at the start of
the exercise?
• And how did you feel at the end of the exercise?
• How did the people who discovered they had used condoms feel?
• How did people feel when you found out you had probably not been infected?
• Is it possible to know who is infected and who is not by looking at them?
1. Gather the participants together near the flipchart (prepared as above). • Person ‘x’ and person ‘z’: would your behaviour have changed if you did know you were
2. Ask them to share what they already know about HIV/AIDS and STIs, and write their answers infected? (I.e. would you eagerly ‘shake hands’ with others?)
down in the first column. Reassure them that this is not a test, and if they think they might • What have you learnt through this activity?
know something about the subject but aren’t sure they should say it anyway.
3. Next, ask them what they want to learn about HIV/AIDS and STIs, and write their questions 2. Definition of HIV/AIDS and Modes of Transmission (10 minutes)
down in the second column. 1. Ask the participants: “What is HIV?” (Answer: Human Immunodeficiency Virus).
4. Explain to the participants that you will ask them about the third column at the end of the 2. Give the following definition: “HIV is a virus. If you get it, it prevents your immune system
workshop. from working. The immune system is your body’s defence against illness and disease. If your
immune system isn’t working, you are exposed to a range of infections and diseases. You
become weaker and develop illnesses, including one called AIDS.”
Learn 3. Ask: “What is AIDS?” (Answer: Acquired Immune Deficiency Syndrome).
1. Shaking Hands (30 minutes) 4. Give the following definition of AIDS: “’Acquired’ means that it is passed from one person to
1. Give each participant one of the slips of paper you prepared prior to lesson and a pen. Ask another. It doesn’t just happen on its own. You have to get it from someone else. It is passed
them to read the instruction on their slip but to keep what it says a secret. in three ways: by coming into contact with an infected person’s blood, breast milk or sexual
60 m fluids. AIDS is a condition in which the body’s immune system is destroyed by the HIV virus.
2. Ask the participants to start walking around the room and to keep moving. As they do so, ask
them to shake hands with three people and to have each of those people sign the back of their There is no cure, and it eventually kills the infected person. It can be controlled with drugs, but
slip of paper. (You may need to keep an eye on the three people with the slip telling them not they are expensive and not widely available.”
to follow your instructions, making sure they are not shaking hands and collecting signatures!) 5. Ask the participants: “How can you catch HIV?” (Remind the participants that you catch it
3. When all of the participants have collected three signatures, ask everyone to sit down again. from coming into contact with an infected person’s blood, sexual fluids or breast milk. Explain

163
162
 that you can catch HIV from sexual intercourse, blood transfusions, pregnancy, childbirth and around the penis, vagina, anus or mouth. (Slight risk if you have a scratch, or if the fluid does
breastfeeding, as well as by sharing knives used for circumcisions, needles used for tattoos, or reach a mucus membrane)
syringes used for administering drugs.) • Having unprotected sex with more than one person. (Risk)
6. Explain that HIV is different from other diseases because it doesn’t travel through the air like • You or your partner having a STI. (Risk: having an STI makes you more vulnerable to getting
a cold, for example. You cannot catch it by simply being in the same room with an infected HIV)
person, or by hugging or touching them. You cannot catch it if an infected person coughs or • Sharing a razor with a person with HIV or AIDS. (Risk)
sneezes on you, by drinking from that person’s cup, or by sharing clothes, even underwear. • Having sex with only one partner. (Less risky if you are both faithful, use condoms, and have
7. But we can choose not to become infected if we either abstain from sex or always use a been tested for HIV and STIs)
condom correctly when having sex. HIV can be preventedBOOK
in mutually
1 faithful relationships • Living, working or playing with a person with HIV or AIDS. (Not a risk)
C 44%
between uninfected people, and by never sharing needlesMor
0%other equipment such as razors
• Not knowing if your sexual partner is HIV positive or has an STI. (Risk)
Y 97%
or circumcision knives.
BOOK 1
K 0%
• Having injections, tattoos or piercings. (Risk if needles are shared)
C HIV
8. Ask the participants: “Is 44%easy or difficult to catch?” (HIV is easy to catch if one is not careful,
M 0%
e.g. by having unprotected
Y 97% sex. Certain factors increase the chances of catching HIV, such as 5. Next, facilitate a discussion with the following questions:

3. My Body, My Choices
having another STI). K 0% • Did you learn any new information?
9. Explain that there is no cure for AIDS, although there are ways
BOOK 2to treat the symptoms. • Does knowing that some things are definitely or probably a risk worry you?
C 2%
Treatment means the use of medicine that can cause symptomsM 4% to be less painful. It is • Do you have questions about any behaviour that was not discussed today?
Y 99%
important for people with HIV and AIDS to eat a nutritiousK diet
0% so that they can fight the • If you were explaining information on risky or non-risky behaviour to a friend, what would
infection. Nutrition and HIV are strongly related to each other. People who are malnourished you say first? What would be the most important information to share?
BOOK 4
are more likely to progress faster from HIV to AIDS, because their bodies are weak and cannot
C 50%
fight infection. BOOK 2 M 92%
Y 4%
C 2% K 0%
M 4%
Y 99%
Reflect
3. Risky and Non-Risky Behaviour (20 minutes)
K 0% BOOK 5
C 64%
1. Ask the class: “Does anyone know what ‘VCT’ is?” (Voluntary Counselling and Testing. This is
1. M 0% infected by HIV in this activity.
Explain that participants can assess their own risk of becoming something you do of your own free will. It involves testing for HIV. You also receive pre-test
Y 3%
2. BOOKor
Place an object like a chair K 0% of a large, clear space. Explain
4 wastepaper basket in the middle and post-test counselling).
C 50% 15 m
that you will read a variety of statements. If they agree with the statement, they should stand 2. Explain the following: “VCT is the process by which a person can find out whether or not they
M 92%
close to the object. If Y
they
4%disagree with the statement, theyBOOKshould
8 stand further away from have been infected with HIV, the virus that causes AIDS. In many health clinics, a person is
C 76%
it. The more they agree K with
0% the statement the closer theyM should
3% get, and the more they counselled before and after the test, regardless of the results. The decision to go for testing
Y 98%
disagree the further away they should move. If they are unsure,
K 0% they should stand halfway and receive the results is voluntary.”
between the edge of the space
BOOK 5 and the object.
3. Inform the participants that if the test is negative, the counsellor will discuss the importance
C 64%
3. Read out a test statement,
M 0%e.g. “I like chocolate.” Allow participants to choose where to stand of prevention of HIV and other STIs in detail with the person in order to reduce the risks of
Y 3%
in relation to the object. Ask a few volunteers who have chosen different places to explain their infection in the future. The discussion will cover not only the methods available, but the
choices. K 0% person’s individual situation, concerns and attitudes. Remind the participants, however, that
4. Now explain that you are going to read out statements about the risks of contracting HIV. The testing does not prevent them from contracting HIV.
BOOK 3
participants should listen to each statement. If they feel the sort of behaviour described is a
C 0% 4. Next, explain that if the result is positive, the counsellor will discuss with the person all of the
BOOK 8 M 99%
risk, they should standCclose
76% to the object. If they feel the Ysort
77%of behaviour does not pose a behaviour to avoid so as not to infect others (partners and children). In addition, the counsellor
risk, they should standMfurther
3% away from the object. The higher K 0% the risk, the closer they should will offer compassion, support and practical advice; provide a referral to appropriate medical
Y 98%
stand to the object. Read
K 0%out the following statements one by one. After each statement, services; help with coping techniques for stress and anxiety; and assist in making personal
ask several volunteers to explain why they have chosen that position. Make sure to share the decisions. Follow-up sessions to ensure meaningful and long-term support will be necessary.
correct answer after every statement.
5. Make sure that all participants understand clearly where to find local VCT facilities and/or other
youth-friendly health services.
HIV Risk Statements
6. Gather participants around the KWL Chart and ask them the question at the head of the
• Hugging, kissing or massaging your friend. (Not a risk)
third column (What did you Learn about HIV/AIDS and STIs?). Write their answers in the third
• Not protecting yourself when handling blood. (Risk)
column, making sure to challenge/discuss any incorrect information.
• Your sexual partner having sex with others. (Risk)
• Drinking beer or other kinds of alcohol. (Risk: you won’t catch HIV from alcohol or sharing
BOOK 3
a glass with someoneC 0%infected with HIV, but drinking alcohol might lead you to take poor
decisions that lead M
to 99%
risky behaviour, such as having unprotected sex)
Y 77%
• Being bitten by mosquitos.
K 0% (Not a risk for HIV, but a risk for malaria)
• Allowing semen or vaginal fluid to touch your normal skin, but not the mucus membranes

165
164
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
3.9 Family Planning and
Contraception
BOOK 1
C 44%
M 0%
Y 97%
K 0%
BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
Participants will use critical thinking skills in order to evaluate the benefits of various methods of
K 0%
contraception
BOOK 1
BOOK 2 C 44% BOOK 4
C 2% M 0% C 50%
M 4% Y 97% M 92% Lesson Objective

3. My Body, My Choices
Y 99% K 0% Y 4% By the end of this lesson, participants will be able to:
K 0% K 0%
1. Describe how various methods of contraception are used, and the benefits of using them.
2. Explain the dual purpose of contraception in both reducing the risk of unintended pregnancy
BOOK 4
C 50% BOOK 5 and in preventing STIs.
M 92% C 64%
M 0% 3. Identify ways that unintended pregnancy and abortion can be avoided.
Y 4%
Y 3%
K 0% BOOK 2
BOOK 1 K 0%
C 2%
C 44%
M 0%
M 4%
Y 99%
Materials
BOOK 5 Y 97%
C 64% K 0% K 0% • Samples of each of the six forms of contraception mentioned below (if possible)
BOOK 8
M 0% C 76% • A ready-prepared KWL Chart
Y 3% M 3%
K 0% BOOK 4 • One set of Experts Cards for every six participants
Y 98%
C 50% • A flipchart page with the guiding questions for the Make an Advert! exercise
M 92% K 0%
BOOK 1 • A flipchart page explaining the six prompts for the Cubing exercise
C 44% Y 4%
M 0% BOOK 8 K 0% • Six dice, or six pieces of folded-up paper, each with a number from 1-6 written on it.
Y 97% C 76%
K 0% M 3% BOOK 2
Y 98% C 2% BOOK 5
K 0% M 4%
Y 99%
C 64% Methodology
M 0%
K 0% Y 3% • Start: KWL Chart
K 0% • Learn: Experts Groups & Quiz & Drama Exercise
BOOK 1
C 44%
BOOK 4 • Reflect: Cubing
M 0% BOOK 3
Y 97% C 50%
BOOK 2 K 0% M 92% C 0%
C 2% Y 4% BOOK 8 M 99%
M 4%
Y 99%
K 0%
C 76%
M 3%
Y 77%
K 0%
Duration
Y 98% 105 minutes (plus optional 30 minutes for Cubing exercise)
K 0%
K 0%
BOOKBOOK
2 3 BOOK 5
BOOK 4 C 2% C 0% C 64%
C 50%
M 4% M 99%
Y 99%
M 0% Key Words
M 92% K 0% Y 77% Y 3%
Y 4% K 0% K 0% • Contraceptive pill
K 0% BOOK 4 • Condom
C 50%
M 92% • Emergency contraception
Y 4%
K 0% BOOK 8 • IUD
BOOK 5 C 76%
C 64% • Implants
M 3%
M 0% BOOK 5
Y 98% • Injection
Y 3% C 64% BOOK 3
M 0% K 0% C 0% • Abstinence
K 0% Y 3%
M 99%
K 0%
Y 77%
K 0%
BOOK 8
BOOK 8 C 76%
C 76% M 3%
Y 98%
M 3% K 0%
Y 98% 167
K 0%
 BOOK 1 5. Finally, on a fresh sheet of flipchart paper, write the heading: Methods of Contraception. Ask
Information for the FacilitatorCM 44%
0% participants to read what methods they have already listed in columns 1 and 2, and ask if they
Y 97%
• It is very important that young people – if they choose to have BOOK
K 0% sex – 1 and use condoms
obtain can think of any more. Make sure that you end up with a list that includes the following:
C 44%
or another method of birth control every time they engage in sexualMactivity.
0% Although most • Condoms
methods of contraception are used by women, men play an important Y 97%
role in supporting their • Contraceptive pill
K 0% against HIV and STIs
partners in using them. The only contraceptive methods that also protect • IUD
are male and female condoms. Young people can obtain condoms and other types of birth • Implant
BOOK 2
control at a local health care facility. C 2%
M 4% • Injections
Y 99%
• You might want to invite a health care professional or a VHT to help facilitate this lesson. You
K 0% • Emergency contraception
could also schedule a group visit to the closest health centre. • Abstinence
BOOK 4
• This lesson involves an Experts Groups activity, and as suchCrequires
50% that participants have a
M 92% BOOK 2
certain level of literacy. If the group contains participants with
Y 4%low literacy
C 2% levels, make sure they
K 0%
are seated beside someone who can help them read their card. YouMmay 4%also need to circulate Learn
Y 99%

3. My Body, My Choices
and help participants to read their cards. 1. Experts Groups (30 minutes)
BOOK 5
C 64%
K 0%
• You will have hopefully already attended a training workshop on how to use this manual, and
M 0% 1. Inform the participants that for this exercise they will be working in teams of six. Each team will
Y 3%
that workshop might have included a session on The Jigsaw Method or Experts Groups. Why
K 0% be responsible for their own learning, and at the end of the exercise there will be a short quiz.
BOOK 4 60 m
not watch this short animation to remind you of how it works? https://www.youtube.com/
C 50% For a team to do well in the quiz, each member of the team must be both a good teacher and
watch?v=u8XOWMZK1nA M 92% a good student.
BOOK 8
C 76% Y 4%
• Under Learn, a third, optional activity has been included called
M 3% Cubing.K 0%If you have time you may 2. Quickly put the participants in teams of six. Give each team a name, such as ‘Red Team’, ‘Blue
Y 98%
wish to include this. If not, perhaps you can return to it andKuse
0% it as a recap activity some other Team’, ‘Green Team’, etc.
day. 3. Give each team a set of the six Experts Cards (see below) and ask each member to take one
BOOK 5
C 64% card.
M 0% 4. Next, break up the teams. Ask all participants with Card 1 to sit together, everyone with Card 2
Start Y 3%
to sit together, everyone with Card 3 to sit together, and so forth.
K 0%
KWL Chart 5. Inform participants that they have ten minutes to become experts on the piece of information
BOOK 3 they have on their card. They should read it, ask each other questions if they need to, discuss it
C 0%
M 99% and memorise it.
30m What do we What do we W ant Y 77% BOOK 8
What did we
K 0% C 76% 6. After five minutes bring them back into their original teams (‘Red Team’, ‘Blue Team’, ‘Green
Know about to know about L
M 3%earn about
Y 98% Team’, ‘Yellow Team’, etc.) Explain that each participant will now take turns in being the
contraception? contraception? contraception?
K 0% teacher. The participants with Card 1 go first. They tell the other participants in their teams all
about their card. The others listen, ask questions and make notes. When the Card 1 participants
are finished, it’s the turn of the Card 2 participants to be the teachers, and they tell the others
about the information on their card. The other members of the group listen, ask questions and
make notes. When they are finished, it’s the turn of the Card 3 participants to be teacher. And
the above process is repeated until all six cards have been discussed.
7. Once all six members in each team have played the role of teacher, take the cards from them.
Make sure they have pens and paper, and give them the quiz. Remind the participants that they
can help each other, and they are allowed to use the notes they kept.
BOOK 3 8. Read out the quiz questions, giving participants 30 seconds to discuss the questions in their
C 0%
M 99% teams, agree upon an answer and write it down.
1. Gather the group together near the flipchart (prepared as above). Y 77% 9. When everyone has finished, have each group hand their answers to another group to mark as
K 0% and write their
2. Ask the participants to share what they already know about contraception, you read out the answers and explain the scoring.
answers down in the first column. Reassure them that this is not a test, and if they think they 10. Calculate which team is the winner, and ask for a big round of applause for them.
might know something about the subject but aren’t sure they should say it anyway.
3. Next, ask them what they want to learn about contraception, and write their questions down in
the second column.
4. Explain to the participants that you will ask them about the third column at the end of the
lesson.

169
168
 Quiz on Methods of Contraception 7. Next, ask the pairs to brainstorm the following question: “What are some possible
disadvantages of abstinence?” Give them three minutes to think of as many disadvantages as
they can.
Question Answer Score
8. Ask for some volunteers to share their answers. Try and ensure that at least some of the
answers shown in Card 7 below are included.
1. How often do contraceptive pills
Every day 1 point
need to be taken?

2. What is another name for CARD 7 – ABSTINENCE

The morning-after pill 1 point
emergency contraception?
HOW WELL DOES IT WORK? (100%)
3. Where is an IUD placed? Inside the female’s uterus 1 point
ADVANTAGES

4. Where is an implant placed?
5. How often are women given
injections if they decide to use this
method of preventing pregnancy?
6. What other method of
contraception also protects
against HIV and STIs?
7. How long will an implant protect
you against pregnancy?
8. How well does a IUD work?
9. Contraceptive pills will not
protect you against HIV or
STIs. What are some other
disadvantages of the contraceptive
pill?
Under the skin in a woman’s upper arm
Every three months
The condom
Up to three years
Success rate of 99%
In first 3-4 months, possible:
- Irregular bleeding
- Nausea
- Mild headaches
- Breast tenderness
Also, some women may gain weight
3. My Body, My Choices
1 point • Sexual relationships are complicated. There are physical
risks, such as getting pregnant or infected by HIV/AIDS or
other STIs. And there are emotional risks: you can get hurt.
1 point Abstinence lets you avoid these risks until you and your
partner are both really ready.
• Abstinence is the only 100% sure way to prevent pregnancy
and sexually transmitted infections.
1 point • Anyone can do it. And it’s free!
• Many do it at various times in their lives:
• You may be waiting to find the right partner.
• You may just want to have fun with romantic partners without having sex.
1 point
• You may be getting over a breakup (waiting for your heart to heal).
• It may have to do with your moral or religious beliefs and values.
1 point • There are no medical side effects.
• No prescription is necessary.
Half a point POSSIBLE DISADVANTAGES
for each • People may find it difficult to go without sex for long periods of time.
of these • It may be difficult if your partner does not also want to be abstinent.
mentioned

2. Make an Advert! (30 minutes)
Abstinence
1. Remind participants that even if they are not sexually active now, it’s important to know how to
1. As a quick recap, ask participants to call out the six methods of contraception that they have
reduce the risk of unintended pregnancy and STIs.
just looked at.
2. Ask participants to get back into the groups they formed earlier, when the people with Card
2. Redirect their attention to the list you made earlier of methods of contraception, and ask if
1 sat together, the people with Card 2 sat together, the people with Card 3 sat together, etc.
they can think of a seventh. Give them a hint: tell them it is the most effective method against
Hand each group a copy of their relevant card.
pregnancy, as well as against HIV/AIDS and STIs. Make sure you elicit ‘abstinence’ from the
group. 3. Explain to the participants that they should study the method of birth control on their cards
and then create a three-minute advert with their groups to be presented to the entire class.
3. Ask participants to help you design an Experts Card for abstinence.
The advert should provide accurate information and respond to the four questions on the
4. Ask: “How well does it work?” (Answer: 100%) prepared flipchart (below).
5. Now put participants in pairs and ask: “What are some of the advantages of abstinence?” Allow
them three minutes to brainstorm as many advantages as they can think of.
6. Ask for some volunteers to share their answers. Try to ensure that at least some of the answers
shown in Card 7 below are included.

171
170
 Guiding Questions for Make an Advert!
• Does the method prevent pregnancy?
• Does the method prevent STIs and HIV?
• How effective is the method?
• What are some other possible advantages and disadvantages?
4. Explain that the advert can be for television or radio. Give participants 15 minutes to study the
materials and to create and rehearse their advert.
5. Once all of the groups have developed their adverts, gather everyone together. Explain that
when one group is performing its advert, the audience needs to pay close attention. They will
need to write down two important points about each birth control method covered in the
adverts. They might write something like: ‘Very effective’, or ‘Prevents pregnancy for three
years’, or ‘Makes periods better’, depending on the method of birth control.
6. Ask for a group to volunteer to share their advert first, and bring them to the front of the room.
After they have completed their advert, correct any misinformation you may have heard and
thank the group members for their work. Emphasise key points about the birth control method
by using any of the following questions to guide discussion after each advert:
• What facts did you learn about this method from the advert?
• What questions do you still have about this method after the advert?
• Does this seem like a method young people would use? Why or why not?
7. Continue using this process until all six adverts have been shared and discussed.
8. After all of the adverts have been shared, process the activity by asking the following questions:
• What was the most effective method? (Answer: Using two methods together, since no one
method is 100% effective by itself).
• What is the biggest difference between condoms and other methods of birth control?
(Answer: Condoms provide protection not only from pregnancy but also from most STIs,
including HIV. Male condoms are the only method designed specifically for males to use).
9. Briefly review each method, showing the samples and answering any questions that the
participants may have about each of the methods. Make the following points as you discuss
each method (spend no more than 10 minutes on this step):
• The contraceptive pill: contains hormones that are very effective for pregnancy prevention if
taken every day at the same time.
• The injection: given every three months, injectable contraception is very effective for
pregnancy prevention.
• The implant: a small, flexible capsule inserted under the skin that gradually releases
hormones to prevent pregnancy. The implant is very effective for pregnancy prevention.
• The IUD: a small device inserted by a trained health care provider into a female’s uterus.
It contains copper or hormones that prevent the sperm from fertilising the egg. It is very
effective for pregnancy prevention.
• Emergency contraception: a set of hormonal pills that you can take to prevent pregnancy if
you have already had unprotected vaginal intercourse.
• Condom: Male and female condoms are used during sex. They must be used every time a
couple has sex. Condoms keep you safe from HIV and STIs. They also stop women from
getting pregnant.
172
3. Cubing Exercise (30 minutes, optional)
1. Explain to participants that you are going to do another exercise to help them think critically
about the different forms of contraception.
2. Use the flipchart sheet which shows the information given at the end of this section to
elaborate on each prompt, by suggesting the sorts of follow-up questions players might ask of
themselves.
3. Explain that they will work in groups of six, and take turns describing methods of contraception
in different ways. For example, they might describe it, compare it with something else, say
what it makes them think of, explain how it is made, suggest how to use it, and argue for or
against it by mentioning its advantages and disadvantages.
3. My Body, My Choices
Facilitator’s Tip
• Don’t let participants worry too much about phrases like ‘associate it’ in the Cubing exercise.
Instead, make sure that they understand what each phrase means and let them practice the
game first.
• It is essential that all participants can see the six prompts clearly displayed on the flipchart.
If you can, give each group a dice. Let them roll the dice. If a participant throws a 1, then
they respond to prompt one: Describe it. If they throw a 5, then they respond to prompt five:
Apply it.
• Alternatively, give each group six pieces of folded-up paper, each with a number from 1-6
written on it. Participants each select one piece of paper and answer the prompt indicated by
the number shown on that piece of paper.
4. Call for a group of six students to play a demonstration Cubing game. Give them the subject
‘airplanes’.
5. The first participant rolls the dice (or takes one of the numbers written on a folded piece of
paper), and then answers depending on the prompt that the number corresponds to.
Cubing Prompts
Describe it: Look at the subject closely, or focus on it in your imagination, and describe what you see,
including colours, shapes or sizes.
Compare it: What is it similar to? What is it different from?
Associate it: What does it make you think of? What comes into your mind? These can be similar or
different things, places or people. Just let your mind go and see what associations you have for this subject.
Analyse it: Explain how it is made. You don’t have to know; you can make it up.
Apply it: How can it be used?
Argue for or against it: Go ahead and take a stand. Use any kind of reason you want: logical, silly or
anywhere in between.
6. Next have the participants play the game in their groups for each of the seven methods of
contraception that have been looked at today.
173
 Reflect CARD 3 – CONDOMS
Male and female condoms are used during sex. They must be used
1. Bring the participants back to the flipchart and remind them of the KWL Chart that they began
every time a couple has sex. Couples should discuss and agree to
the session with. Ask them: “What did you learn about contraception?” and fill their answers in
use condoms every time they have sex.
15 m the third column.

HOW WELL DO THEY WORK?

• Female Condom 79–95%

CARD 1 – CONTRACEPTIVE PILLS • Male Condom 82–98%
Women take these every day to prevent pregnancy. They should
be taken at the same time every day.
ADVANTAGES

HOW WELL DO THEY WORK? 91–99% • Condoms keep you safe from HIV and STIs. They also stop women from getting pregnant.

3. My Body, My Choices
ADVANTAGES DISADVANTAGES
• Men and women may find that a male condom makes sex less pleasant.
• Very effective when taken daily.
• Can make periods more regular and less painful.
• Can improve acne (less pimples).
• Helps stop some types of cancer.

DISADVANTAGES
• Contraceptive pills may make women feel a little bit sick. They might get a sore head and breasts CARD 4 – EMERGENCY CONTRACEPTION PILLS (EC)
during the first 3-4 months. Some women put on a bit of weight. This is also known as the morning-after pill. Females take this
after they have had sex. EC can stop females from getting
• Does not protect against HIV or STIs.
pregnant if they take it within five days of having had sex. The
sooner a female takes the EC, the better. They should never plan
to have unprotected sex and take an EC afterwards; it is only for
emergencies. If a female knows she is going to have sex, she must
plan to use another sort of contraception.

CARD 2 – INJECTIONS HOW WELL DO THEY WORK? 58–94%

Women can get these every three months. They effectively stop
women from getting pregnant, but each injection must be given/ ADVANTAGES
received on time.
• EC will not harm a baby if the female is already pregnant.

HOW WELL DO THEY WORK? 94–99%

DISADVANTAGES
• May cause an upset stomach.
ADVANTAGES • The next period may come early or late, and there may be spotting.
• Very private; only the doctor knows the woman is getting injections. • Does not protect against HIV or other STIs.
• Makes periods lighter.
• Helps stop cancer of the uterus.
• Easier than taking a pill every day: one injection lasts for three months.

DISADVANTAGES
• Some women put on a bit of weight.
• After women stop taking the injections, it might take some time before they can get pregnant.
• Does not protect against HIV or STIs.

175
174
 BOOK 1
C 44%
M 0%
Y 97%
CARD 5 – IMPLANTS
An implant is a small rod that goes under the skin of a female’s
K 0%
3.10 Choices Around
upper arm. It stops her from getting pregnant for up toBOOK
Marriage and Children
1
three years,
C 44%
and can be removed at any time by a trained nurse. M 0%
Y 97%
K 0%
HOW WELL DO THEY WORK? >99%
BOOK 2
C 2%
ADVANTAGES M 4% Overall Outcome
Y 99%
Participants will be more aware of the possible negative consequences of teenage pregnancy and
• Protects against pregnancy for up to three years. K 0%
early marriage on their futures.
• Very easy: not necessary to (remember to) take a pill every day.
• Can prevent menstrual cramps. BOOK 2 BOOK 4
C 2% C 50%
M 4% M 92% Lesson Objective

3. My Body, My Choices
DISADVANTAGES Y 99% BOOK 1 Y 4% By the end of this lesson, participants will be able to:
0% may have no period atCall.
• Can cause irregular bleeding, and after one year the Kfemale 44% K 0%
M 0% 1. Explore thoughts and ideas around marriage, children and choices (within the framework of
• Possible headache, stomach ache and sore breasts. Y 97% personal and community perceptions and traditions).
• Does not protect against HIV or other STIs. BOOK 4 K 0%
C 50% BOOK 5 2. Identify ways that a teen pregnancy or early marriage could interfere with or delay the
M 92% C 64%
M 0% reaching of goals, and discuss the impact of marriage and having children on one’s future and
Y 4%
Y 3% education.
K 0%
K 0%
3. Think about how education and future plans can continue if one does have children or get
married.
BOOK 5
C 64% BOOK 2 BOOK 8
CARD 6 – IUD M 0% BOOK 1 C 2%
C 44% C 76%
Y 3%the
An IUD (Inter-Uterine Device) is a small device placed inside M 4% M 3% Materials
M 0% Y 99%
uterus by a trained health professional. K 0% Y 97% Y 98%
K 0% K 0% • Four pieces of paper reading, Education, Work, Health, and Marriage and Family (place these
K 0%
around the room prior to the lesson)
HOW WELL DO THEY WORK? >99%
BOOK 8 BOOK 4 • Flipchart sheets and markers
C 76% C 50% • A Problem Tree template drawn out on the flipchart
ADVANTAGES BOOK 1 M 3% M 92%
Y 98% Y 4% • Five slips of paper, with one prompt word per slip including the following: Alcohol/drugs, Peer
C 44%
• Very effective method of family planning;
M 0% effective K 0% K 0% pressure, Lack of contraception, Lack of education, Sexual and Gender Based Violence (SGBV).
immediately after insertion. Y 97%
K 0% BOOK 2
• Long-lasting (up to 12 years) and very private. Reversible, C 2% BOOK 5
and fertility returns immediately. M 4%
Y 99%
C 64% Methodology
M 0% BOOK 3
• No further costs after IUD insertion. K 0% Y 3% C 0% • Start: Visualisation Exercise & Energiser
• Does not require the user to do anything once inserted. K 0% M 99% • Learn: Brainstorming & Problem Tree & Image Theatre
BOOK 1 Y 77%
C 44% BOOK 4 • Reflect: Group Discussion & Advice
M 0% K 0%
DISADVANTAGES (primarily during first 3-6 Ymonths)
97% C 50%
BOOK 2 K 0% M 92%
• Irregular and/or heavy monthly bleeding.
C 2% Cramps/pain during monthly bleeding. BOOK 8
BOOK 3 Y 4% C 76%
M 4%
• Does not protect against HIV or other STIs.
Y 99%
C 0% K 0% M 3% Duration
M 99% Y 98% 105 minutes
K 0% Y 77% K 0%
K 0% BOOK 5
BOOK 2
C 2% C 64%
BOOK 4
C 50%
M 4%
Y 99%
M 0%
Y 3%
Key Words
M 92% K 0%
Y 4% K 0% • Education
K 0% BOOK 4 • Work
C 50%
M 92% • Marriage
Y 4%
K 0% BOOK 8 • Family
BOOK 5 C 76%
C 64% M 3% • Health
M 0% BOOK 5
Y 98% • Teenage pregnancy
Y 3% C 64% BOOK 3
M 0% K 0% C 0%
K 0% Y 3%
M 99%
K 0%
Y 77%
K 0%
BOOK 8
177
176 BOOK 8 C 76%
 2. Point out the four signs (Education, Work, Health and Marriage and Family).
Information for the Facilitator 3. Explain that for a team to reach their perfect future, each team member must run and touch
• This lesson looks at two possible obstacles that might prevent participants from reaching their one of the signs and return to the base. Only one member of the team can run at a time. They
full potential: teenage pregnancy and early marriage. must return safely before another team member can leave the base to touch a different sign.
• The two are of course frequently linked. Take care not to suggest that happiness is not possible 4. The two previously identified volunteers will play the role of blockers. They must try and catch
if teenage pregnancy and/or early marriage occur. Although completing your education, having as many of the runners as possible. If they touch a runner, that person is ‘out’ and must sit
your ideal marriage, enjoying full health, and finding rewarding work may be more challenging, down until the game is over.
happiness is still possible. BOOK 1 5. Start the game, and finish when some teams have managed to get all four runners safely back
C 44%
• For the Start game, Race to your Future, you will probably need
M 0% a big empty space, either a to base.
Y 97%
room with desks and chairs cleared away, or an outside space.
K 0% BOOK 1 6. Bring everyone back together again. Ask those people who were caught how it felt to be
C 44%
• In the Learn section you will be using Image Theatre. Hopefully youMwill
0%recall how to use this stopped from reaching their goals.
from the training workshops you attended. You might wish to remind Y yourself
97% of the rules and 7. Ask volunteers to suggest actual factors that might prevent them from continuing their
applications of Image Theatre by watching this short animation: K 0%
education, finding their dream job, enjoying good health, or having a happy marriage and

3. My Body, My Choices
https://www.youtube.com/watch?v=j0qWF3hiZNc&t=41s BOOK 2 family life.
C 2%
M 4% 8. After listening to them, suggest that two common blocks to all of the above might be teenage
Y 99%
K 0% pregnancy and early marriage, and that today’s lesson will look at how those might negatively
Start affect our futures.
BOOK 4
1. Visualisation Exercise (15 minutes) C 50%
M 92% BOOK 2
1. Ask the participants to close their eyes. (It can be very Y 4% to
helpful have soft music playing in the
C 2%
background for this part of the activity).
K 0%
M 4% Learn
30m Y 99%
2. Explain that you want them to spend several minutes thinking BOOK 5about their ideal future. This is a 1. Brainstorming (20 minutes)
C 64%
K 0%
future in which all of their dreams have come true. It is a perfect
M 0% future and they are very, very 1. Divide participants into four teams. Give each team a sheet of flipchart paper and a marker.
Y 3%
happy with their lives. K 0% Designate one person in each team as the writer. Have each team divide their flipchart into
BOOK 4 60 m
3. Every so often, ask one of the following guide questions in a gentleCvoice50% to help them: two columns.
M 92%
• Where are you? BOOK 8
Y 4% 2. Give each team one of the four following themes: Education, Work, Health, and Marriage and
C 76%
• Where do you live? What is your home like? M 3% K 0% Family.
Y 98%
• What are you wearing? K 0% 3. Explain to them that they have two minutes to brainstorm all the ways in which their theme
• If you listen, what can you hear? And smell? could contribute to their happiness and well-being, and to write their answers in the first
BOOK 5
• Who do you live with in this perfect future? C 64% column.
• What other people are there with you? M 0% 4. After two minutes, ask the groups to brainstorm next on the impact that getting pregnant at an
Y 3%
• How are you feeling? Why? K 0% early age would have on that aspect of their future. Give them another two minutes.
• What do you do every day? What sort of job do you have in this perfect future? 5. Ask each group to come up and present. Stimulate them to explain how teenage pregnancy or
• What sort of hobbies do you have? BOOK 3 early marriage could have negative impacts on the four hoped-for outcomes.
C 0%
M 99%
• How do you spend your free time? What sort of interests do youBOOK
Y 77% pursue?
8 6. Ask what they know about the physical risks for younger girls who become pregnant.
4. Allow participants to sit for a few moments in silence beforeK 0%
gentlyCasking
76% them to open their
M 3%
eyes. Y 98% 2. Problem Tree (10 minutes)
5. K 0%them, and then ask the
Ask a few volunteers to share their visions. Listen to their stories, thank 1. As an extension activity to the group brainstorm, gather participants around the picture of the
group: “What sort of things need to be in place or happen if we are to be happy in the future?” Problem Tree.
6. Listen to some answers, and then suggest that four important factors for a happy future might 2. Make sure that the participants recognise the roots and branches. Ask them what role the roots
include being healthy; having completed their education; doing work that they find rewarding; play in a tree. Try to elicit answers along the lines of: “They feed it and make the tree grow
and possibly being married and having a family. (Point out that not everyone wants this, and bigger”.
that happiness is still possible without these). 3. Explain that they are going to use the Problem Tree to help them think more clearly about the
7. Ask some volunteers to suggest why each of those four factors might contribute towards issue of teenage pregnancy. Write or draw the name of the problem on the trunk of the tree:
having a happy future. ‘Teenage Pregnancy’.

BOOK 3 4. The next step is to identify the causes of the problem. Ask the participants to identify causes:
2. Race to the Future (15 minutes) C 0% “Why is the problem there?”, “What are the causes of this problem?” Listen to their answers and
M 99% ask them to justify their reasons: “Why do you think that?”, “Who has a different opinion?”
1. Now ask for two volunteers to join you. Put all of the other participants
Y 77% into teams of four.
Ask each team to come into the middle of the room and to give themselves
K 0% a name, e.g. ‘The 5. When participants have agreed on a cause, write it down on one of the roots.
Lions’, ‘Blue Team’, ‘The Queens’, etc. Explain that this space in the very middle of the room is
called the ‘base’.

179
178
 Y 97%
K 0%
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
BOOK 2 M 92%
6. Now repeat the process by asking them to identify the
C 2% effects.
Y 4% Ask
them again to justify their
K 0%
answers: “Why do youMthink
4% that?”, “Who has a different opinion?” Write down their answers on
Y 99%
Reflect
the branches. 1. Ask volunteers to say one thing they have learned today.
K 0% BOOK 5
C 64%
7. Make sure that you ask the following more specific question:
M 0%“What effect does the problem 2. Ask a volunteer to come up to the flipchart and to draw a girl their own age. Ask the group
Y 3%
have on your ability toBOOK
reach4the happy futures you hope Kfor?”
0% to suggest a name for her. Help the group to bring this imaginary girl to life by asking the
C 50%ask the participants to explain the whole thing. Also ask them to 15 m following questions:
8. Once the diagram is ready,
M 92%
reflect on the diagramYand
4%what it means. BOOK 8 • How old is she?
C 76%
9. If there is time, start a Kdiscussion
0% among the participants exploring
M 3% possible ‘solutions’ to • Where does she live?
Y 98%
deal with the causes and effects of the problem. Make it clear
K 0% that they themselves can be • What does she do?
responsible for many of these
BOOK 5 solutions. From solutions, you can move to the actions that they • What are her dreams for the future?
might take. You mightCeven
64%add the solutions to the tree in the form of fruits. • Does she have a boyfriend (If so, have the volunteer draw him quickly)
M 0%
Y 3% • What is his name?
K 0%
3. Image Theatre (30 minutes) • What does he do?

3. My Body, My Choices
1. Mention again the two obstacles that you are looking at today: teenage pregnancy and early • What are his dreams for the future?
marriage. BOOK 3 3. Draw a large airplane ticket/boarding pass on the board, and write ‘Ticket to the perfect future
BOOK 8 C 0%
2. Ask: “Can a girl who has a teenage pregnancy or gets married
C 76%
M 99%early still find happiness?” of_______ (insert the imaginary girl’s name)’.
Y 77%
Make sure that everyoneM 3%understands that the answer is yes.K 0%Qualify your answer however by 4. Explain that you want the participants to offer four simple pieces of advice to the girl so that
Y 98%
suggesting that for many
K 0%
girls (or boys in the case of early marriage) it might be more difficult she can avoid getting pregnant or married before she wants to, and increase her chances of
to reach their ideal futures, or futures in which they reach their full potential. reaching her potential and finding lasting happiness.
3. Ask the group: “Do people your age understand the downsides to teenage pregnancy and early 5. Listen to the pieces of advice offered, and write down the four that you think are the most
marriage?” Suggest that even though many people know it is inadvisable, they still end up in useful on the ticket.
these situations. 6. Ask participants to write their own tickets during the week, and tell them that you will be
4. Ask: “What are some of the reasons that people might take a certain course of action, even inviting them to read out their four pieces of advice to themselves when you next meet.
when they know that it is not in their best interest?” Suggest to participants that in this next
activity, you want them to think hard about why this could happen.
5. Put the participants into 5 groups.
BOOK 3 Give each group one of the suggested prompt words
C 0%
(Alcohol/drugs, Peer pressure, Lack of contraception, Lack of education, Sexual and Gender
M 99%
Based Violence (SGBV)). Inform them they have five minutes in which to prepare an image,
Y 77%
using the Image TheatreK 0%technique, that will show how this factor might lead to teenage
pregnancy or early marriage.
6. Circulate around, and support, the groups as they prepare their images. Try to identify the
strongest images, as you may not have time to view everyone’s work. Invite several groups to
come and show their images.
7. Facilitate a quick discussion with the audience by asking questions such as:
• What do you see?
• Who are these people? Why do you say that? Who has a different idea?
• Where are they? Why do you say that? Who has a different idea?
• Is this an image that you recognise from your own lives or communities?
• Which person in the image has the most power? Why do you say that? Who has a different
idea?
• Which person in the image has the least power? Why do you say that? Who has a different
idea?
• What is happening in the image that might lead to a teenage pregnancy and/or early
marriage?
8. Bring back one or two of the more revealing images. Ask audience members to give advice to
the person who is at risk of making an unwise decision. Ask: “What would you say to them if
you were there?”
9. Invite some volunteers to come up one-by-one and alter the image so as to move it from a
problem to a solution. Then ask the audience: “What changes did you just observe? Would this
work in real life? What would need to happen for this solution to work in real life?

181
180
SECTION 04

My Money,
My Plans

4. My Money, My Plans
183
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
4.1 Household Budgets,
Money and Power
BOOK 2
C 2%
BOOK 1
M 4% Overall Outcome
Y 99%
C 44% We cannot hope to promote gender equity without first helping participants to conduct an analysis
M 0% K 0%
of power dynamics within families, communities and institutions. Participants need to understand
Y 97%
K 0% the structural nature of gender inequality. Such an analysis needs to include an examination of how
BOOK 4 earning power can transform the social status of girls. For this session, we focus on how a girl’s
C 50%
M 92% ability to contribute to the family budget might raise her status and give her greater influence in
Y 4% decision making. The lesson will help participants to analyse the power dynamics within the family,
K 0% to see how these may reflect gender bias, and to understand how they might be transformed
depending on whether a son or daughter starts contributing to the family budget.
BOOK 5
BOOK 2 BOOK 1 C 64%
C 2% C 44% M 0%
M 4% M 0%
Y 97%
Y 3% Lesson Objective
Y 99%
K 0% By the end of this lesson, participants will be able to:
K 0% K 0%
1. Identify who makes most of the financial decisions and manages resources in their household.
2. Recognise that someone’s gender may negatively affect their access to resources and
BOOK 4
BOOK 8 participation in decision making.

4. My Money, My Plans
C 50%
M 92% BOOK 1 C 76%
M 3% 3. See how by improving their economic status they might also improve their decision-making
Y 4% C 44%
M 0% Y 98% influence within the home.
K 0%
Y 97% K 0%
K 0% BOOK 2
C 2%
BOOK 5
C 64%
M 4%
Y 99%
Materials
M 0% K 0% • Pens and paper/notebooks
BOOK 1 Y 3%
• The roles of the seven family members written up on a flipchart for the Tower of
C 44% K 0%
M 0% BOOK 4 • Power exercise so that participants may refer to it during the activity
Y 97% C 50%
K 0% BOOK 2 M 92%
BOOK 8 C 2% Y 4%
C 76% M 4%
Y 99%
K 0% BOOK 3 Methodology
M 3% C 0%
Y 98% K 0% • Start: Mingle Game
M 99%
K 0% BOOK 5 Y 77% • Learn: Tower of Power & Image Theatre
BOOK 1
C 44% C 64% K 0% • Reflect: Group Reflection
M 0% BOOK 4 M 0%
Y 97% C 50% Y 3%
BOOK 2 K 0% M 92%
C 2% Y 4% K 0%
M 4%
Y 99%
K 0% Duration
90 minutes
K 0%
BOOK 8
BOOK 2
BOOK 5 C 76%
BOOK 4 C 2% C 64% M 3%
C 50%
M 4%
Y 99%
M 0% Y 98% Key Words
M 92% K 0% BOOK 3 Y 3% K 0%
Y 4% C 0% K 0% • Resources
K 0% M
BOOK 4
99% • Power
C 50%Y 77%
M 92% • Influence
Y 4% K 0%
K 0% BOOK 8
BOOK 5 C 76%
C 64% M 3%
M 0% BOOK 5
Y 98%
C 64%
Y 3% M 0% K 0%
K 0% Y 3%
K 0%

BOOK 3 185
BOOK 8 C 0%
 K 0%

BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
M 92% BOOK 2
Y 4%
C 2%
Information for the Facilitator K 0%
M 4% Learn
Y 99%
• For the second part of Learn, you will use Image Theatre. Hopefully 1. Tower of Power (30 minutes)
BOOK 5
C 64%
Kyou
0%will remember this
method from your training workshop. Before this lesson, we advise
M 0% you to watch the refresher 1. Quickly ask the participants:
Y 3%
training animation: K 0% • Who is the most powerful person in your family? How can you tell? What are the signs of
BOOK 4 60 m
https://www.youtube.com/watch?v=j0qWF3hiZNc C 50% this?
http://www.education.aflatoun.org/ M 92%
BOOK 8
Y 4% • Who is the second most powerful person?
C 76%
M 3% K 0% • And after that?
Y 98%
K 0% • Who has the least power? How can you tell?
Start 2. Is there a connection between gender and power and influence in your family? How?
Mingle Game BOOK 5
C 64% 3. Ask the participants again: “What is the evidence that someone in a family has power?” If
M 0%
1. Before starting the activity, ask a few volunteers to read out their four pieces of advice to they don’t offer the answer, suggest that access to resources is one sign, and that influence
Y 3%
themselves that they were asked to prepare after the previous session.K 0% What would be the and authority are others. In other words: in a discussion is there someone whose opinion
20 m
ticket to their own perfect future? or argument carries more weight than someone else’s? Explain that very often, the greater
2. Now move to this next topic by asking participants: “WhatBOOK 3
resources do you have access to in a person’s access to resources, the more influence that person carries. The amount that
C 0%
your life?” Try to elicit the following examples, perhaps byM 99%
writing the three someone contributes to the household budget may also have an effect on their power and
Y 77% BOOK 8 terms up as column
headers: K 0% C 76% influence.
M 3% 4. Ask participants to form groups of seven, and count each person off: 1, 2, 3, 4, 5, 6, 7 so that
• Financial resources, like money. Y 98%
everyone has a number.
K 0% resources.
• Non-financial resources, like time, water, food, good deeds or natural
5. Ask the participants to listen while you read out a role for each number from the prepared
• Community resources, like schools, libraries, shops, family, friends, neighbours or others.
flipchart.
3. Explain that participants will now interview each other to get each other’s perspectives on
financial access in the home. Explain that they will have 10 minutes to conduct as many

4. My Money, My Plans
interviews as possible. They should keep note of the answers participants give in their
notebooks. The three questions they should ask one another are: Tower of Power Flipchart
• Who makes the financial decisions at home?
Number 1: You are the youngest girl in the family. You are still in primary school.
• Who is usually in charge of managing the resources at home?
• Are men and women equally involved in managing the money at BOOK 3
home?
C 0% Number 2: You are the second youngest in the family. You are 15 and you are still at school. When
M 99% you were very young, your teachers recognised that you were very bright. A local nun found a way
Y 77%
K 0% to pay your school fees so you could stay on at school.

Facilitator’s Tip:
Number 3: You are the mother.
If possible, write the questions on a flipchart so that everyone can see them. Alternatively,
designate three volunteers and instruct them so that they can remind anyone who asks about
Number 4: You are the father. You have a small farm.
the questions.
Number 5: You are the eldest son. You left school at age 10 and have been helping your father in
the fields ever since.

4. After about 10 minutes, bring the groups back together. Ask participants to discuss their Number 6: You are the youngest son. You are still at primary school.
interviews in the group.
5. Once participants have shared what they learned from the interview process, continue the Number 7: You are a 17-year-old girl. You dropped out of school at age 10. You spend all day
discussion by asking them the following questions: helping your mother in the house and sometimes help your father in the fields.
• Why is it important that families have balanced access to resources within the household?
• What problems can arise if only one person in the family has control over all resources?
• Have you observed examples of how someone’s gender might prevent them from having
full or proper access to resources in the home? 6. Make sure that everyone understands their role. If necessary, read through the seven family
members again.

187
186
 7. Now ask the participants in each group to arrange themselves in a line with their hands resting
on the shoulders of the person in front of them. The mostBOOK
powerful
1 person should be at the 2. Image Theatre (30 minutes)
C 44%
front of the line. The least powerful person should be at the end of the line. All of the people in
M 0%
1. Put participants into groups of five or six.
Y 97%
between should also be arranged
BOOK 1 in order of power. K 0%
2. Give them five minutes to make the following two images, using the Image Theatre technique:
C each
8. Give the participants in 44% group a few minutes to form their lines. Then ask the participants • An example of gender inequality or discrimination within a household.
M 0%
in each line to ‘introduce’
Y 97%themselves, starting with the person at the front of the line and • An image of how this situation might change and become fairer if one character earned
K 0%
ending with the person at the end of the line. more money.
9. Ask the participants observing in the audience the following
BOOKquestions:
2 3. Invite one or two groups to show their images. Remember to facilitate a lively discussion using
C 2%
• Who has had more education: Number 5 or Number 7?M 4%
(Answer:
Y 99%
They have had the same the sorts of open-ended questions you practiced in your training.
amount of education, both having dropped out of school K 0%at 10 years old) 4. Guide the discussion so that it focuses increasingly on any transformation you witnessed
• Who contributes more to the household: Number 5 or BOOK Number 7? (Answer: They contribute between the first and the second images that resulted in greater gender equality.
4
C 50% 7 works both in the home and
equally. Number 5 works with his father in the fields. Number
BOOK 2 M 92%
Y 4%of the family).
in the fields. They are both working full-time for the good
C 2% K 0%
• Which of the two has
M 4%
greater influence: Number 5 or Number 7? In a family discussion,
Y 99%
Reflect
whose opinion carries
K 0%greater weight? Is that fair? BOOK 5 1. Gather the participants in a circle and ask them what they think the key messages were for
C 64%
• What about Number 2? Has her higher level of education M 0%
raised her above Numbers 5 or 7? today.
Y 3%
• BOOK
If Number 5 is ahead 4
of Number K 0%
7 in the line, ask the boys: 2. Summarise the key messages as follows:
C 50% 10 m
• Do you think thisMis92%
fair? • It is important that resources in the home are managed not only responsibly, but fairly.
• What can you do toYimprove
4% BOOKyour
the situation and ensure that
C 76%
8 sisters’ voices carry as much • Gender should never be used as a justification for denying family members access to
K 0% (Suggested answers: Listen to
weight as yours at home? M them
3% respectfully, show others that resources, or for excluding them from decision-making or resource management.
Y 98%
you take their views seriously, allow them space to contribute
K 0% to discussions) • Contributing to the household budget may give family members more influence in
BOOK 5that you are going to play the game again one more time. This
10. Now, inform the participants decision-making.
C 64%
time, Number 7 has a M
different role as below.

4. My Money, My Plans
0%
Y 3%
K 0%

Number 7: New Information BOOK 3

BOOK 8 C 0%
M 99%
C 76% Y 77%
You are a 17-year-old girl. M 3%
You dropped out of school at age 10. You spend a lot of time each
K 0%
Y 98%
day helping your mother in the house, and sometimes helping your father in the fields. Last year
K 0%
you also managed to start a small income-generating activity. Now you regularly contribute a
substantial amount to the household budget.

11. Ask the group to form the line again.

12. Ask them if the position of Number 7 has changed. Ask them: “If so, why? If not, why not?”
13. Again, pose the following questions to the boys in the group:
BOOK 3
• Do you think this isCfair?
0%
• What can you do toMimprove
99% the situation and ensure that your sisters’ voices carry as much
Y 77%
weight as yours at home?
K 0% (Suggested answers: Listen to them respectfully, show others that
you take their views seriously, allow them space to contribute to discussions).
14. Finally, ask the participants to form the line again, showing how power and influence would
ideally be distributed across the family. Once they have arranged this new line, ask:
• What steps can we take as individuals, within our own homes, to make this situation come
about?

189
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 BOOK 1
C 44%
M 0%
Y 97%
K 0%

4.2 Learning About Saving

BOOK 1 BOOK 2
C 44% C 2%
M 0%
Y 97%
M 4% Overall Outcome
Y 99%
K 0% This lesson introduces participants to the concept of saving money. Saving is an important skill that
K 0%
helps us to accumulate valuable assets and practice the disciplines of planning and managing our
resources. These are skills that are essential in many areas of our lives. This curriculum promotes a
BOOK 4 holistic approach to saving, with a broad definition that includes not just money, but other material
C 50%
BOOK 1 M 92% and non-material resources. The Smart Saver activity explores saving other resources, guiding
C 44% Y 4%
M 0% participants in planning and in practising their savings skills.
Y 97% K 0%
BOOK 2 K 0%
C 2%
M 4% BOOK 5 Lesson Objective
Y 99% C 64% By the end of this lesson, participants will be able to:
K 0% M 0%
Y 3% 1. Identify and prioritise three or more reasons why people save money.
K 0%
BOOK 4 2. Identify three or more saving goals, and establish saving targets.
C 50% BOOK 1
M 92% C 44% BOOK 2
Y 4% M 0% C 2%
BOOK 8
K 0% Y 97% M 4%
Y 99% C 76% Materials
K 0% M 3%
K 0% • A ball, or rolled up paper
Y 98%

4. My Money, My Plans
BOOK 5 K 0% • Three large sheets of paper, each with one of the following headings: Personal Use, Unexpected
C 64% Events, and Future Opportunities.
M 0% BOOK 4
BOOK 1 C 50% • Prepared sets of Ana’s Saving Cards
C 44% Y 3%
M 92%
M 0% K 0% Y 4% • Savings Plan Worksheet
Y 97% K 0%
K 0% BOOK 2
C 2%
BOOK 8 M 4%
BOOK 5
Methodology
C 76% Y 99%
M 3% K 0% C 64% • Start: Answer the Ball
Y 98% M 0%
Y 3% • Learn: The Story of Ana & Making a Savings Plan
BOOKK 1 0% BOOK 3
C 44%
BOOK 4 K 0% C 0% • Reflect: Pair Discussion & Group Discussion
M 0%
BOOKY 197% C 50% M 99%
BOOK 2 C 44%
K 0% M 92% Y 77%
C 2% M 0% Y 4% K 0%
M 4% Y 97%
Y 99% K 0%
K 0% BOOK 8 Duration
C 76% 90 minutes
K 0% M 3%
Y 98%
BOOK 5
BOOK 2
C 2% C 64% K 0%
BOOK 4
C 50%
M 4%
Y 99%
M 0% Key Words
M 92% K 0% Y 3%
Y 4% BOOK 3 K 0% • Saving
C 0%
K 0% BOOK 4
BOOKC 250%M 99%
C 2%M 92%Y 77%
M 4%YK 4%
BOOK 5 Y 99%
0% K 0% BOOK 8 Information for the Facilitator
C 76% • A volunteer will be needed to record the responses to the Answer the Ball activity in Start.
C 64% K 0% M 3%
M 0% BOOK 5
Y 98% • Please find time for the participants to do both of the main Learn activities in this lesson. If there
C 64%
Y 3% M 0% K 0% is limited time, please continue with this lesson next week.
K 0% BOOKYK 43% BOOK 3
0% C 0%
C 50% • Please feel free to contextualise The Story of Ana, currently set in Rwanda, to the local context
M 92% M 99%
Y 77% as this will help the participants more easily identify with the situation.
Y 4%
BOOK 8
BOOK 8 K 0%C 76% K 0% • As the facilitator, be prepared to challenge unrealistic goals, and be mindful that this might
C 76% M 3%
Y 98% dishearten young people. Encourage realistic thinking and planning.
M 3% K 0%
Y 98%
BOOK 5
K 0% C 64%
M 0% 191
Y 3%
 K 0%

BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
M 92% BOOK 2
Y 4%
C 2%
Start K 0%
M 4% Learn
Y 99%
Answer the ball BOOK 5 K 0% The Story of Ana (30 minutes)
C 64%
1. Ask the participants the following questions: M 0% 1. Read Ana’s situation aloud.
Y 3%
• Do adults save, and if so what kinds of things do they save
K 0%for?
BOOK 4
15 m 60 m
• Do young people save, and if so what kinds of things do they save C 50%
for?
M 92%
• Why is it important to think about interest rates and inflation
BOOK 8 when saving?
Y 4%
C 76%
Ana is 21 years old, and lives in a village near Kibuye by Lake Kivu. She is looking forward to her
M
Y
3%
98%
K 0%
K 0%
wedding in two months, and to moving to Kigali to live with her husband’s family. Before she
leaves, she wants to get a gift for her younger sister. She feels sorry to be leaving her behind, but so
BOOK 5 many adventures are awaiting her in the city! She will also definitely need a new outfit. Her clothes
Facilitator’s Tip: C 64%
are worn and ragged from working in the fields. While she plans to continue doing embroidery
Interest is the additional money a financial institution or savings group M 0%to the saver
pays
Y 3%Finding a good
as a percentage of their total savings, usually on a monthly or annual basis.
work to bring in a little money, she is really looking forward to working with her husband at his
K 0% kiosk. Despite dropping out of school at an early age, Ana has the skills and ideas needed to be
interest rate can make your money grow faster.
entrepreneurial. Once she learns the business, her husband will be free to look for other work
Inflation is the change in prices of items over time. Often this BOOK
means3
that money loses value
C 0% If inflation is high, it might opportunities. And this will help them to save up enough money to rent their own place more
over time because you cannot buy as much for the same amount. M 99%
Y 77% BOOK 8 quickly. Ana knows that her husband’s family will be expecting them to have a child soon, but she
be better to save items that increase in value instead of cash, or to findCa good
76% interest rate to
K 0% has other dreams for her new life with so much going on. She also has many ideas for how to make
balance out the inflation. M 3%
Y 98% the kiosk more profitable, and even has plans to launch her own business.
K 0%

2. Inform the participants that they are going to share their own personal savings stories by
2. Repeat to the participants that Ana has many demands on her money, and wants to save for
playing Answer the Ball.
many things including those on the nine ranking cards. Ask participants to form small groups

4. My Money, My Plans
3. Ask them to stand in a circle, and explain that you will say an unfinished sentence, and throw
of three or four, and give out one set of Ana’s Saving Cards (below) to each group.
the ball to someone in the circle. The person who catches the ball has to complete the
3. Ask participants to look at the things that Ana needs to save for, and to consider which are the
sentence. For example, you say: “Adults save to…” and throw the ball. The person who catches
most important.
the ball completes the sentence by saying “…buy a house.”
BOOK 3 to another person 4. Explain that they should place the cards in a diamond shape, with the most important reasons
4. Next, that person repeats the same unfinished sentence, and throws the ball
C 0% for saving at the top and the least important at the bottom.
in the circle who then has to provide their own answer before repeating
M 99%the process with
someone new. Y 77%
K 0%
5. Ask a volunteer to record the answers. MOST IMPORTANT X
6. Continue to throw the ball, keeping things moving at a lively pace and changing the start of MORE IMPORTANT XX
the sentence to also include: IMPORTANT XXX
• Young people often save to… LESS IMPORTANT XX
• Savings can help you… LEAST IMPORTANT X
• Interest rates are...
• Inflation is...
7. Place the sheets of paper headed with the following categories at the front of the room: 5. Next, ask the participants to move around to the other groups to see how they have prioritised
• Personal Use (e.g. saving for a friend or family member) the reasons for saving.
• Unexpected Events (e.g. sudden illness or an unexpected wedding gift) 6. Bring the participants back together, and discuss the similarities and differences in their
• Future Opportunities (e.g. a training course) rankings.
8. Record each of the answers given during the ball throwing and have the group decide which 7. Emphasise that – as in the case of Ana – some goals can be accomplished in a short period of
of the three categories each answer belongs to, helping them understand that savings can be time, while others require more time.
based on short-term goals, long-term goals and urgent matters. 8. Ask the participants:
9. Review what has been covered in the lesson so far: • Which of your savings goals can be met within a short amount of time?
• Why do people save? • Which of your savings goals will take the most time to achieve?
• Why do adults save money? 9. Next, ask the groups to reorder their cards so as to form a continuous line, putting the goals
• Why is it important to save if you want to start an enterprise? that can be met quickly at one end (the short-term goals) and those that will take longer at the
• What is the value of saving on a regular basis? other end (the long-term goals).
• In addition to money, what other resources do people save? 10. Share ideas among the whole group.

193
192
 Facilitator’s Tip 11. Bring the groups back together, and guide the group as a whole into a discussion using the
The Diamond Ranking game has the potential to generate rich, illuminating discussions beyond following questions:
the more standard ‘needs’ versus ‘wants’, and ‘short-term’ versus ‘long-term’ learning objectives • What was your reaction when you figured out the amount you needed to save each
so common to financial education. Ask participants to compare the different diamonds they week or each month to help reach your top-priority goal?
have created. Ask them what Ana’s priorities should be, and to whom her loyalties should be?
• What happened to the amount of money you had to save each week or month when
you doubled the amount of time needed to save for your goal?
Tease out the idea that depending on their diamonds, they might be revealing their beliefs that
• What can you learn from these calculations? (Answer: Even if your goals come with a
Ana’s first duty is either to her husband, to her sister, or to herself. You might ask the participants
high price, you can often reach them by setting aside money regularly).
to do the diamonds again, this time asking them to do so as if Ana were acting purely in her own
best interests. • How will making a savings plan help you?
• What will you do differently now that you know how to make a savings plan?
This might lead you into some tough but rewarding discussions around the extent to which Ana
should push herself forward. Should she place her sister’s feelings ahead of her own need to
pursue her education? Should she postpone having children until she gets an enterprise started? Savings Plan Worksheet
What are the cultural norms that might be informing her decisions or constraining her? Exercises
like these are more about the process of discussion than trying to get a right answer or simply
AMOUNT
showing the participants the difference between short-term and long-term goals.
SAVINGS TO SAVE HOW TO
GOAL BY WHEN IMPORTANCE
NEEDED PER WEEK/ EARN
MONTH

2. Making a Savings Plan (30 minutes) Sell

RWF350 per
Tip: for this exercise, you might want to pair participants that have high literacy with those that have Buy shoes 6 weeks 2 RWF2,000 vegetables
BOOK 1 week
low literacy. C 44% at market
M 0%
Y 97%
Save through

4. My Money, My Plans
K 0%
BOOK
1. Instruct the participants 1 into groups of 5 Remind them of the goals that they set earlier
to get RWF850 per
C 44% Buy a goat 1 year 1 RWF10,000 VSLA/
in the lesson. Ask themM to
0%share their goals and dreams with their group members. week
rotating fund
Y 97%
2. Give each group a copy of the Savings Plan Worksheet (see example below from Rwanda, but
K 0% Buy sodas
make sure to use the local currency and prices), or give them a flipchart sheet to make their RWF125 per
BOOK 2 and cakes 2 months 3 RWF1,000 Sell eggs
own. C 2% week
M 4% for a friend
3. Ask the participants to work together in their groups to think about
Y 99% how they can develop a
K 0%
savings plan to help them achieve their goals and dreams.
4. Explain that they will be considering the following: BOOK 4
C 50%
BOOKdid
• What dreams and goals 2 they already identify in previous
M 92% lessons? (Lesson 1.3 My Goals,
Y 4%
C 2%
My Dreams) K 0%

• Are these dreams and

M 4%
Y 99%
goals still the same, or have they changed?
Reflect
K 0% BOOK 5 1. Ask participants to get in pairs to share three key reasons for saving and three personal
• How much money will they need to achieve these goals? 

C 64%
M 0% savings goals.
Y 3%
5. Ask participants to identify three goals: two short-term (ST) goals and one long-term (LT) goal.
BOOK 4 goals might require a few weeksK 0% 2. Ask two or three pairs to feed back to the group.
Remind them that short-term
C 50%
or up to six months, while 15 m
3. To gauge participants’ attitudes after the activities and discussions about thinking ahead,
long-term goals may M 92%
take from six months to several years to achieve.
Y 4% BOOK 8 prioritising goals and making a Savings Plan, give them the following instructions:
6. Ask them to write the Kthree
0% goals in separate rows in the left-hand
C 76% column of the Savings Plan
M 3% • Ask those who don’t intend to save to put their hands on their heads.
Worksheet. Y 98%
K 0% • Ask those who do intend to save to put their hands in the air.
7. Ask participants to decide how important each goal is, and to rank them in order of priority (1
BOOK 5 • Ask those who aren’t sure to sit on their hands.
as ‘most important’, 3Cas64%
‘least important’).
M 0% 4. Finally, ask participants why it is important to think about interest and inflation when saving.
8. Ask a volunteer to share one of their goals, and to fill out their sample Savings Plan Worksheet
Y 3%
together with the group: determining whether it is a ST or LT goal; when they will need the
K 0%
money; how important it is; the amount needed; the amount that needs to be saved every
week or month to reach the goal; and the source of the earnings.
BOOK 3
BOOK
9. Instruct each participant 8 through the same process C
to go 0%
with
M 99% their own goal, working with
C 76% Y 77%
their group members.MWalk3% around and give help to thoseK who
0%
need it.
Y 98%
10. Finally, ask the participants to double the amount of time they have allowed themselves to
K 0%
reach their goals, and to re-calculate the amount they need to save every week or month.

195
194
 BOOK 1
C 44%
M 0%
Y 97%
K 0%

Ana’s Savings Cards

4.3 Learning About Spending
BOOK 1
C 44%
BOOK 2
To buy a leaving gift for her sister ToM 0% new clothes for
buy
Y 97%
the move C 2%
(who is upset about her leaving) K 0% to the city M 4% Overall Outcome
Y 99%
Spending responsibly goes hand-in-hand with saving responsibly. It is a skill that also requires
K 0%
discipline and careful planning. We have all heard stories of friends or family members (as well as
governments and banks!) who have overspent or lived beyond their means, with many stressful
To contribute to the costs of the To pay the rent on a house of their BOOK 4 consequences. This lesson introduces participants to the practical steps of spending money
C 50%
wedding day own M 92% responsibly: by beginning to think about their spending ‘needs’ and ‘wants’.
Y 4%
BOOK 2 K 0%
C 2% BOOK 1
C 44%
To be able to enjoy city life, which ToMtake
4% an evening class to
M further
0% Lesson Objective
Y 99%
Y 97% BOOK 5 By the end of this lesson, participants will be able to:
can be expensive K 0% her education K 0% C 64%
M 0% 1. Identify key spending priorities, and distinguish between spending ‘needs’ (essential) and
Y 3% spending ‘wants’ (desirable).
BOOK 4
K 0%
To be able to afford to start a ToC 50% a small amount saved for
have
M 92%
2. Understand what ‘responsible spending’ means.
family Y 4% emergencies 3. Understand that balancing income and expenditure is important when trying to manage
K 0% BOOK 1 money effectively.
C 44% BOOK 8
M 0% BOOK 2 C 76%
Y 97% C 2% M 3%
To have some money for her financial
BOOK 5independence
K 0% Y 98%
C 64% M 4% Materials

4. My Money, My Plans
Y 99% K 0%
M 0%
Y 3% K 0% • Spending Needs & Wants Cards
K 0% • Flipchart sheets and markers
BOOK 1 • Post-it notes
C 44% BOOK 4
M 0% C 50% • Flipchart
Y 97% M 92%
BOOK 8 Y 4%
K 0% C 76% BOOK 2
M 3% C 2% K 0%
Y 98% M 4%
Y 99%
Methodology
K 0% • Start: Card Ranking Game
K 0% BOOK 5 BOOK 3
C 64% C 0% • Learn: Budgeting for an Individual
BOOK 1 M 0% M 99%
C 44%
BOOK 4 Y 3% • Reflect: Group Discussion
M 0%
BOOKY 197% Y 77%
C 50% K 0%
BOOK 2 C 44%
K 0% M 92% K 0%
C 2% M 0% Y 4%
M 4% Y 97%
Y 99% K 0%
K 0% Duration
BOOK 8 90 minutes
K 0%
C 76%
BOOK 5 M 3%
BOOK 2
C 2% BOOK 3 C 64% Y 98%
BOOK 4
C 50%
M 4% C 0%
Y 99%
M 0% K 0% Key Words
M 92% K 0% M 99% Y 3%
Y 4% Y 77% K 0% • Spending
K 0% BOOKK 4 0%
BOOKC 250%
C 2%M 92%
M 4%YK 4%
BOOK 5 Y 99%
0% BOOK 8 Information for the Facilitator
C 76% • You can prepare the sets of Spending Needs & Wants Cards before the lesson, or, if appropriate,
C 64% K 0% M 3%
M 0% BOOK 5
Y 98% participants can cut the handouts into cards themselves. If necessary, adapt the cards to suit
C 64%
Y 3% M 0% K 0% your particular context.
K 0% BOOKYK 43%
0%
C 50% BOOK 3 • Keep the Imaginary Friend sheets the participants create as you will refer to/use these again in
M 92% C 0% another lesson.
Y 4% M 99%
BOOK 8
BOOK 8 K 0%C 76% Y 77%
C 76% M 3%
Y 98% K 0%
M 3% K 0%
Y 98%
BOOK 5
K 0% C 64% 197
196 M 0%
 8. When they have finished, ask the groups to present their imaginary young people to the others,
Start including their character’s name, age, interests, sources of income and expenses.
1. Warm-up discussion (10 minutes) 9. Ask each group the following questions:
1. Ask the participants the following questions: • Does your young person have regular sources of income?
• What are the main things that adults spend money on? • Does your young person have enough money to cover all of their expenses?
30 m
• What do young people spend money on? • What is their favourite way to spend money?
• What does ‘spending responsibly’ mean? 10. Invite other participants to ask other questions about the imaginary young person.
2. Give participants two minutes per question to quickly share their answers with the person next 11. After all of the groups have presented, ask: “Are there any other sources of income that young
to them. people have that we have not yet mentioned?”
3. Ask for feedback after each question, and make a note of the answers on the flipchart. 12. Give participants a few more minutes in which to write down any additional sources of income
BOOK habits
4. Discuss the similarities and differences between the spending 1 of young people and or expenses on the appropriate side of their pictures.
C 44%
adults. M 0%
Y 97% 13. Now, ask participants to put their persona’s expenses into categories. Point out that certain
K 0% expenses could be grouped together into a more general category, e.g. clothes, shoes and
5. Discuss participants’ ideas
BOOKabout
1 what spending responsibly means. Follow this with the
C 44%
Spending Needs & Wants activity. toiletries could be called ‘personal items’; video games, movies and tickets to sports events
M 0%
Y 97% could be considered ‘entertainment’; and books, pens and paper could fall into the category of
K 0% Card Ranking Game (20 minutes)
2. Spending Needs & Wants ‘school supplies’.
1. Put the participants into groups of four to five. BOOK 2 14. Invite a volunteer to read out their group’s categories, and then ask the other groups if they
C 2%
2. Hand each group a set of the Spending Needs & Wants cards. M 4% had different categories.
Y 99%
K 0% or ‘needs’; desirable spending,
3. Ask them to sort the cards into three piles: essential spending, 15. Note down these expense categories, and keep them for future lessons. You should also
or ‘wants’; and a middle pile that reflects spending demands that lie somewhere in the middle explain to the participants that these expense categories will help in the next lesson.
BOOK 4
(e.g. a birthday gift for a friend). C 50%
BOOK 2 M 92%
Y 4%
4. Invite groups to shareCwhat
2% they put in the essential pile. Ask
K 0%the group as a whole whether
they all agree? M 4% Reflect

4. My Money, My Plans
Y 99%
5. What have they put inKthe
0%desirable pile? In BOOK 5
the middle pile?
C 64%
1. Remind participants that spending responsibly involves the 4 Ps: Pocket, Priorities, People, and
6. Check where groups put the Saving for the M 0%
future card, and reinforce the importance of saving Planet.
Y 3%
for future needs. BOOK 4 K 0% • Your Pocket: can you afford it? (Consider income and expenditure.)
C 50% 15 m
7. Discuss how some things
M 92%might not be considered essential, and yet are important for overall • Your Priorities: do you really need/want it? (What do you value in life?)
Y 4%
well-being (e.g. hobbies and holidays). BOOK 8 • Your relationship with other People: has anyone’s rights or well-being been compromised
C 76%
K 0% M 3% or exploited in helping to produce the object you are buying? (E.g. clothing that has been
8. Explain that the participants will refer to these spending ‘wants’
Y 98% and ‘needs’ again in the next
lesson, 4.4 Creating a Budget. K 0% made by people working for less than a living wage and in poor conditions.)
BOOK 5 • Your relationship with the Planet: has the environment been harmed in the production of
C 64%
M 0% the object you are buying? (E.g. the use of harmful pesticides and toxic chemicals in the
Learn Y 3% growing and making of cotton for t-shirts.)
K 0%
1. Imaginary Friend 2. Follow up with these questions:
1. This is a group activity in which participants will create a hypothetical budget for an imaginary • Do participants find it easy (or difficult!) to consider all of these things?
BOOK 3
character. C 0% • What do they feel they need more information about?
45 m BOOK 8 M 99%
2. Divide the participantsCinto
76%groups of four or five. Y 77% 3. Finally, ask them to think about two key things they will consider when making spending
M 3% K 0%
3. Give each group a sheet of blank flipchart paper and several different coloured markers.
Y 98% choices in the future, and to share these with the person next to them.
K 0% one or two participants to be the artists, and to create a ‘persona’
4. Ask the group to designate 4. Write the two things on separate post-it notes, and stick them onto the flipchart.
by drawing a picture of a typical adolescent, or a person their age. 5. Finally, encourage participants to ask adults in their family the following questions about living
5. Ask them to give their persona a name, age and other characteristics. They should also think expenses and spending habits in preparation for the next lesson: 4.4 Creating a Budget.
about their character’s personality, interests and passions. • What are the three most important things that you have to spend money on each month/
6. Next, explain that the participants need to identify six potential sources of income for their week?
persona. These can be anything they feel is appropriate and realistic for their character: • How do you make sure there is enough money for these things?
allowances, gifts from relatives, or money they earn. Ask them to write the six sources of
income down on the left side of their character.
7. Once they have doneBOOK 3 them to think about what this young person’s typical expenses
this, ask
are, and to decide on C
six0%
things
M 99%
that person would realistically spend money on. Explain that
they should write the Y
six77%
sources of expenditure down on the right side of their character.
K 0%

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K 0%

Spending Needs and Wants Cards

4.4 Creating a Budget
BOOK 1
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M 0% BOOK 2
Y 97% C 2%
K 0%
M 4% Overall Outcome
Soap A TV set Y 99%
K 0%
Learning how to create a budget may not seem like the most exciting thing in the world for young
people, but it’s a vital step in helping them to reach their personal and financial goals. Participants
have already been involved in activities that explore saving and spending issues. This lesson
BOOK 4 builds on this learning – pulling together their personal goals, their income, their saving and their
C 50%
M 92% spending – to create a budget.
BOOK 1 Y 4%
A cell phone with BOOK 2 C 44%
M 0%
K 0%
C 2% Soda Y 97%
Lesson Objective
airtime M 4%
Y 99% K 0%
By the end of this lesson, participants will be able to:
BOOK 5
K 0% C 64%
M 0% 1. Understand the terms ‘budget’, ‘surplus’ and ‘deficit’.
Y 3% 2. Create a simple budget.
BOOK 4
C 50% K 0%
3. Apply this learning in their own lives.
M 92%
Shoes Y 4%
K 0%
Sanitary pads
BOOK 2 BOOK 8
C 2% C 76%
BOOK 1
M
Y
4%
99%
M 3% Materials
BOOK 5 Y 98%
C 64% C 44% K 0%

4. My Money, My Plans
K 0% • Lots of scrap paper • Value Cards for the Groups Create a Budget exercise.
M 0% M 0%
Y 3% Y 97% • Coloured pens • Three A4 signs with Budget, Surplus and Deficit written
Savings for the
K 0% K 0% BOOK 4 • An empty wastepaper basket on them and placed on the walls prior to the lesson
A necklace C 50%
• A flipchart page showing the • A flipchart page showing the Group Budget Template
future MY 92%
4% Family Monthly Budget Template • Spending Needs & Wants Cards (if necessary)
BOOK 8 K 0% • Sheets of flipchart paper and
BOOK 1 C 76%
C 44% M 3% markers
M 0% Y 98%
Y 97% BOOK 5
K 0% BOOK 2 C 64%
K 0% C 2% M 0% BOOK 3
Lotion Underwear
M 4%
Y 99%
Y 3% C 0% Methodology
K 0% M 99%
K 0% Y 77% • Start: Class Game
K 0% • Learn: Group & Individual Budget Preparation Exercises
BOOK 1
C 44% BOOK 4 BOOK 8 • Reflect: Vote with Your Feet
M 0%
Y 97% C 50% C 76%
BOOK 2 K 0% M 92% M 3%
C 2% Y 4% Y 98%
Earrings M 4% BOOK 1
Y 99% C 44% BOOK 3
Food
K 0% K 0% Duration
M 0% 90 minutes
K 0% C 0%
Y 97% M 99%
BOOK 5
K 0%BOOKY2 77% C 64%
BOOK 4 C 2%
M 4% K 0% M 0% Key Words
C 50% Y 99% Y 3%
M 92% K 0%
K 0%
Y 4% • Budget
A watch K 0% BOOK 4
C 50%
Water • Surplus
M 92% • Deficit
Y 4%
K 0% BOOK 8
BOOK 5 BOOK 2 C 76% BOOK 3
C 64% C 2% M 3% C 0%
M 0%
Y 3%
M 4%BOOK 5
C 64%
Y 99%
Y 98% M 99%
Y 77%
Information for the Facilitator
M 0% K 0%
K 0% K 0%Y 3% K 0% • See Facilitator’s Tip boxes.
K 0%

BOOK 4
BOOK 8
BOOK 8 C 50%
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200 C 76% M 92%M 3%
M 3% Y 4%Y 98%

Start
Budget Ball Game
1. Put participants into groups of six or seven. Tell them these groups represent families.
2. Ask each group to make 10 balls by rolling up scrap paper. Each group must find a way
30 m
of marking these balls (e.g. by colouring or drawing a symbol on them) so that they can
distinguish them from the other teams’ balls.
3. Now ask them to write certain values on the balls as follows: five have a value of $20, two have
a value of $10, two have a value of $5, and the last one has a value of $1.
Facilitator’s Tip
You will need to adapt this exercise to ensure that your local currency is used, and also that the
amounts keep the game realistic and relevant. Ideally, the total value of the balls that one group/
family is given to throw at the bin should be slightly more than an average monthly household
income. In this way, even if a group/family fails to get all of their balls into the bin, they will still
have an amount roughly equal to an average monthly household income. Of course, those
groups/families who you instruct to stand further away from the bin will probably end up with
less than the average monthly income. That is precisely the point. You want the participants to
remember that not every family has the same access to resources, and that for some, preparing
and keeping to a monthly budget will be much harder than for others.
might have obtained that money (e.g. hours worked, products or services sold, gifts, etc.)
14. Next, remind each group/family that their budget includes four broad categories of expenses:
rent, food, school and fun, and savings. These should be things that their actual families
typically spend their monthly income on. Ask them to write down the amount of their income
that they wish to spend against each category.
15. Ensure that each group then subtracts their expenditure total from their income.
16. Ask each group to present their budget. As they present, ask them:
• Were your expenses higher, lower or equal to your income?
• What will you need to do if your budget shows a negative balance? (Answer: Reduce
expenditure)
• Which of these budget items are most important?
• Why do you think each group/family was asked to stand at a different distance from the
basket?
• What happens when you have a shortfall in the amount of money you need? (Answer: This
is called a deficit)
Our Family’s Monthly Budget
Income Amount

4. My Money, My Plans
4. Place an empty wastepaper basket in the middle of the room.
5. Now ask each group to choose one participant to act as head of their ‘family’. That person
leads their group in a discussion on the following questions:
• What are the four most important things that our family has to spend money on each week
and each month?
• How can we ensure that we will have enough money to cover all of these expenses?
6. Listen quickly to answers from each family head. If the groups have not mentioned the word Income total
‘budget’, lead a quick discussion using these prompt questions:
• What is a budget? Expenditure
• What ideas come to your mind when you hear this word?
• What does a budget do? Rent
• Who has to work on a budget?
7. Explain that the participants will now play a game to help them create a realistic budget. The Food
game will help them to manage their money responsibly.
8. Point out to the groups where they should stand (at least three metres away from the School and fun
wastepaper basket, but make sure some groups/families stand further away).
9. One group at a time has each of its members throw the currency balls, trying to land them in Savings
the wastepaper basket.
10. If a currency ball lands in the wastepaper basket, that group records its value. Expenditure total
11. When each group has finished throwing, they should have a list of the different values of the
currency balls they succeeded in throwing into the wastepaper basket.
12. Now give each group a sheet of flipchart paper and ask them to copy the Our Family’s Monthly
Budget Template shown on the flipchart. Balance (income - expenditure)
13. Under ‘Income’, they must enter the value of each separate currency ball they landed in the
basket, and make up a realistic source explaining how the members of their actual families

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Learn
1. Groups Create a Budget (20 minutes)
40 m
Facilitator’s Tip
For this exercise, you need Value Cards that simply show a value or amount of money expressed
in the local currency. Make the cards prior to the lesson. If possible, use different shapes or
colours to differentiate between income and expenditure cards. Otherwise mark them with an ‘I’
or an ‘E’.
Make sure that the total amount of the income cards is close in value to the total amount
of the expenditure cards. Look back at the work the participants did in the last session for
the Imaginary Friend exercise. Try to prepare your cards so that the total income and total
expenditure are much the same as those suggested by the participants in that exercise. Then
place the prepared cards in a box.
1. Explain that you’re going to create a budget for an imaginary friend, such as the one that
participants created in the previous session.
2. Quickly review the term ‘budget’.
3. Show the participants the blank Group Budget Template (below). Explain the income and
expenditures sections of the budget. Inform the participants that they will complete this
template from the perspective of any imaginary friend of their own age.
4. Choose one of the Imaginary Friend sheets from the previous lesson and explain that the
participants will work as a group to prepare a budget for this persona.
5. Point to the sources of income of the imaginary friend, and ask for a volunteer to write them
down in the budget template.
6. Now ask another volunteer to read out the expenditure items of the imaginary friend and to
write those down in the budget template.
7. Next, ask other volunteers, one at a time, to take a Value Card from the box. Explain that the
number on the card signifies the amount of money earned or spent on an item (depending
on whether it is an income or expense colour/shape), and that they must decide where to put
it on the budget template. If the participants draw an income card, they must place it in the
amount column opposite any income item. If they draw an expenditure card, they must put it
in the amount column opposite the expense item of their choice.
8. Once all the line items in the budget have been given amounts, ask participants to help you
add up the income and expenditures. Ask:
• Which section of the budget has the highest value: income or expenditures?
• What else do you see in this budget?
9. Point out the last line of the budget template. Explain that this last line is one of the most
important in the budget form. The number put here can either be positive or negative,
depending on whether there is enough income to cover the expenses. If the number is
positive, then the imaginary friend has more income than expenses. If it is negative, it means
that imaginary friend’s expenditures are greater than their income. Inform the participants that
they will learn terms for each situation.
10. Point to the budget template, and ask the participants:
• What is another word, in any language, that you might use to describe a ‘surplus’? (Write any
204
local phrases or slang terms that young people use to talk about surplus next to this word.)
A definition is provided below the budget template if needed.
• What is another word, in any language, that you might use to describe a ‘deficit’? (Write any
local phrases or slang terms that young people use to talk about deficit next to this word.) A
definition is provided below if needed.
• In the case of the budget we have just created, how can a surplus occur? (It would mean
that there is money left over after paying for all expenses.)
• How can a deficit occur? (If there is not enough income to pay for all expenses, a deficit is
created.)
• How do we figure out the number that goes on this line of the budget? (Point to the surplus
and deficit lines respectively. Explain that we must subtract the total expenses from the total
income. A positive number is a surplus and a negative number is a deficit.)
11. Show the calculation, subtracting total expenses from the total income on the budget flipchart
that you have been using as an example. Ask the participants the following:
• Does this budget show a surplus or a deficit?
• Why is it important to keep a record of your income and expenses?
12. Summarise by telling the participants that keeping a record of their income and expenses helps
them to know where their money goes. If they have a surplus, or extra money, they can save it
for future needs. If their budget tells them that they have a deficit, or not enough money to pay
for their expenses, they know to cut back on some of them.
2. Creating a Personal Budget (20 minutes)
4. My Money, My Plans
1. Remind participants of the Spending Needs & Wants activity they did in a previous lesson in
which they thought about essential and desirable spending.
2. Give out the Spending Needs & Wants Cards, if it will be a helpful reminder of potential items
that young people spend money on. Go over them together if you have only one set or
prepare more sets in advance and ask groups to quickly review them.
3. Explain that the participants are going to create a personal budget based on their actual (or
anticipated) income and spending habits for a month.
4. Ask them to draw a blank template in their notebooks and draw a blank template on the board
as well to use as an example.
5. If necessary, review the terms ‘budget’, ‘surplus’ and ‘deficit’ from the definitions discussed
above. Direct the participants’ attention again to the Group Budget Template (see below, same
as for the previous activity) on the flipchart. Quickly explain the income and expenditures
sections of the budget again if you sense it might be necessary.
6. Explain participants that when they create their own personal budget, they should adapt the
expenses headings to match their own spending habits.
7. Point to the sources of income, and ask participants for a realistic monthly amount as an
example.
8. Next, point to the expense categories and ask for one or two realistic examples.
9. Explain that once all the items in the budget have been given amounts, the participants first
need to add up the sources of income, and then they should add up all the expenses.
10. Highlight the totals, and ask:
• Which section of the budget has the highest value?
• What else do you see in this budget?
11. Point out the last line of the budget form. Explain that this last line is one of the most important
on the budget form. The number put here can either be positive or negative, depending on
whether there is enough income to cover the expenses. If the number is positive, it is called
a surplus, which means the participant has more income than expenses. If it is negative, it is
205
 called a deficit, which means the participant’s expenses are greater than their income. Budget template for Creating a Group/Personal Budget
12. When you have completed the example, ask participants to work either individually or in pairs
to work out their own budgets.
13. Make sure those who need support are given help.
14. Have participants hold on the budgets they created as these will be used in upcoming lessons.
Budget
Budget line items: Week 1: Amount

Reflect Income
1. Remind the participants that by creating a budget they will have better control over their
money, and will know how much they can save for the items identified in earlier sessions.
2. Ask the participants to keep a written record of their income – everything they buy, and
20 m
everything they spend money on – for one month to see how they keep their income and
expenses in balance.
3. Point out that they can use the budget framework that they have used in the lesson to track
their own income and expenses.
4. Point to the three signs on the walls around the room, and do a quick Vote with Your Feet
activity to ask participants if they think that at the end of the month they will have a:
TOTAL INCOME:
• Deficit
• Surplus Expenses
• Perfect balance
5. This also gives you the opportunity to make sure the participants understand the terms. Personal
Encourage them to carry out the activity in the coming month to see if they were right.

4. My Money, My Plans
Enquiry Question for the Next Lesson Entertainment
1. Encourage participants to ask family and friends the following question about living expenses
and spending habits, in preparation for the next lesson on Saving Options.
• Where is the best place to keep money that you want to save, and why? Education

Transport

Family

TOTAL EXPENSES:

TOTAL SURPLUS/DEFICIT (Balance)

Definition of budget
A budget is a summary of estimated income and how it will be spent over a defined period of time.

Definition of surplus and deficit

A surplus is the amount of money or quantity of goods that remain when use or need is satisfied.

A deficit is a shortfall in the amount of money or other good that is needed.

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4.5 Savings Options

BOOK 1 BOOK 2
C 44% C 2%
M 0%
Y 97%
M 4% Overall Outcome
Y 99%
K 0% In previous lessons, participants considered the advantages of saving in helping them to reach their
K 0%
goals. Young people need to be able to safeguard their money, and this lesson will help them to
understand some of the different formal and informal savings options available to them, as well
BOOK 4 as how different savings products and services work. We will look specifically at: Saving at Home;
C 50%
M 92% Saving Clubs; Savings and Loans Groups; and Individual Accounts (at a post office, bank or credit
BOOK 1 Y 4% union).
C 44% K 0%
BOOK 2 M 0%
C 2% Y 97%
M 4% K 0% BOOK 5 Lesson Objective
Y 99% C 64% By the end of this lesson, participants will be able to:
K 0% M 0%
Y 3% 1. Identify some of the different saving options available.
K 0%
BOOK 4 2. Identify some advantages and disadvantages of these different saving methods.
C 50% 3. Identify a saving method suitable for their needs.
M 92%
Y 4% BOOK 1
C 44% BOOK 2 BOOK 8
K 0% M 0% C 2% C 76%
Y 97% M 4%
Y 99%
M 3%
Y 98%
Materials
K 0%

4. My Money, My Plans
BOOK 5 K 0% K 0% • Experts Cards, each with information about one of the following savings options: Saving at
C 64% Home; Saving Clubs; Savings and Loans Groups; and Individual Accounts (at a post office, bank
M 0%
Y 3% or credit union)
BOOK 4
BOOK 1 K 0% C 50% • Flipchart pages headed with the four savings options listed above
C 44% M 92%
M 0% Y 4% • Markers
Y 97% K 0%
K 0% BOOK 2
BOOK 8 C 2%
C 76%
M 3%
M 4%
Y 99% BOOK 5
Methodology
Y 98% C 64% • Start: Personal Storytelling
K 0%
K 0% M 0% BOOK 3
Y 3% C 0% • Learn: Jigsaw Group Work
BOOK 1
C 44% K 0% M 99% • Reflect: Group Discussion & Vote with Your Feet
M 0% BOOK 4 Y 77%
Y 97% C 50%
BOOK 2 K 0% M 92% K 0%
C 2% BOOK 1
C 44% Y 4%
M 4%
Y 99% M 0% K 0% BOOK 8 Duration
Y 97% C 76% 90 minutes
K 0% M 3%
K 0%
Y 98%
BOOK 5
BOOK 2
C 2% C 64% K 0%
BOOK 4
C 50%
M 4%
Y 99%BOOK
M 0%
3 Y 3% Key Words
M 92% K 0% C 0%
• Options
Y 4% M 99% K 0%
K 0% BOOKY 4 77% • Suitable
C 50%
M 92%K 0%
BOOKY 24%
BOOK 8
BOOK 5 C 2%
K 0%

C 64% M
Y
4%
99%
C 76%
M 3%
Information for the Facilitator
M 0% BOOK 5
Y 98% • The purpose of the Personal Storytelling activity in the Start section is to help participants
Y 3% K 0%C 64%
M 0% K 0%
K 0% Y 3% BOOK 3 appreciate that they already have rich and diverse experiences of saving. This exercise would
K 0% C 0% benefit if you first volunteer your memories of how you saved and what you saved for when you
BOOK 4 M 99%
C 50% were a teenager.
Y 77%
M 92%
BOOK 8
K 0%
BOOK 8 Y 4%C 76%
C 76% M 3%
M 3% K 0%Y 98%
K 0%
Y 98%
K 0% 209
BOOK 5
 Y 97%
K 0%
BOOK 2
C 2%
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Y 99%
K 0%

BOOK 4
C 50%
BOOK 2 M 92%
• For the Silent Debate activity
C 2% in the Learn section, ensure that
Y 4%each
group has at least one
K 0%
participant who can readM 4%
well so that they can read the Experts Cards aloud to the others in
Y 99%
Reflect
the group. Also ensure that when it’s time to write comments on the flipcharts, one literate
K 0% BOOK 5
C 64% 1. Gather the participants back into a circle and thank them for their work. Explain to them that
volunteer is stationed in each corner to write on behalf of participants
M 0%
who might not be able to
write. Y 3% it is sometimes difficult to protect our savings and to not spend them. Invite the participants
BOOK 4 K 0%
10 m to share challenges they think they might have when trying to hold on to their savings. If they
C savings
• A visit to a bank or other 50% institution to gain information regarding saving products would
M 92% need a little prompting, you can ask:
be a valuable addition to this
Y 4% lesson. BOOK 8
C 76% • Do you ever feel pressure to spend your savings?
K 0% M 3%
Y 98% • Who might ask you for the money you’ve saved? Might people treat you a bit differently if
K 0%
they know you are saving? How?
Start BOOK 5
C 64% 2. Ask participants to think individually for a moment about which savings option they would
Personal Storytelling
M 0% prefer, and then to indicate their decision by standing in front of the appropriate flipchart from
Y 3%story about how you saved when you were a teenager, and what
1. Start off by sharing a quick
the Silent Debate.
you saved for. K 0%
20 m 3. Ask a couple of volunteers at each flipchart to explain their choices.
2. Encourage a few volunteers to share similar stories. Try and listen to as many participants as
4. As a group as a whole, discuss why certain options were more or less popular than others.
possible within 15 minutes. BOOK 3
BOOK 8 C 0%
3. Ask participants: M 99%
C 76% Y 77%
M 3%to keep the money that you want Enquiry Question for the Next Lesson
• Where is the best place K 0%to save, and why?
Y 98% Saving resources can also lead to saving money. In the next lesson, participants will consider what
K 0% it means to be a ‘smart saver’ (someone who has an understanding of saving that includes saving
time and resources as well as money). Encourage participants to ask their friends and family the
Learn following question in preparation for the next lesson: 4.6 Smart Savers.
1. In this activity, participants will learn about four different savings options, and take part in a
• How can saving resources (water, fuel, time, etc.), and using them carefully also help us to save
Silent Debate to explore the advantages and disadvantages of each option.
money?

4. My Money, My Plans
2. Start by dividing the class into four evenly sized groups.
60 m
3. Give each group an Experts Card, with information about one of the following savings options:
• Saving at Home
• Saving Clubs BOOK 3
C 0%
• Savings and Loans Groups
M 99%
• Individual AccountsY(at a post office, bank or credit union)
77% Experts Cards
4. Ask one person to read K out
0% the information on the card to their group. The group members
should then discuss the advantages and disadvantages of saving in this way together.
5. Instruct the participants that they should decide as a group how they will present this Saving at Home
information to the rest of the class (e.g. with a two-minute role play, mime, a news broadcast, There are many different ways of saving at home. The most important is to think of somewhere safe
a rap, or a ‘lesson’ showing the advantages/disadvantages of each savings method). and secret so your money won’t get stolen! In some parts of the world, such as in the Philippines,
6. Have each group present their savings option to the rest of the participants. Make sure Aflateen participants save at home using a bamboo bank. They take a piece of bamboo, cut a slot into
participants applaud each presentation. the side, and use it as a savings bank. When the piece of bamboo is full of coins they use a hammer to
7. Next, prepare the Silent Debate activity by placing the four sheets of flipchart paper, headed smash it open. Here are some other places you can save at home:
with the four savings options, around the classroom. • Taped to the back of a picture on the wall.
8. Tell the participants that they should write comments on the flipchart pages saying what • Under the mattress.
they like or don’t like about that particular option, based on what they have heard during the • Sewn inside a chair cushion.
presentations. • Buried in a jar in the ground.
9. As they move from one option to another, participants should respond to comments made by How many more places can you suggest? The advantages of saving at home include being able to
someone else. For example, if on the Saving at Home sheet someone has written: ‘I like this get to your money as soon as you need it. One of the disadvantages is that someone might find your
method because it is convenient and I can save time,’ someone else might write: ‘Yes, but what money and steal it. Also, you don’t earn any interest on your savings. How many other advantages and
if you are tempted to use your savings on a new pair of trainers instead of on your training disadvantages can you think of for saving at home?
course?’ Someone else can comment on that comment, and so on.
10. After an appropriate amount of time, draw this exercise to a close.
11. Next, give one sheet of flipchart paper to each group, and ask them to sum up the main
comments for the rest of the group.
12. Have each group present their summary to the rest of the participants.

211
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 BOOK 1
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Individual Accounts (at a bank, post office or credit union)

There are many different places where you can open a formal savings account, including a bank, post
4.6 Smart Savers
office or credit union. Furthermore, there are many different types of saving accounts to choose from.
So you need to do a bit of research before choosing the account that is best for you. You would do the BOOK 2
same thing if you were going to buy a pair of jeans, wouldn’t you? You would look all over the market C 2%
to compare different prices and quality. You should do the same before opening an account: first find
M 4% Overall Outcome
Y 99%
BOOK 1 Saving is an important part of managing money. However, it’s not always easy to save money,
out what is available. K 0%
C 44% especially in times of financial hardship. We live in a world that constantly invites us to spend,
M 0% suggesting that we need new things to make us happy even if we can’t really afford those things.
Y 97%These accounts are regulated by the
There are many advantages to having a formal savings account. BOOK 4
K safe
0% in a secure building so it is difficult to However, by learning from others, thinking creatively, and even ‘rethinking’ our attitudes, we can
government, so they shouldn’t cheat you. Money is locked C 50%
M 92% become more efficient with the resources we consume (such as energy, water, time and materials).
steal. But there are disadvantages too. Banks charge fees for most transactions (e.g. withdrawals). How Y 4% We can become ‘Smart Savers’: saving money, reducing waste and conserving resources for future
many other advantages and disadvantages can you think of for opening a savings account? K 0% generations. This curriculum promotes a holistic approach to saving, and this lesson explores
how participants can become Smart Savers of material and non-material resources by Reusing,
BOOK 5 Recycling, Repairing, Reducing, Refusing and Rethinking.
C 64%
BOOK 2 BOOK 1 M 0%
Saving Clubs C 2% C 44% Y 3%
M 4%
In this model, friends or family members agree to save as Y
a group. The club members
M 0%
set
K 0% Lesson Objective
99% Y rules
97% for the By the end of this lesson, participants will be able to:
withdrawal of money. They may also decide to set a limit Kon0%
how much one person canKwithdraw
0% or
pay in at a time. Each member keeps their own individual records of how much they pay in (deposit) 1. Understand that saving resources can save money and protect the environment.
or take out (withdraw) each week. The club usually has a treasurer BOOK 8 2. Be able to judge the effectiveness of the 6Rs – Reuse, Recycle, Repair, Reduce, Refuse and
BOOK 4 who keeps an overall record of how C 76%
much the group has in total. Very often the group opens aCsingle
50% savings account at a bank where they M 3% Rethink – in helping to save money and protect the environment.
M 92% Y 98% 3. Plan a money-making idea that produces income by reusing, recycling or rethinking a product
keep their savings. Y 4%

4. My Money, My Plans
K 0% or idea.
K 0%
BOOK
Many people find it is easier to find the discipline to save if you are part of a1 group of friends who share
C 44% BOOK 2
the same aims. But being part of a group also means you lose a bit of personal
M 0% freedom. C How
2% many
BOOK 5
other advantages and disadvantages can you think of for joining a saving
C 64%
Y 97% club? M 4%
Y 99%
Materials
M 0% K 0%
K 0% • One empty two-litre plastic bottle for every five participants
Y 3%
K 0% • A4 paper and pens
BOOK 4 • The 6Rs Running Dictation Slips, placed on the walls of the room at random prior to the lesson
BOOK 1 C 50% • The Smart Savers Reflection Sheet (cut up as cards)
Savings and Loans Groups C 44% M 92%
M 0% BOOK 8 Y 4% BOOK 3 • Flipchart and marker
This usually involves a group of peopleY from
97%the same community.
C 76% Members pay in (deposit) the C 0%
K 0%
same amount of money each month into K 0% a group account.M 3%
The moneyBOOK 2
collected is lent to a different M 99%
member of the group each month. Members often decideYto98% save inCthis
2%way for a specific goal, e.g. Y 77%
K 0%
to buy a chicken or a pig. Many people say that they find it easier toYpay
M 4%
back their loansBOOK
99% 5 they
because
K 0% Methodology
know the community members (often friends and relatives) in the group C 64%
K 0%are depending on them to do • Start: Brainstorming
M 0%
so. But if a member of the group doesn’t repay a loan, everyone is hurt. Y 3% • Learn: Running Dictation & Ranking Exercise
BOOK 1
C 44%
BOOK 4 K 0% • Reflect: Class Discussion
M 0%
How many other advantages and disadvantages can you Y 97%think of forCjoining
50% a Savings and Loans
BOOK 2 K 0% M 92%
Group? C 2% Y 4%
M 4%
Y 99%
K 0% BOOK 8 Duration
C 76% 60 minutes
K 0% M 3%
Y 98%
BOOK 3 BOOK 5
BOOK 2 K 0%
BOOK 4 C 2% C 0% C 64%
C 50%
M 4% M 99%
Y 99%
M 0% Key Words
M 92% K 0%
Y 77% Y 3%
Y 4% K 0% K 0% • Reuse • Repair
K 0% BOOK 4 • Recycle • Reduce
C 50%
M 92% • Rethink • Refuse
Y 4%
K 0% BOOK 8
BOOK 5 C 76%
C 64% M 3%
M 0% BOOK 5
Y 98%
C 64%
Y 3% M 0% K 0% BOOK 3
K 0% Y 3%
K 0% C 0%
M 99% 213
212 Y 77%
 Bottle It! Ideas Sheet (for Facilitator)
Information for the Facilitator
• For Learn, the activity is a Running Dictation. Be sure to pair more literate with less literate
participants, as this game involves both reading and writing. Cut the tops off the plastic bottles, and plant seeds in the bottom to start
Seed starters off your plants.

Start Self- Cut the bottle in half, invert the top half, make a hole in the lid, and thread a
1. Explain to the participants that this activity will get them thinking creatively about how watering pot ‘wick’ or piece of string through it so it lies in the water at the bottom.
reusing an object and giving it a longer useful life can save them money and help protect the
environment.
15 m
2. Begin by writing this statement on the flipchart in large letters: One man’s trash is another
Mini Cut the bottom off the bottle and cover your seedlings and plants to make

man’s treasure. greenhouse your very own greenhouse.

3. Invite participants to discuss in pairs what this could mean. Then have the pairs share their
ideas with the entire group. Cut off the top third of the bottle. Place the ‘bait’ (e.g. sugar solution) into
Fly or wasp the bottom section, invert the top section back into the bottle, and tape it
4. Next, ask participants to form groups of five, and give each group an empty two-litre plastic
trap into place. Add wire handles to hang it up.
bottle, some paper and pens.
5. Challenge participants to come up with as many uses for the empty bottle as possible in five
minutes, and to quickly record their ideas on the paper. Fill the bottle with cold water and freeze to make an ice pack. Put one
6. Tell them their ideas can include cutting the bottle up and using parts of it (e.g. cutting off the Ice pack in your shopping bag to keep cold items cool on the way back from the
top and using the bottom for storing nails, screws and nuts). shops.
7. When the time is up, invite each group to feed back, and praise each group for their
suggestions. Cut the bottle in half, cut down into the plastic to make strips, and weave
Vase to make a clever design.

4. My Money, My Plans
8. Explain that reusing an object is better for the environment than recycling it, as recycling
involves additional energy to process the material into something usable. Reusing helps to
make the initial energy that went into the production of that material last longer and go farther. Decorative Cut off the bottom of the bottle, and cut the top end into petal shapes.
Reusing materials saves money and saves the environment.
flowers Peel back the plastic and paint. Attach each flower to a wire stem.
9. Share the following ideas for creatively reusing plastic bottles with the participants.

Musical Fill the bottle with dried beans.

shaker

Cut the top off the bottle, and use the bottom as a scoop for rice or
Scoop another product.

Toilet tank Fill a bottle with water. Drop it into the toilet tank to displace water there.
water saver Each time the toilet is flushed, water will be saved.

215
214
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
BOOK 1
C 44%
M 0%
Y 97%
K 0%
7. Once they have done this, invite them to walk around to see how others have ordered their Rs.
Learn BOOK 2
C 2%
Share any comments or questions.
1. Write the following six words in large letters on a flipchart:M 4%
Y 99% 8. Next, ask the pairs to order the R words again on the other side of the paper, this time so that
K 0% the one most likely to help save resources and energy and protect the environment is at the
• REUSE
• RECYCLE top, and the least likely is at the bottom. Ask them if the order is the same.
BOOK 4
30 m C 50%
• REPAIR BOOK 2 M 92%
Y 4%
• REDUCE C 2% K 0%
• REFUSE
M 4%
Y 99%
Reflect
• RETHINK K 0% BOOK 5
C 64%
1. Gather participants in a circle, and review the 6Rs and their definitions with them.
M 0%
2. Put the participants into groups of three and count each group
Y 3% member off: 1, 2, 3. Explain 2. Ask each participant to commit to putting one of the 6R’s into action during the coming week.
BOOK 2
that in each group, number 4 is the writer. Make sure theyKhave
0% a pen and some paper. Ask the 3. Inform them that the next session will begin with a discussion on how they managed with their
C 50% 15 m
writers to quickly note down the six words from the flipchart onto their sheet of paper, leaving 6Rs ideas.
M 92%
plenty of space betweenY 4%each word. BOOK 8
C 76%
K 0% M 3%
3. Explain that group members numbered 1 and 3 are the runners.Y 98% It is their job to run around Enquiry Question for the Next Lesson
the room and find the slips on the wall. When the runnersKfind0%
a slip, they need to read and Encourage participants to ask someone in their community who has borrowed money instead of
memorise it. They must BOOK
not 5take notes or photograph it with their phones. Then they must using savings the following questions, in preparation for the next lesson:
C 64%
run back to their writer
M and
0% tell them what they have memorised so that the writer can note it • Why did you decide to borrow money?
Y 3% corresponding word.
down alongside the correct • Where did you borrow money/get the loan from?
K 0%
4. The winner is the first group to correctly match all six definitions against the title words. • How easy was it to repay the loan?
5. Once all the groups have finished, use the following key to review their answers. • Do you have any advice about borrowing money?
BOOK 3
BOOK 8 C 0%
M 99%
C 76% Y 77%
M 3% K 0%

4. My Money, My Plans
Y 98%
K 0%
To use an item more than once by refilling it, or making something else with all or Running Dictation Slips
REUSE part of it.

To use an item more than once by refilling it, or making something else with all or part of it.

RECYCLE To make a material or product into something new instead of throwing it out.

To make a material or product into something new instead of throwing it out.

REPAIR BOOK
To try and fix
C
3 that has broken or doesn’t work properly.
an item
0%
M 99% To try and fix an item that has broken or doesn’t work properly.
Y 77%
K 0%
To cut down on the amount of materials or energy you use so as to save money,
REDUCE save resources and protect the environment. To cut down on the amount of materials or energy you use so as to save money, save resources and
protect the environment.

To say “No” to buying a product if you don’t really need it or if it’s bad for people or
REFUSE the environment. To say “No” to buying a product if you don’t really need it or if it’s bad for people or the
environment.
To think about better or more efficient ways of doing things, for example asking
RETHINK yourself: “Do I really need this?” or “Can I make a better design that uses less
energy and costs less?” To think about better or more efficient ways of doing things, for example asking yourself: “Do I really
need this?” or “Can I make a better design that uses less energy and costs less?”

6. Ask the participants to get back into their pairs (from the Start activity). Give each pair a sheet
of paper and pen, and ask them to order the R words so that the one that would be most likely
to help them save money (Rethink? Refuse? Repair? Reduce? Reuse? Recycle?) is at the top,
and the least likely is at the bottom.

217
216
 BOOK 1
C 44%
M 0%
Y 97%
K 0%

Smart Savers Reflection sheet

BOOK 1
C 44%
4.7 Borrowing Money
M 0%
Simplify your life Y 97%
Think before you buy
K 0% BOOK 2
Think about what you enjoy doing most. Often, Every day, we are tempted to buy products we C 2%
the things that make us most happy aren’t for don’t always need. Buying things we don’t really
M 4% Overall Outcome
Y 99%
This lesson looks at the option of borrowing money. Participants will think about the reasons why
sale. need K 0%
people borrow money, the implications of borrowing money, and what responsible borrowing
can be expensive, adds to clutter, and
means. It also helps them to understand some basic terminology around credit.
Spend time with friends and family, rather than contributes to waste, depletion of resources, and BOOK 4
BOOK 1
spending money. pollution.
BOOK 2 C 44% C 50%
C 2% M 0% M 92%
M 4% Y 97% Y 4%
K 0%
Lesson Objective
Y 99%
Repair broken things K 0% By the end of this lesson, participants will be able to:
Buy in bulk or ‘value-pack’ sizes K 0%
Although we are often encouraged to buy new 1. Identify times when they might borrow money.
BOOK 5 2. Understand the implications of borrowing money.
Often, products are cheaper if buy larger rather
BOOKthan4 repair, it can be satisfying to fix things C 64%
quantities. Why not get a group of friends whenC 50%
they break. M 0% 3. Understand that there are different types of loans.
M 92% Y 3%
together to buy in bulk and enjoy the shared Y 4% 4. Understand basic terms, such as credit and interest.
K 0%
cheaper price. You’ll save money, resources, and a trip to the
K 0% BOOK 2
store. C 2%

BOOK 5
M 4%
Y 99% BOOK 8
Materials
UseCboth
64%sides of a sheet of paper… K 0% C 76% • Four flipchart sheets, each headed with one of the Enquiry Questions from the last lesson: Why
M 0% BOOK 1 M 3% did you decide to borrow money?; Where did you borrow the money/get the loan from?; How
Y 3% C 44% Y 98%
Share …and save money,
M 0% trees and the BOOKplanet! One tree easy was it to repay the loan?; Do you have any advice about borrowing money?

4. My Money, My Plans
K 0% 4 K 0%
makes 8,333 Y 97% of virgin
sheets C 50% • Running Dictation Slips, randomly placed on the four walls of the room prior to the lesson
Sharing tools, equipment and books with friends, K 0% M 92%
Y 4% • Sheet of flipchart paper listing the words: Credit, Collateral, Default, Guarantor, Interest, Loan
neighbours and family can save you a lot of copier paper or Shark, Microfinance Institution
BOOK 8 K 0%
money. C 76% • Flipchart sheet outlining the six Cubing Prompts (as shown in Reflect activity below)
One M pack
3% of copier paper (500 sheets) uses 6%
BOOK 1 Y 98% • Large dice or paper folded into a cube, with a prompt on each of the six sides
C 44% of a tree (www.actiontracker.org.uk) BOOK 5
M 0% K 0% C 64% • Pens and paper
Y 97% M 0%
Switch off lights K 0% BOOK 2 Y 3%
Think before C 2% designer labels
craving K 0%
BOOK 3
By using less electricity, you are lowering your
M 4%
Y 99% C 0% Methodology
Celebrities areK given
0% expensive clothes to wear. M 99% • Start: Group Discussion
electricity bill and lowering the demand for coal, Y 77%
You’re not. Be individual. Don’t craveBOOK labels
8 that • Learn: Vote with Your Feet & Case Studies & Running Dictation
thus decreasing the amount of K 0%
BOOK 1
others wear. C 76%
environmental destruction caused by mining. C 44%
BOOK 4 M 3% • Reflect: Cubing
M 0%
Y 97% C 50% Y 98%
BOOK 2 K 0% M 92% K 0%
Use your talents to make and save moneyC 2%or set BOOK 3 Y 4%
up a ‘time bank’.
M 4%
Y 99%
C 0% K 0% Duration
M 99% 75 minutes
K 0% LookY after
77% your health
What skill or talent do you have that could make K 0%
BOOK 2
BOOK 5
you money or others might pay for? BOOK 4 C If C 64%
2%you are unwell, you can’t work and so can’t
C 50%
M 4%
Y earn.
99%
M 0% Key Words
M 92% K 0% Y 3%
Set up a time bank where members exchange K 0% • Loan • Default
Y 4%
services using units of time as currency.
K 0% BOOK 4 • Credit • Guarantor
C 50%
M 92% BOOK 3 • Interest • Loan shark
Y 4%
K 0% BOOK 8 C 0% • Collateral • Microfinance institution
Use time wisely BOOK 5 C 76% M 99%
C 64% M 3% Y 77%
M 0% BOOK 5
K 0%
Y 98% to earn money
C Rent
64% out equipment
Think how you can create time to do aY part-time
3% M 0% K 0%
job to save money. K 0% Y 3%
K 0%

BOOK 8
BOOK 8 C 76%
C 76% M 3%
Y 98% 219
M 3% K 0%

Information for the Facilitator
• Prepare the above materials and review the concepts before the lesson. It is important that you
help participants to learn some new terminology today, so that they can discuss the concepts
of borrowing and lending by using standard vocabulary. This will happen in the third part of
the Learn session. Depending on the literacy levels of the group, there are two ways you might
do this. Firstly, you could organise the activity as a Running Dictation. If literacy levels in the
group are too low for a Running Dictation to be effective, teach participants the terms using the
lecture method.
Start
Borrowing Money
1. Before moving to the next topic, ask the participants if they have thought of any ideas using
the 6Rs they learned about last week. Were they able to change something in their behaviour?
15 m
2. Discuss with the participants what they found out (or what they know from experience)
from their Enquiry Questions from the last lesson. Write their answers on the flipchart papers
headed with the questions:
• Why did you decide to borrow money?
• Where did you borrow the money/get the loan from?
• How easy was it to repay the loan?
• Do you have any advice about borrowing money?
3. Ask the participants to identify whether the answer was given by an adult or a young person.
2. Once the participants have moved to the right or left, ask a volunteer who answered correctly
to explain their decision.
3. After each discussion, give the participants time to reposition themselves in the centre before
reading the next True/False Statement. You can decide to use all of the statements or just a
few. Use the statements most relevant to your group, or create new ones.
4. True/False Statements:
• The money from a loan belongs to the person who borrows it. (False)
• A loan can help you start a business when you don’t have enough of your own money.
(True)
• If you borrow money from a friend, you do not have to repay it. (False)
• If you miss a loan payment, you won’t face any consequences as long as you eventually pay
up. (False)
• Using borrowed money is usually more expensive than using your own money. (True,
because of the interest)
• Only banks charge interest on loans. (False)
• Credit can mean both money available to spend, and someone else’s money you have to
pay back. (True)
• Borrowing from a loan shark is a cheap option. (False)
5. Ask participants if they have any questions, and answer them to clarify any issues.
3. Good and Bad Loans (15 minutes)
1. Start off by explaining that borrowing money can be a positive experience. It can, for example,
help people to start or expand a business; it can help them to respond to an emergency in

4. My Money, My Plans
For example, in response to: “Why did you decide to borrow money?”, they might write: “To
their family; or it can help them to improve their living conditions sooner rather than later.
buy braiding materials for my hairdressing business (adult)”.
When a loan helps people in these ways, it is usually a good loan. But taking a loan always
4. After 5 to 10 minutes, ask the following (or similar) questions to draw some conclusions: carries a risk of not being able to repay. So, when the loan ends up costing someone money,
• What were the main reasons that young people borrowed money, compared to the main or forcing them to go deeper into debt or default, it is a ‘bad loan’.
reasons for adults?
2. Instruct participants to listen to the following situations in which someone takes a loan, and
• Where were the main places that people borrowed money from?
ask them to decide for each one if it is a good loan or a bad loan. If they think it is good, they
• Overall, did people find it easy to repay the loan?
should move to the right side of the room. If they think it is bad, they should move to the left
side.
3. Ask everyone to find a partner and to form a line in the centre of the room. Read each scenario
Learn aloud, one by one, allowing participants to first discuss it with their partners before making
1. Borrowing and Lending Terms (15 minutes)
their move.
1. Put the participants into groups of three. Now count off each group member: 1, 2, 3. Explain
4. Ask some volunteers to explain their decisions about each situation. Before moving on to the
that in each group, number 2 is the writer. Make sure they have a pen and paper.
45 m next scenario, have the participants stand back in the centre of the room.
2. Show the participants the sheet of flipchart paper listing the seven words - Credit, Collateral,
5. After having read all of the situations, ask the participants: “To make sure that your loan will be
Default, Guarantor, Interest, Loan Shark, Microfinance Institution – and ask the writers to
a good loan that really helps you, what should you know before deciding to borrow?”
quickly note them down onto their paper, leaving plenty of space between each word.
6. Write down their responses on a new sheet of flipchart paper. Make sure the following points
3. Explain that participants numbered 1 and 3 are the runners. It is their job to run around the
regarding what they need to know before borrowing money are covered/discussed:
room and find the slips on the wall. When they find a slip, they need to read and memorise it.
• The amount of the loan payment, including interest.
They must not take notes or photograph it with their phones. Then they need to run back to
their writer and tell them what they have memorised so that the writer can note it down next • How they will be able to repay the loan, e.g. the sources of income or savings they have to
to the correct word. make the loan repayments.
• When they will actually get the loan money? Will they receive the money before they need it
4. The first team to correctly write down all seven definitions wins.
or afterwards?
5. Review the definitions with the entire group.
• If they are using the loan money to buy a tool or piece of equipment, will the object outlive
the loan and continue to earn them money?
2. Borrowing Wisely (15 minutes)
• Can they charge a price for the goods they have financed that is high enough to both repay
1. Ask the participants to stand in the centre of the room. Inform them that you are going to read
the loan and have some money left over?
out some True/False Statements (below). For each statement, ask the participants to indicate
whether they think it is true or false by moving to the right side of the room if they think it is
true, and to the left if they think it is false.

221
220
 Good and Bad Loan Situations
Situation 1
Mary borrows $20 to buy vegetables to sell in her village. By the end of the week, she has sold all of
her vegetables for a total of $30. Now, she has $20 to buy more vegetables, $5 for her loan payment
and $5 for her expenses and savings.
Situation 2
Magdalena has applied for a loan to make souvenir t-shirts to sell at the school carnival. But when
the loan is finally approved, she doesn’t have enough time to silk screen the t-shirts before the
festival.
Situation 3
Alicia borrowed $200 for a refrigerator for her snack stand. She is able to stock more items,
especially cold drinks, and is now earning $20 more each month. Most of that income is used to
repay the loan, but a year from now, when she has finished paying the loan, she will still have the
refrigerator.
Situation 4
Sara borrowed $50 to purchase hats in bulk at a lower price. But after she sold all the hats to
students at her school, she still owed $10 on the loan.
Situation 5
John the baker borrowed money for a used mixing machine that allowed him to increase his bread
production. But by the time he paid off the loan, the machine had broken down.
Reflect
Cubing Exercise: Credit, Loan Shark and Microfinance Institution
1. Hold up a large dice or cube made from folding paper and show the participants how there is
a short prompt written on each of the six sides.
15 m
2. Use the flipchart (with Cubing Prompts information below) to elaborate on each prompt, by
suggesting the sorts of follow-up questions players might ask themselves.
3. Call for a group of six participants to play a demonstration game. Give ‘bank’ as their subject.
4. The first participant rolls the cube. They then answer their prompt depending on which one is
written on the side of the cube facing upwards.
5. Next, put participants into groups of six. Give each group a cube, and have them play the cube
game on the subjects of Loan Sharks, Microfinance Institution and Credit.
6. Ask volunteers from the different groups to tell some of their answers to the group as a whole.
222
Cubing Prompts
Describe it: Look at the subject closely, or focus on it in your imagination, and describe what you see.
Compare it: What is it similar to? What is it different from?
Associate it: What does it make you think of? What comes into your mind? These can be similar or
different things, places, or people. Just let your mind go and see what associations you have for this subject.
Analyse it: Explain how it is made. You don’t have to know; you can make it up.
Apply it: How can it be used?
Argue for or against it: Go ahead and take a stand. Use any kind of reason you want: logical, silly or
anywhere in between.
Running Dictation slips/lecture notes
Credit
If your savings account is ‘in credit’ or you have ‘credit’ on your phone, that means there is money
available to spend. But if you buy something ‘on credit’, it means that someone else (e.g. a bank or
other financial institution) has lent you the money and you must pay it back.
Collateral
Something of value that is used to guarantee a loan. If you do not repay your loan, the lender takes
4. My Money, My Plans
the collateral off you to cover their costs. A common example is a bank lending you money, but
taking your house as collateral. If you fail to repay the loan, the bank takes your house from you.
Default
Failure to repay a loan according to the terms that were agreed when the loan was taken out.
Guarantor
A person who co-signs a loan and agrees to be financially responsible for it if the person who took
out the loan cannot pay it back.
Interest
If you borrow money, you have to pay an extra amount on top. This is called interest. You usually
have to pay interest when you borrow money. If you save money in a bank, you can often receive
interest. This is like a little reward for leaving your money in the bank.
Loan Shark
A person or an organisation that easily offers informal, and sometimes illegal loans at high interest
rates to individuals, often enforcing repayment through threats.
Microfinance Institution
A small financial institution that provides basic savings services to its customers, who usually have
little money.
223
 BOOK 1
C 44%
M 0%
Y 97%
K 0%

BOOK 1
4.8 Money Streams
C 44%
M 0%
Y 97% BOOK 2
K 0% C 2%
M 4% Overall Outcome
Y 99%
Participants will become more aware of their various income-generating activities, and be able to
K 0%
categorise and analyse them for their value. They will also be made aware of social aspects that
could impact their ability to save or provide, and consider, through talking with their peers, what is
BOOK 4 the best type(s) of work for them.
C 50%
M 92%
BOOK 2 BOOK 1 Y 4%
C 2% C 44% K 0%
M 4% M 0% Lesson Objective
Y 99% Y 97% By the end of this lesson, participants will be able to:
K 0% K 0% BOOK 5 1. Identify different income streams: entrepreneurial, agricultural, and wage (informal or formal),
C 64%
BOOK 4 M 0% and consider the frequency of this work: full time, as needed, when necessary, seasonal, etc.
C 50% Y 3% 2. View their different sources of income as part of their budgeting and time management.
M 92% K 0%
Y 4% 3. Understand the social aspects of their financial resources: for example, what they barter for,
K 0% favours, different forms of payment, demands or support from family, etc.
BOOK 1
C 44% BOOK 2 BOOK 8
C 2% C 76%
BOOK 5 M 0%
C 64% Y 97%
M 4%
Y 99%
M 3%
Y 98%
Materials
M 0% K 0%

4. My Money, My Plans
Y 3% K 0% K 0% • Flipchart
K 0% • Pens
BOOK 4 • Paper
BOOK 1 C 50% • Different coloured pencils or pens
C 44% M 92%
M 0% BOOK 8 Y 4% • Flipchart with example of pie chart drawn on it
Y 97% C 76% K 0%
K 0% M 3% BOOK 2
Y 98% C 2%
K 0% M 4%
Y 99% BOOK 5
Methodology
K 0% C 64% • Start: Peer Interviews
M 0% BOOK 3
Y 3% C 0% • Learn: Brainstorming & Chart Making
BOOK 1
C 44% K 0% M 99% • Reflect: Group Discussion
M 0% BOOK 4 Y 77%
Y 97% C 50%
BOOK 2 K 0% M 92% K 0%
C 2% Y 4%
M 4%
Y 99%
K 0% BOOK 8 Duration
C 76% 85 minutes
K 0% M 3%
BOOK 1 Y 98%
C 44% BOOK 3 BOOK 5
BOOKC2 0% K 0%
BOOK 4 M 0%C 2% C 64%
C 50% Y 97%
M 4% M 99%
Y 99%Y 77%
M 0% Key Words
M 92% K 0%K 0% Y 3%
Y 4% K 0% K 0% • Formal employment
K 0% BOOK 4 • Informal employment
C 50%
M 92% • Self-employment
Y 4%
K 0% BOOK 8 • Income sources
BOOK 5 C 76%
C 64% • Seasonal work
M 3%
M 0% BOOK 5
Y 98%
Y 3% BOOKC 64%
M 20%
C 2%Y 3% K 0% BOOK 3
K 0%
M 4%K 0%
Y 99%
C 0%
M 99%
Information for the Facilitator
K 0% Y 77% • Research in Ghana and Uganda has found that for millions of youth, livelihoods are ‘assembled
BOOK 8 K 0%
BOOK 8 C 76%
C 76% M 3%
M 3% BOOKYK 498%
0%
Y 98% C 50%
K 0% M 92% 225
Y 4%
 K 0%

BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
M 92% BOOK 2
through a multitude of jobs, home-based work, agriculturalY production,
4%
C 2%and entrepreneurial
K 0%
activity. Understanding young people’s daily lives is key to designingMrealistic,
4%
Y 99%
timely and Learn
effective interventions that are sustainable and help to improve their livelihoods. Young people 1. Discovering Income Source Options (30 minutes)
BOOK 5
C 64%
K 0%
have diverse livelihoods.’ In short, many youth undertake a Mmix
0%
of informal sector employment, 1. Divide the participants into four groups. Have them sit together and give each group a piece of
Y 3%
self-employment, and agriculture-related activities to sustain their livelihoods.
K 0% paper.
BOOK 4 45 m
C 50%
• The same research states ‘that mixed livelihoods allow for risk mitigation and help to maximise 2. Assign each group one type of income:
young people’s economic opportunities within vulnerable geographic M 92%areas. Mixed livelihoods
BOOK 8
Y 4% • Wage work (Any formal or informal work that they do which earns them a set amount of
C 76%
are therefore a logical choice and may be the most economically
M 3% viable
K 0%course of action for money from a business or another person, but is not agricultural. Formal means a mostly
Y 98%
many disadvantaged rural young people in Africa.1 K 0% full-time, wage job in a formal business industry, and informal means temporary jobs for
• The point of this lesson is to build a bridge for youth by combining their previous lessons on usually small businesses.)
BOOK 5
budgeting and saving into the lessons focusing on their career pathCby64% recognising that they • Agricultural work (Any jobs they do for themselves or others that is related to crops, flowers,
M 0%
already, most likely, participate in a wide variety of income or resource-generating activities. It is working the land, or animals. This can be seasonal, temporary or regular.)
Y 3%
important to highlight these as valuable experiences, even though most youth are aware of the • Self-employment (Any work they do for themselves or on behalf of their immediate family,
K 0%
benefits of stable informal sector wage jobs or formal work and would prefer that. This lesson such as selling baked goods, selling at a market stall, taking care of children at their home,
will help them explore what they already do, how much of BOOK their3time it takes, how profitable cutting hair out of their own home, etc.)
it is for them, and how their social network either positivelyCMor
0%
negatively impacts these work
99%
Y 77% BOOK 8 • Favours or bartering (Anything they do where instead of receiving money, they receive
choices (or necessities). K 0% C 76% another resource or benefit for providing work, help or resources to someone else. For
M 3% of your participants.
• Note: You may need to contextualise this lesson depending on the situation
Y 98% example, they trade vegetables from their garden for milk from their neighbour, or they do
It is assumed that many are already engaged in various work activities, but in case most of your
K 0% small jobs for their aunt who in turn helps pay some school fees, etc.)
group is still attending school and just helping at home, you will have to ask them to talk about
people they know or have observed who are a few years older. 3. Once each group has their assigned income source, give them 10 minutes to write down
as many different ideas or types of work that fit into their category as possible in the time
given. Tell them it will be easier if they start with writing down all of the things they each do
personally or already know about that matches their category, and then see if they can think of
Start

Peer Interviews
1. Write on the flipchart: Different ways to make money or get items that we need.
2. Inform participants that this gives them an idea of the topic of this lesson. Explain that to start
25 m
the brainstorm on all of the ways they receive income or necessaryBOOK 3
resources, they are going
C 0%
to interview each other. M 99%
3. Give each participant a sheet of paper and pen. Give them five minutesY 77% to write down five
K 0%
questions on their sheets of paper that they could ask their partners. These should cover all of
the different kinds of work they do; the help they give; or the things they trade for money or
other valuable resources. Encourage them to think of their own five unique questions, but you
may need to walk around and give some private guidance if they are having trouble thinking
creatively. You can tell them that they should ask their partners to consider how big each ‘job’
is in terms of the time it takes, the amount they earn, or the help that it gives them. They can
also ask about their partner’s family obligations, and if they do certain work out of necessity,
because they want to, or because they see it as a good opportunity.
4. Place participants in pairs, and give them 10-15 minutes to ask and answer each other’s
questions.
5. Depending on the time available, you can ask participants to take notes during the interviews
and give short presentations on their partner’s answers when they are done, or if you have less
time they can just listen and be prepared to share one interesting fact they learned from their
partner interview. The interesting facts could be for example that their partner does up to 10
jobs per year, or that they prefer the work where they are self-employed the most, or maybe
they have a really interesting and unique small job. Call on volunteers until everyone has had a
chance to speak.
1
The Mastercard Foundation (2017). Invisible Lives: Understanding Youth Livelihoods in Ghana and Uganda. http://
www.mastercardfdn.org/wp-content/uploads/2017/02/Report_YouthLivelihoods_Feb2017.pdf
4. My Money, My Plans
other ideas to add to it.
4. Ask each group to come to the front and briefly present. They should share their category,
what it means, and all of the work options they listed. Each person in the group should then
say the one type of work on their paper that they prefer the most. This activity provides two
functions: it further expands upon and gives value to all of the work options that are available,
and it also opens the discussion about the participants’ work preferences.
5. When all of the groups have presented, lead a short group discussion based on the following
questions:
• Had you thought about all of these different options before?
• Was there a category that was new to you?
• Which type of income source would you most prefer? Why?
• Which type of income source best represents your situation?
• Why would you do several types of jobs or get income from these different categories?
(Reasons could include schedule and availability; the season; contacts, skills and abilities;
the amount of money to be made; who you work for; your current needs; personal interest;
location of work; etc.)
2. Budgeting and Time Management of Multiple Income Sources (15 minutes)
1. Give each participant a piece of paper, and ask them to select 4 or 5 different coloured
markers/pencils. If you don’t have different colours available, they can still do this activity by
labelling each section of the pie or shading the chunks in a different way (stripes or dots etc.).
2. Inform everyone that they are going to make a pie chart (see example below). You may want
to draw an example of a pie chart on the flipchart to demonstrate what the participants should
be illustrating. Explain that they are going to draw a circle in the middle of their paper, and
then ‘cut’ the pie to represent how much time they spend doing work or tasks that fall into
the categories already discussed: wage work, agricultural work, self-employment, favours/

227
226
 Y 97%
K 0%
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
BOOK
bartering. Tell them that this2is not a math exercise and it
M 92%
does
Y 4% not have to be exact, but that
C 2% K 0%
they should think aboutM 4%
a regular month or year and consider:
Y 99%
Reflect
• Which work or tasksK do
0%you spend the most time on? BOOK 5 Identifying Support and Opportunities
C 64%
• The second most? M 0%
Y 3% 1. Ask participants to think about the household budget they made previously in lesson 4.4.
• Third most? BOOK 4 K 0%
15 m Creating a Budget, and to see if they need to add some of these income sources. Ask the
• And fourth most? C 50%
M 92% following questions to help them:
3. Point out that it may be
Y that
4% some sections don’t apply atBOOK
all, in8 which case they would have
C 76% • Did you think of all of these sources of income as a possibility, or did you perhaps forget to
0%. K 0% M 3%
Y 98% include some?
4. Note: if anyone in the group is not yet doing any work, then have
them think about their
K 0%
• Did you list some costs that are actually unnecessary because of potential favours or
weekly and yearly routines
BOOK 5and make a pie chart based on what takes up their time. This could
C 64%
bartering you could do in exchange?
include going to school, participating in social or community activities, helping at home,
M 0% 2. If they have their household budgets with them, give participants time to update them.
babysitting for family, Yhelping
3% family with work, etc.
Otherwise, ask them to take notes about how to change their budgets later when they are
K about
5. Next, they should think 0% what gives them the best income. They can do this by ranking
home.
each part of the chart. For example, if they receive the best income from wage work, they
3. Inform the participants that in the next lesson, they will be talking more about careers, which
would rank that part of their chart as #1. BOOK 3
BOOK 8 C 0% fall into the wage work/formal employment category. Ask the participants:
6. Note: if you did the alternate M 99%
C 76% version of this activity, then participants
Y 77%
should adjust their chart
M 3% • Do you think it is hard to find wage work?
to include more income-generating activities. They will have
K 0%heard several ideas today about
Y 98% • Do you think it can be harder for girls than for boys? Why?
things they could startKdoing
0%
now, and they may want to create a pie chart that represents how
they would want their future income source chart to look like. Then skip to the last step. • Who is part of your support network?
• Who can help you in finding jobs? Who can help to give you jobs?
7. Ask participants to look at their charts and consider whether the type of job they spend the
• Who could help you with school fees, training courses, and financial help for starting your
most time on is making the most income for them. How does that affect their budget? How
own business?
could they improve on their time management and savings with this information?
• Who could give you other kinds of resources in exchange, such as food, services, books, or

4. My Money, My Plans
8. Ask all participants to pick up their charts and stand up. Give them a few minutes to walk
household services?
around the room, sharing and looking at each other’s pie drawings. When they are finished,
reconvene the group and ask if they found the charts to be very different from one another.

BOOK 3
C 0%
M 99%
Y 77%
K 0%
MY  TIME  SPENT:  DIFFERENT  SOURCES  OF  INCOME
Wage  Work Agricultural  Work Self-­‐employment Favours/Bartering

6%

22%

39%

33%

229
228
 BOOK 1
C 44%
M 0%
Y 97%
K 0%

BOOK 1
C 44%
4.9 Picturing My Future
M 0%
Y 97%
K 0% BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
This lesson helps guide participants to think about their different options for seeking work. They will
K 0%
consolidate what they have learned about themselves, think about their dream jobs, and identify
steps to reach their goals.
BOOK 4
BOOK 2 C 50%
BOOK 1 M 92%
C 2% C 44%
M 4% M 0%
Y 4%
K 0%
Lesson Objective
Y 99% Y 97% By the end of this lesson, participants will be able to:
K 0% K 0%
1. Identify available job opportunities in their community, as well as methods to find jobs in the
BOOK 5 future.
BOOK 4 C 64%
C 50% M 0% 2. Understand how their experience, skills, and interests can help them find a satisfying job.
M 92% Y 3%
Y 4% 3. Understand that international labour laws and institutions exist to ensure that they have access
K 0%
K 0% to decent work where their rights are respected.
BOOK 1
C 44% BOOK 2
M 0% C 2%
BOOK 5 Y 97% BOOK 8
C 64%
M 4%
Y 99% C 76% Materials
M 0% K 0% M 3%
K 0% • Flipcharts and markers
Y 3% Y 98%

4. My Money, My Plans
K 0% K 0% • Pens and paper
BOOK 4 • A ball, or rolled-up paper
BOOK 1 C 50% • Three A4 signs for Vote with Your Feet, respectively labelled Employee, Manager and
C 44% M 92%
M 0% BOOK 8 Y 4% Entrepreneur
Y 97% C 76% K 0%
K 0% M 3% BOOK 2
Y 98% C 2%
K 0% M 4%
Y 99% BOOK 5
Methodology
K 0% C 64% • Start: Brainstorming
M 0%
Y 3% • Learn: Group Activity
BOOK 1 BOOK 3
C 44% BOOK 4 K 0% C 0% • Reflect: Vote with Your Feet
M 0%
Y 97% C 50% M 99%
BOOK 2 K 0% M 92% Y 77%
C 2% Y 4% K 0%
M 4%
Y 99%
K 0% BOOK 8 Duration
BOOK 1 C 76% 60 minutes
K 0% C 44% M 3%
M 0% Y 98%
BOOK 3 BOOK 5
Y 97%
BOOK 2
C 0% C 64% K 0%
C 2%
BOOK 4 K 0%M 4% M 99%
C 50% Y 99%Y 77%
M 0%
Y 3%
Key Words
M 92% K 0%
Y 4% K 0% K 0% • Job
K 0% BOOK 4 • Employee
C 50%
M 92% • Manager
Y 4%
K 0% BOOK 8 • Entrepreneur
BOOK 5 C 76%
C 64% M 3%
M 0% BOOKBOOK
2 5
C 2%C 64% Y 98%
Y 3%
K 0%
M 4%M 0%
Y 3%
Y 99%
K 0%
BOOK 3 Information for the Facilitator
K 0% C 0% • If possible, prepare for the lesson by reading up on the International Labour Standards
K 0% M 99%
Y 77% and learning the local labour laws in your country so you can share that knowledge with
BOOK 8 K 0% participants.
BOOK 8 BOOKC 476%
C 76% M 3%
C 50%
Y 98%
M 3% M 92%
K 0%
Y 98% Y 4%
K 0% K 0%
231
 • For young people between the ages of 15 and 18, it is particularly useful to learn which jobs are • Flexibility around hours or days
on your country’s Hazardous Child Labour List. These are jobs that are illegal for young people • Enjoyability
under 18 who are otherwise legally allowed to work. • Chances for career development
• If possible, invite a career counselling expert for this lesson,BOOK
and1 adapt it based on their
C 44%
• Pension plan
recommendations. M 0%
Y 97% 5. Have each group present their work to the rest of the participants, and encourage discussion
K 0% with the following questions:
• The International TradeBOOK
Union1Confederation is a good place to find more information on
C 44%
unions: http://www.ituc- csi.org/ • Are there other challenges, advantages or disadvantages missing?
M 0%
Y 97% • What are some potential solutions to the challenges?
K 0% • How are the disadvantages related to workers’ rights (e.g. International Labour Standards
Start BOOK 2
C 2%
on Safety C155 and C167)? When or how long are work shifts (e.g. International Labour
Career Ball M 4% Standards on Safety C001 and C171)?
Y 99%
1. Draw two columns on the flipchart: one titled Dream Job,K and
0% the
other titled Common Job. 6. If there is time, encourage each participant to list five steps to take in the next 12 months to
Ask for two volunteers to stand on either side of the flipchart and record answers. overcome some of the challenges in eventually getting their dream job.
BOOK 4
15 m C 50%
2. Ask the remaining participants to form a circle to play Answer
M 92%the Ball (if the group is too big,
BOOK 2 Y 4%
ask them to form twoCor2%more circles). K 0%
3. Inform the participants
M 4%
Y that
99%the person with the ball will throw it to someone else and shout
Reflect
out either “dream job”Kor0%
“common job”. The participant whoBOOKcatches
5 the ball will then either 1. Use the Vote with Your Feet technique by placing the three prepared signs around the
C 64%
shout out one of their dream jobs, or a job that is common among young people in their
M 0% classroom, either on the wall or on chairs. Explain the meaning of each term, and ask everyone
Y 3%
community. BOOK 4 K 0% to move to the sign that describes their ideal type of job.
C 50% 15 m
4. The volunteers write down
M 92%the responses on the flipchart. • Employee: Works for someone else. Usually has less responsibility, but also less stress and
Y 4%
5. After five minutes, gather BOOK 8
everyone by the flipchart, read through the words listed, and work does not have to manage others.
C 76%
K 0% lines between similar jobs that
together to draw connecting M 3%
appear on both sides of the chart.
Y 98% • Manager: Works for someone else. Has responsibility for managing a particular area of work,
6. Discuss the lists, using the following questions as a guide:K 0% including the employees that work in that area.

4. My Money, My Plans
BOOK between
• What are the differences 5 your dream jobs and the common jobs in your • Entrepreneur: Creates and runs an entire business. The business may or may not have
C 64%
community? What M are0%
the reasons for the similarities and differences? employees. An entrepreneur has control over the idea and the business, but also has to take
• Are there commonYjobs 3%available that could provide a first step to reaching the dream jobs? risks and is not guaranteed a wage.
K 0%
• In what ways could these jobs be harmful to your health or happiness? 2. Ask the participants from each group to explain their choice, and encourage a discussion
7. Briefly explain that there are international and local labour laws designed to protect workers about the benefits and challenges of each sort of employment.
BOOK 3
from harmful or unfair working conditions, and that one way C 0%for participants to claim these 3. Have a discussion about how the dream jobs mentioned at the beginning of the lesson fit into
BOOK 8 M 99%
rights is through groupC action,
76% such as workers unions. Y 77% the three categories of work mentioned above. For example, entrepreneurship might open
M 3% K 0%
opportunities for young people to pursue jobs that don’t yet exist in their community.
Y 98%
K 0% 4. End the lesson with a discussion on the rights and responsibilities that employees, managers
Learn and entrepreneurs have in protecting the rights of co-workers and employees. For example,
My Dream Job employees have the right to collectively bargain with their co-workers for higher wages, while
1. Ask the participants to form groups of five to seven. employers and entrepreneurs have the responsibility to ensure that their workplaces are safe
2. Distribute paper and pens to each group, and have each participant list their dream job. for their employees.
30 m
3. Ask the groups to work together to come up with several challenges in getting each particular
job.
4. Next, ask the groups to list the advantages and disadvantages of these jobs. The following
provide some suggestedBOOKtopics
3 to consider (you might want to write them up on the flipchart):
C 0%
• Whether or not theMjob is physically active
99%
• Y 77%
Amount of time needed at the workplace
K 0%
• Ease of maintaining relationships while working at the job
• Qualifications needed
• Availability of this kind of job
• Salary
• Working conditions
• Ethics
• Distance from home

233
232
SECTION 05

My Enterprise

5. My Enterprise
 BOOK 1
C 44%
M 0%
Y 97%
K 0%

5.1 Get Inspired

BOOK 1
C 44%
M 0% BOOK 2
Y 97% C 2%
K 0%
M 4% Overall Outcome
Y 99%
In this lesson, we attempt to lay a foundation of self-confidence upon which participants can
K 0%
build their enterprises. They should finish this lesson with a more realistic understanding of the
challenges and opportunities they are likely to encounter. They will also seek inspiration in the
BOOK 4 success of someone they know, and may go on to identify someone who can mentor them as they
C 50%
BOOK 1 M 92% work to create an enterprise in the next lesson.
C 44% Y 4%
BOOK 2 M 0%
Y 97% K 0%
C 2%
M 4% K 0% Lesson Objective
Y 99%
BOOK 5 By the end of this lesson, participants will be able to:
K 0% C 64%
M 0% 1. Understand the contents of the entrepreneurship lessons
BOOK 1 Y 3% 2. Formulate and share their entrepreneurial dreams
BOOK 4 C 44%
C 50% M 0% K 0%
3. Feel inspired to start their entrepreneurial journey
M 92% Y 97%
Y 4% BOOK 2
K 0%
K 0% C 2%
BOOK 8
M 4%
Y 99% C 76% Materials
M 3% • Flipchart
BOOK 5 K 0% Y 98%
BOOK 1 C 64% • Pens, markers and paper
C 44% K 0%
M 0%
M 0% Y 3% BOOK 4 • Flipchart with the four questions listed in the Reflect activity
Y 97% K 0% C 50%
K 0% BOOK 2 M 92%
C 2% Y 4%
M 4%
Y 99%
K 0% Methodology
BOOK 8 K 0% • Start: Circle Sharing
C 76%
M 3% • Learn: Role Play & Group Activity
BOOK 1 BOOK 5
C 44%Y 98% C 64% • Reflect: Four Corners Q&A
M 0% BOOK 4
Y 97%K 0% C 50% M 0%
BOOK 2 K 0% M 92% Y 3% BOOK 3
C 2% Y 4% K 0% C 0%
M 4% BOOK 1 K 0% M 99% Duration

5. My Enterprise
Y 99% C 44% Y 77%
M 0% 105 minutes
K 0% K 0%
Y 97% BOOK 8
K 0%BOOK 2 BOOK 5 C 76%
BOOK 4 C 2% C 64% M 3%
C 50%
M 4%
Y 99%
M 0% Y 98% Key Words
M 92% Y 3%
K 0% K 0% • Introduce
Y 4% K 0%
K 0% BOOK BOOK 3
4 • Inspire
C 50%
M 92%C 0% • Inform
Y 4% M 99%
BOOK 8
BOOK 5 BOOK 2 Y 77% C 76%
K 0%

C 64% C 2% K 0%
M 3%
M 0%
Y 3%
M 4%BOOK 5
C 64%
Y 99%
Y 98% Information for the Facilitator
M 0% K 0%
K 0% K 0%Y 3% • In order to build a strong and supportive group atmosphere, it is essential that all participants
K 0%
are able to share their big dreams and passions. Why do they want to become an entrepreneur?
What about their entrepreneurial plans? Do they know an entrepreneur who inspires them?
BOOK 4 BOOK 3
BOOK 8 C 50%
BOOK 8
C 76%
C 0% • Some of the participants may already have a very concrete idea for a business. Others will still
C 76% M 92% M 3% M 99%
Y 77% not have a clear idea. During this lesson, there is space for all of the participants to share their
M 3% Y 4%YK 98%
0%
Y 98% K 0% K 0% entrepreneurial dreams, however vague. Today’s focus is on encouragement.
K 0%

BOOK 5
C 64% BOOK 3
M 0% C 0% 237
Y 3% M 99%
 2. Challenges and Opportunities of Being an Entrepreneur (40 minutes)
Start 1. This is a great moment for participants to start anticipating challenges and addressing
My Passions their concerns and fears, both critical to starting a new business or improving their current
1. Explain to participants that this entrepreneurship component will focus on people who inspire (family) business. The following exercise helps participants to gain confidence by identifying
them and whose examples they can follow. Give them a few minutes to think about people opportunities for success.
30 m they know personally (or know about) who are passionate about what they are doing, in any 2. Divide the participants into three or four groups. Ask them to either write down or simply talk
line of work. This does not need to be an entrepreneur. about the following:
2. Next, ask the participants to stand in a circle. Every second person should step into the middle • Three things that they would expect to find challenging about starting a business.
of the circle and turn to face someone in the outer circle. You should now have two circles: an • Three opportunities they see for their idea to succeed.
inner one and an outer one, with participants standing opposite one another in pairs. 3. After 10 minutes, choose one person from each group to share their three challenges and
3. Explain that the pairs have two minutes to share the name and business or line of work of the three opportunities. Write these on the flipchart if possible.
person that inspires them, and say why they think this person is passionate about their work. 4. When you have asked all the groups, encourage debate among the group as a whole. Is there
4. After two minutes, ask the participants in the outer circle to all take a step to the right so an idea someone disagrees with or wants to add to? Maybe someone in the group already has
that they are facing a new partner in the inner circle. They repeat the conversation. After two business experience and can share what the most difficult challenges have been.
minutes, again have participants in the outer circle take one step to the right so that they are 5. If the groups do not cover the following areas in their presentations, facilitate a quick
facing a third partner. They again talk about the people that inspire them. discussion around them by asking:
5. Try to ensure that each participant chats with at least four partners using the rotating circle • Where/how will you find money to begin?
method. • How do you pick an idea that will be successful, especially if you have several ideas?
BOOK 1
6. Ask for several volunteers to tell the whole group about their
C 44%inspiring person and what they • Where can you get help from?
M 0%
do. Y 97% • How would you make the first product, how would you advertise your service, how will you
K 0%
BOOK
7. After each volunteer has said1 something about their inspiring person, ask the group as a whole beat competition, etc.?
C 44%
these follow-up questions (and let other participants answer):
M 0% 6. Remind participants that there are many reasons for why starting a business is difficult or
Y 97%
• How do you think this person got started with this business? doesn’t work, and it is good for them to be aware of the challenges. These could include
K 0% insufficient planning, poor financial record keeping, asking the wrong people for help, taking a
• Why do you think they are passionate about it?
8. Finally, have everyone turn to the person on their left andBOOK 2
ask and answer question a below. bad loan, not offering the right product or price for customers, not having a good location, etc.
C 2%
Then have them turn to the person on their right and ask M 4% answer question b below:
and
Y 99% 7. Encourage participants to see that facing their fears and recognising and understanding
a. Do you prefer working alone or with a team/in a group?
K 0% Do you think you would like to challenges is an important part of setting themselves up for success, so they shouldn’t be too
have a boss, or would you rather be your own boss? fearful or negative. Encourage them to remember the opportunities they also identified.
BOOK 4
b. What is your best skill? What are you passionate about or love doing?
C 50%
BOOK 2 M 92%
Y 4%
C 2% K 0%
M 4%
Y 99%
Reflect
Learn K 0% BOOK 5 Four Corners Q&A
C 64%
1. My Business Idea (20 minutes) M 0%
1. Point out the flipchart where you have written the following four questions. Read through

5. My Enterprise
Y 3%
BOOK K 0%
1. To begin, ask participants to 4take one to two minutes to think about either: 15 m
them with the group.
C 50%
• their current (family) business,
M 92% or • Question 1. What are you passionate about?
60 m
Y 4%
• a business idea they have or would love to develop andBOOK 8
• Question 2. What type of business interests you?
C pursue.
76%
K 0% M 3%
2. Next, hand out a sheet of paper and pen to each participant and as you do so, ask them to
Y 98% • Question 3. What are two skills you will need if you are to succeed with your business idea?
K 0%
write down how to describe their business/idea in just four or five words. These words don’t • Question 4. What does ‘success’ mean to you? When will you consider yourself successful?
BOOK
need to form a sentence, but5 can be just the five key words they associate with their business/ 2. Inform the participants that they will play a quick game to help them get into four groups and
C 64%
idea. Have them put their
M 0% name on their paper and give it to you. These words will give you an to help them find which question to discuss. For each question, they will form different groups
Y 3% areas of interest.
insight into each participant’s in a different way. Once they have found their group, they should discuss the question with
K 0% the other group members. Remind them that this is a speed activity, and that they should give
3. Randomly choose a few volunteers to come up to the front of the room and act out their
business/idea without using props or words. All of the other participants are encouraged short answers. As soon as you feel that each person in each group has answered, clap your
BOOK 3
to shout out what they think the business/idea is. The person hands. When participants are quiet, read out instructions to reform the groups.
BOOK 8 C 0% acting out their business/idea
M 99%
should listen to the answers,
C 76% and stop and point when they hear the correct one.
Y 77% 3. Read out Question 1: “What are you passionate about?”
M 3% K 0%
4. Once the activity is finished,
Y 98% ask a few volunteers to restate their business/idea and to say 4. Now create four groups by calling out the following instructions:
why they are interested K in
0%them. Are they passionate about their business/idea? Do they feel a • “All participants whose first name begins with ‘A’ through ‘G’ in one corner” (point to that
connection? Do they have previous experience in this area? corner). “All those with ‘H’ through ‘M’ in that corner. All with ‘N’ through ‘S’ in that corner.
And all with ‘T’ through ‘Z’ in the last corner.”

239
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 BOOK 1
C 44%
M 0%
Y 97%
K 0%

5. Allow the groups two or three minutes to discuss Question 1.

6. Now create four new groups by calling out the following instructions:
• “Everyone quickly line up down the middle of the room from tallest to shortest.”
5.2 She Shows Us the Way
7. Quickly divide them by height into four groups, and send each group to one of the four
BOOK 1 BOOK 2
corners of the room. Then read out Question 2: C “What
44% type of business interests you?” C 2%
M 0%
8. Give the groups two to three minutes to discuss Question
Y 97%
2. M 4% Overall Outcome
9. Next, create four new groups by calling out the following instructions: Y 99%
K 0% Role models can inspire participants to persevere with their business plans. They can also play an
K 0%
• “Everyone whose favourite colour is ‘green’ in one corner (point). Everyone whose favourite active role by meeting them regularly to offer practical assistance, technical advice, or just old-
colour is ‘blue’ in that corner. Everyone whose favourite colour is ‘red’ in the other corner. fashioned encouragement. Role models are also key to changing perceptions and challenging
And everyone whose favourite colour is ‘yellow’ in the fourth corner.” (If they say that BOOK 4 harmful gender norms. When girls, for example, see more women reaching their goals, running
C 50%
none of those are their favourite colour, then have them quickly choose any group to join, M 92% their own enterprises, or making their own decisions, they will come to see this as normal
ensuring the groups are as evenly distributed as possible). Y 4% behaviour to emulate.
K 0%
10. Read out Question 3: “What are two skills you BOOK will need
2 if you are to succeed with your
business idea?” C 2% BOOK 1
11. Allow the groups two to three minutes to discuss
M 4%
Question 3.
C 44%
M 0% BOOK 5 Lesson Objective
Y 99% C 64%
Y 97% By the end of this lesson, participants will be able to:
12. Finally, create four new groups by calling out the K 0%following instructions: M 0%
K 0% Y 3%
• “All participants quickly make a large circle.” (Go around the circle numbering each student 1. Identify role models in their community (who may also agree to mentor them).
K 0%
1, 2, 3, 4, 1, 2, 3, 4, and so on until each has aBOOK
number).
4 “Number 1s to that corner (point), 2. Empathise with (female) role models who have achieved success despite challenges such as
C 50%
Number 2s to that corner, 3s to the other corner, and 4s to the final corner.” (gender) discrimination.
M 92%
13. Then read out Question 4: “What does ‘success’ 4% toBOOK
Y mean 1
you? When will you consider yourself
BOOK 8
3. Make a connection between taking responsibility and making good life choices.
C 44%
successful?” K 0% M 0% C 76% 4. Consider their own goals, and the challenges they will face in achieving these goals.
14. Allow the groups two to three minutes to discuss Question Y 97%
4. M 3%
K 0% BOOK 2 Y 98%
15. Finish off by asking a few volunteers what theyBOOK think were
5 the key messagesCof2%today’s lessons. K 0%
C 64% M 4%
Y 99%
Materials
M 0%
Y 3% K 0% • Flipchart
BOOK 1 K 0% • Running Dictation Slips on Mentors, placed on the walls of the room prior to the lesson
C 44%
M 0% BOOK 4 • Pens and paper
Y 97% C 50%
K 0% BOOK 2 M 92%
BOOK 8 C 2%
C 76% M 4% Y 4%
M 3% Y 99%
K 0% Methodology
Y 98% • Start: Class Discussion & Skit or Song
K 0%
K 0% BOOK 3
C 0% • Learn: Image Theatre
BOOK 1 BOOK 5
C 44% C 64% M 99% • Reflect: Running Dictation & Group Discussion
BOOK 4

5. My Enterprise
M 0% M 0% Y 77%
Y 97% C 50%
BOOK 2 K 0% M 92% Y 3% K 0%
C 2% Y 4% K 0%
M 4%
Y 99%
K 0% Duration
BOOK 1 60 minutes
K 0% C 44%
M 0% BOOK 8
BOOK 5 C 76%
Y 97%BOOK 2
C 64%
BOOK 4 K 0%C 2% M 3%
C 50%
M 4%
Y 99%BOOK 3
M 0% Y 98% Key Words
M 92% K 0% C 0% Y 3%
K 0% • Role model
Y 4% M 99% K 0%
K 0% BOOKY4 77% • Mentor
C 50%
M 92%K 0% • Goals
Y 4%
K 0% BOOK 8 • Life choices
BOOK 5 C 76%
C 64% M 3%
M 0% BOOKBOOK
2 5
C 2%C 64% Y 98%
Y 3%
K 0%
M 4%M 0%
Y 3%
Y 99%
K 0% Information for the Facilitator
K 0%
K 0% • This lesson has a focus on female mentors and female entrepreneurs. If you are using this
BOOK 3 lesson in a mixed group of boys and girls, make sure to not exclude the boys and rephrase
BOOK 8
BOOK 8 C 0% where needed. Mentors can of course be useful for both boys and girls alike.
BOOKC 476% M 99%
C 76% M 3%
C 50%
M 3%
Y 98% Y 77%
M 92%
K 0%
K 0%
Y 98% Y 4%
K 0% K 0% 241
240
 Y 97%
K 0%
BOOK 1
C 44%
M 0%
Y 97%
K 0%
BOOK 2
C 2%
M 4%
Y 99%
• Persuading girls to find a mentor who they can meet K 0%for
regularly practical, technical and 8. Ask each participant to spend a few minutes thinking about what they hope to achieve, what
motivational help will greatly contribute to their learning experience as part of this course, and challenges they will face, and how they might overcome those challenges.
BOOK 4
hopefully to the eventual success of their business ideas. C 50%
BOOK 2 M 92%
Y 4%
C 2% K 0%
M 4%
Y 99%
Reflect
Start K 0% BOOK 5 1. Put participants into groups of three, and count each participant off: 1, 2, 3.
C 64%
1. M questions:
Lead the participants into a discussion, using the following 0% 2. Explain that in each team, number 2 is the writer. Make sure they have a pen and paper. Ask
Y 3%
BOOK 4
• Have you had any experience(s) K 0%(Ask some
of poor decision making? volunteers to share them to write down on the top of their paper the words: A mentor should….
15 m
their experiences.) C 50% 3. Explain that numbers 1 and 3 are the runners in each group, and that they must run around the
15 m M 92%
Y made
• How might you have 4% a different decision? BOOK 8 room to find the six slips of paper with information about what a mentor does. When they have
C 76%
K 0% M 3% found a slip, they should read and memorise it without removing it from the wall. They must
• Why is it important to make good choices? Y 98%
K 0%
• If you are faced with a tough decision, who do you turn to for advice? not take notes or photograph it with their phones. Then they need to run back to their writer
BOOK
• What are the benefits 5
of having someone you can share ideas and concerns with as you and tell them what they have memorised. The writer notes it down on the paper.
C 64%
plan your enterprise?
M 0% 4. Once a group has managed to write down all six cards, they should shout out “finished!”
2. Have the participants Y 3%groups of five to seven, and ask each group to prepare a skit or
form 5. When all of the groups have finished, ask six of them to volunteer and have each one read a
K 0%
song on the topic: A person who can guide and support me as I plan my business. message.
3. Give them a few minutes to prepare, and then have each group present their skit or song to 6. Finally, ask the participants to sit alone, reflecting on who they might ask to offer them some
BOOK 3
the rest of the group. C 0% mentorship. After two minutes, ask them to turn to the person beside them and share their
BOOK 8 M 99%
C 76%
4. Ask the participants who were watching the presentationsY what
77% the meaning was for them. ideas.
M 3% K 0%
Y 98% 7. Finally, ask a few volunteers to share their ideas on whose help they might seek, and the
K 0% challenges and opportunities that approaching that person would raise.
Learn
1. Have the participants form groups of five to seven again, and ask them to think of as many
examples as they can of female role models who are well known for the work that they Running Dictation Slips on Mentors
do. These women may have held important jobs in public office, services or companies,
30 m or perhaps they have created something. Make sure they also include examples from the
community. There may be women who have managed to earn a living through their own i. Act as a guide and resource.
business ideas, perhaps by having a stall at the local market.

2. After five minutes, askBOOK 3

the groups one by one to call out all of the names they came up with.
C 0%the names on the flipchart. Inform the other groups to share only
Ask one volunteer to write
M 99% ii. Give encouragement and advice.
new names instead ofYrepeating
77% the ones already on the flipchart. Continue this process until
each group has shared K its
0%list.

3. Once you have done this, lead the participants into a discussion by asking: iii. Give helpful feedback at each stage of my business’ development.

5. My Enterprise
• Do you all agree that the role models listed are indeed positive role models?
• Why or why not?
4. Have the participants remain in their groups, and choose one name from the list on the
flipchart. iv. Act as a role model, keeping me inspired.

5. Ask the groups to prepare two different images using Image Theatre: one that shows the
challenges this woman must have faced while pursuing her goals, and one portraying how she
was able to overcome these challenges. Explain that it does not matter if they do not know the v. Build confidence and independence.
actual history of their chosen character; they just need to imagine what it must have been like
for her.
6. Give the groups 10-15 minutes to prepare. Then ask each group to share their presentation, vi. Accept me and respect my choices, not simply telling me what to do.
one by one, with the rest of the group.
7. After each presentation, ask the other participants to try to guess which person is being
represented, what the challenges were, and how she overcame them. Encourage discussion
by asking any of the following questions:
• What was the character’s main success?
• What were some of the challenges she faced?
• How did she overcome them?

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 BOOK 1
C 44%
M 0%
Y 97%
K 0%

BOOK 1
C 44%
5.3 Planning Our Enterprises
M 0%
Y 97%
K 0% BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
In order for subsequent lessons to feed into actual enterprise plans, participants now need to
K 0%
decide what sort of enterprise they will undertake and whether or not they will work alone or as
part of a group.
BOOK 1 BOOK 4
BOOK 2 C 44% C 50%
C 2% M 0% M 92%
M 4% Y 97% Y 4%
K 0%
Lesson Objective
Y 99% K 0%
By the end of this lesson, participants will be able to:
K 0%
1. Decide whether they wish to work individually or as part of a bigger group on their enterprise
BOOK 5 planning.
BOOK 4 C 64%
C 50% M 0% 2. Assess a business idea against different criteria so as to make well-informed judgements when
M 92% Y 3% it comes to choosing a business idea to pursue.
Y 4% K 0%
K 0% BOOK 2
C 2%
M 4%
Y 99% BOOK 8
Materials
BOOK 5
C 64% K 0% C 76% • Two sheets of paper, with Group and Alone written at the top respectively
M 0% BOOK 1 M 3% • Set of cards for Teamwork or Rowing Your Own Boat?
Y 3% C 44% Y 98%
K 0% M 0% BOOK 4 K 0% • SWOT Test flipchart sheets
Y 97% C 50% • Eight Start-up Capital Vote with Your Feet sheets, with one of the following written on each
K 0% M 92%
Y 4% sheet of paper: Family & Friends; Savings Groups; Microfinance Institutions; Village Bank Loans;
BOOK 8 K 0% Personal Savings; NGO Grants; Angel Investors; Not Sure
C 76% • One set of Start-up Capital Memory Cards for every five participants
M 3%
BOOK 1 Y 98% • Flipchart and marker
C 44% BOOK 5
M 0% K 0% C 64% • Pens and (flipchart) paper
Y 97% M 0%
K 0% BOOK 2 Y 3%
C 2% K 0%
BOOK 3
M 4%
Y 99% C 0% Methodology
K 0% M 99% • Start: Card Ranking

5. My Enterprise
Y 77%
BOOK 8 • Learn: Criteria Ranking & SWOT Test & Vote with Your Feet
BOOK 1 C 76% K 0%
C 44%
BOOK 4 M 3% • Reflect: Memory Cards & Group Discussion
M 0%
Y 97% C 50% Y 98%
BOOK 2 K 0% M 92% K 0%
C 2% BOOK 3 Y 4%
M 4%
Y 99%
C 0% K 0% Duration
M 99% 125 minutes
K 0% Y 77%
K 0%
BOOK 2
BOOK 5
BOOK 4 C 2% C 64%
C 50%
M 4%
Y 99%
M 0% Key Words
M 92% K 0% Y 3%
Y 4% K 0% • Start-up
K 0% BOOK 4 • Capital
C 50%
M 92% BOOK 3 • Alone
Y 4%
K 0% BOOK 8 C 0% • Group
BOOK 5 C 76% M 99%
C 64% Y 77% • Strength
M 3%
M 0% BOOK 5
Y 98% K 0% • Weakness
C 64%
Y 3% M 0% K 0% • Opportunity
K 0% Y 3%
K 0%
• Threat

BOOK 8
BOOK 8 C 76%
C 76% M 3%
Y 98% 245
244 M 3% K 0%
 Illustration of the cards and the headers under which they probably belong: let participants decide.
Information for the Facilitator
• This is a very long lesson. And the fact that participants might want extra time to decide if they
will work alone or in groups might add to the time needed. You may therefore want to think Alone Group
about dividing these exercises over two sessions. Really focus on what resources are available in
your local community and which topics, sources of start-up capital, and examples/scenarios are
most practical and easy to relate to for your participants. Freedom More savings to start business with

Make decisions quickly Lots of different skills within the team

Start
Teamwork or Rowing Your Own Boat?
Less savings to start business with Share any profits
1. Advise participants that it is now time for them to start creating their own enterprises. This
means that they will choose an idea, create a business plan, and hopefully start implementing
30 m
their income-generating project. Explain that this is what they will be working on throughout Easier to focus – no interruptions Share the risk
the rest of the lessons.
2. Explain that the first decision they need to take is whether they want to work on their
enterprise projects alone or as part of a group. Reassure them that each of them is free to Keep all the profits for yourself Share the workload
choose what suits them best, but that it might first be wise to think of some of the pros and
cons of each approach. Also reassure participants that today they are only talking about the
Arguments
enterprise projects they will do outside of the lessons. For the rest of the lessons, they’ll all still
be part of the bigger group.

3. Place the two sheets of flipchart paper, with the headers Group and Alone on a wall a few 5. When all of the cards have been placed, read through them again. Then advise the participants
metres apart. Ask participants to suggest what some of the advantages of working either way that, by the next lesson, they will need to decide how they want to work – alone or as part of a
BOOK 1
might be. Encourage greater discussion by asking them: “WhyC 44% do you think that?” and “Who group.
M 0%
has a different idea?” Summarise their ideas on some cards or flipchart sheets.
Y 97%
K 0% BOOK 1
4. After listening to some answers, explain that you are going to readCsome 44%cards (see below) and
ask the participants if they think they belong under Group or Alone. MThe0% cards might describe
Y 97%
an advantage or a disadvantage. Encourage them to stand in frontKof 0% the header where they Facilitator’s Tip
think the card belongs. Let the participants know that there are no right or wrong answers, as The most important part of this activity is for the participants to feel comfortable enough to
BOOK
the focus of the activity is to encourage them to think about 2
which one of the options they share their thoughts and ideas, and to work with other participants. This open discussion should
C 2%
M
belong to more. Once they have stood in front of the header, 4% ask if it describes an advantage help shy participants join in, and make the group learning experience fun.
Y 99%
or a disadvantage. Ask participants to explain their opinions.
K 0%Alternatively, you can simply read
the cards out and write them on a sheet of flipchart under the heading that most participants
BOOK 4

5. My Enterprise
‘vote for’. C 50%
M 92% BOOK 2
Y 4%
C 2%
K 0%
M 4% Learn
Y 99%
1. Good or Bad Idea (30 minutes)
BOOK 5
C 64%
K 0%
M 0% 1. Suggest to the participants that it may be relatively easy to think of ideas for possible
Y 3%
K 0% enterprises, but it might be difficult to decide whether or not the ideas are actually any good!
BOOK 4 80 m
C 50% This next exercise will help them think about how they can assess their proposed enterprises in
M 92% terms of whether or not they might succeed.
BOOK 8
C 76% Y 4%
M 3% K 0% 2. Advise the participants that for this exercise they will be required to work in groups to come up
Y 98%
K 0% with ideas for making a business enterprise. Reassure them that the purpose of this exercise is
just to show them one way to help them test if an idea is good or not. They are just practicing,
BOOK 5
C 64% and they will not be tied to any business idea they explore as part of this activity.
M 0% 3. Put participants into groups of five to seven, and give each group a sheet of (flipchart) paper
Y 3%
K 0% and pen. Give them five minutes to agree within their groups on a possible enterprise project.
Again, remind them that this is only an exercise.
BOOK 3 4. After five minutes, ask each group to quickly describe their suggested enterprise project.
C 0%
M 99%
Y 77% BOOK 8
K 0% C 76%
M 3%
Y 98%
K 0%
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 5. Next, explain that in their groups they are to agree on the criteria for deciding if their ideas for
an enterprise are good or not. In other words, what questions will they ask themselves in order Case Study: Raising Chickens
to test their ideas? For example: Some friends were planning a business project to raise hens and sell eggs and chickens. They
• Would it be profitable? had discussed how the business would work, and felt excited about getting started. First
• Would it involve many people, i.e. would it create jobs? however they decided that they should test if the idea was a good one or not. They decided
• How much fun would it be? to rate the proposed enterprise with a score between 1 and 5 for each of the criteria they had
agreed upon earlier (with 1 being the lowest score, and 5 the highest).
• How much money would it take to start up?
• Would it help the community in some way? Does it fill a need?
Their planning had shown that they would make a modest profit – nothing too big or too small
6. Ask the groups to brainstorm the criteria they would choose to help them decide what makes
– so they gave it a ‘3’ for this criterion. Unfortunately, they would need to buy hens as well as
an enterprise idea great, and to write them down on their (flipchart) paper.
raw material for making a wire fence and a chicken coop before they could even start. So, in
7. After five minutes, have them quickly call out their answers. answer to the question, ‘Would it be cheap to start up?’, they could only give their project the
lowest score, a ‘1’. Chickens need time to grow before they start laying eggs, so it would take
quite a long time before they made a profit. For that reason, they only scored ‘2’ on that criteria.
The friends already knew a lot and had direct experience raising hens, so it would be easy for
Facilitator’s Tip them to start up. They gave themselves a ‘4’ on this criterion. And so forth.
Here are some of the criteria you might want to suggest to the participants if they did not
suggest these in the brainstorming exercise.
• Would it require a lot of capital to start it up?
• Would it make a profit?
• Would it make a profit quickly or would they have to wait a long time? Example of a rating for a proposed business enterprise Raising Chickens
• Would it require a lot of time to start up?
• Would it need a lot of people to help you?
Criteria SCORE
• Might it create jobs for others if it succeeded?
• Is it sustainable?
• Is it something you could probably do well? Would it be profitable? 3
• Is it something you would enjoy?
• Is there much competition? Would it be cheap to start up? 1
• Would it be welcome in the community?
Would it take a long time before it made a profit? 2

Would it be easy to start up? 4

8. Next, inform the participants that they also need to agree on criteria to help them assess
their proposed enterprise in social terms. Suggest that they ought to consider any potential

5. My Enterprise
negative impacts, such as for example if the proposed enterprise would in any way damage the Would it avoid harming the natural environment? 2
environment or community. Ask them to brainstorm a second list of criteria, and to write them
down on their (flipchart) paper. Again, have them call out their answers after a few minutes.
Would it avoid gender discrimination? 3

Total 15
Facilitator’s Tip
Here are some of the criteria you might want to suggest to the participants if they did not
suggest these in the brainstorming exercise.
10. Now ask the participants to work in their groups to rate both of their proposed business
• Would the enterprise harm the environment?
enterprises from 1 to 5, covering each of the criteria they had discussed and noted in their
• Would it involve child labour?
flipcharts earlier (with 1 being the lowest score, and 5 being the highest).
• Would it result in gender discrimination?
11. Ask the participants to calculate the total points of each of their two enterprise ideas
• Would it respect the rights of others?
separately. They should then present their totals to the rest of the group, showing which of
their two ideas scored highest.

9. Encourage the participants to read through the criteria they had noted in their flipcharts earlier.
Then quickly talk them through the following case study.

249
248
 12. If they are not satisfied with their results, encourage them to discuss whether the criteria they
established were indeed the best criteria. Ask them the following questions:
• Which other criteria should we include?
• Are some criteria worth more than other criteria?
2. SWOT Testing Our Enterprise Ideas (30 minutes)
1. Instruct participants interested in undertaking the business project in groups to go around the
room, finding other participants who are interested in similar business project ideas. Some
participants may prefer to work individually on their business project. Advise those participants
to remain seated while the others are assembling into groups.
2. Tell them they have ten minutes to form groups.
3. Walk around and ensure that no participant who wants to be part of a group is excluded.
4. While they are doing this, put up the four SWOT Test flipchart sheets, one in each corner of the
room.
SWOT Test Flipchart Sheets
Flipchart 1: Strengths
• What are our skills, talents and abilities?
• What resources do we have to help us set up this enterprise and run it successfully?
• Do we have any knowledge or experience in this area?
Flipchart 2: Weaknesses
• What skills, talents and abilities do we need that we don’t have yet?
• What resources do we need that we currently lack?
• Do we lack any knowledge or experience?
Flipchart 3: Opportunities
• Who can we ask for help and support? Who do we know with expertise with this type of
enterprise?
• What strengths can we turn into opportunities?
• What skills, talents and abilities can we develop?
Flipchart 4: Threats
• What are three things that could go wrong with our plan?
5. Remind the participants that all of them have now chosen one idea for an enterprise, and that
some will work alone from now on and others will work as part of a group.
6. Now explain they are all (individuals and groups) going to think hard about their proposed
enterprise from a different perspective. You want them to reflect on four questions. For this
exercise, ask participants who have chosen to work alone to pair up with other participants
working alone.
7. Ask all groups and pairs to run to a different corner. Inform them they have five minutes to
discuss the questions they find there.
250
Facilitator’s Tip
If there are very low levels of literacy in the group, ask participants who can read to stand in
each corner explaining the questions to those who visit that corner.
8. After five minutes, clap your hands to signal that everyone should run to a different corner and
repeat the process. Repeat this until everyone has visited all four corners and discussed each
question.
9. Bring the participants back into a circle and ask the following questions:
• What did the exercise reveal to you about your proposed enterprise?
• How confident are you about your enterprise plans now that you have done this exercise?
10. Sum up by reminding the participants that they have now carried out two activities:
• The first required them to think about the questions they should ask themselves about their
business ideas to decide whether or not they are good.
• The second helped them to think about the Strengths, Weaknesses, Opportunities and
Threats that they might encounter.
Express the hope that this has helped them clarify their thinking.
11. Ask participants if they want to change their business plan based on anything they have
learned from the SWOT Test. Inform them they have until next week to change their plan.
3. Start-up Capital: Vote with Your Feet (20 minutes)
1. To begin this activity, place the eight sheets of paper you prepared earlier at different points
around the room.
Facilitator’s Tip
You may need to provide participants with a clear definition for terms such as Microfinance
Institutions, Village Bank Loans, NGO Grants and Angel Investors, as these will be terms that
some participants may never have come across before.
5. My Enterprise
You could offer the following definitions to participants:
MICROFINANCE INSITUTIONS:
Microcredit institutions provide small sums to a number of people (depending on their target
number). They must pay back the loans in small payments by a stated time. Microfinance loans
are different from bank loans because the criteria for receiving a loan are not as strict, and they
have money to give specifically to small enterprises.
VILLAGE BANK LOANS:
A mix of savings groups, microfinance and traditional bank loans, these loans come from a
village bank. Members are community entrepreneurs who pool their resources and assets, and
then apply for a large sum of money from a microfinance institution or bank. The village bank
then distributes smaller sums of money with reasonable interest rates to members and others
in the community who apply. This helps the whole community to borrow safely and build
credit. Just like other bank loans, there is an interest rate, a stated repayment plan and a final
repayment date.
251
 Y 97%
K 0%
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
BOOK 2 M 92%
Y 4%
C 2% K 0%
NGO GRANTS: M 4%
Y 99%
Reflect
A set amount of money that is given to you by an NGO to support
BOOK 5you with your business Start-up Capital Memory
K 0% C 64%
costs. Often the grant recipient will have to fulfil some criteriaMset
0% by the organisation, such as
for example being a specific age, or wanting to develop a businessY 3%
in line with the work the 1. Advise participants that although they may feel at this stage that they do not have many people
BOOK 4 K 0%
organisation delivers. 15 m or organisations they can approach for help with funding a business, there are a number of
C 50%
M 92% different funding options to help young entrepreneurs with business costs.
Y 4% BOOK 8
ANGEL INVESTORS: C 76% 2. Ask for five volunteers to come and play a card game with you on the table or floor. Ask the
K 0% M 3%
Y 98%
An angel investor is someone with money who provides start-up capital to a business, usually other participants to gather round and watch so that they can also learn how to play the game.
K 0%
in exchange for shares. A small but increasing number of angel investors invest online through 3. Show the five volunteers a set of cards. Explain that the set is made up of pairs. Half of the
BOOK 5 cards give possible sources of start-up capital (source cards) and half provide explanations
crowdfunding websites. C 64%
M 0% (explanation cards). For each source card, there is a matching explanation card. Ask
Y 3% participants to shuffle the cards and spread them out on the table or floor, face down.
K 0%
4. The first player turns up a card and reads it aloud. They then turn a second card over and read
2. Ask participants to stand up and look at the different papers placed around the room. Explain that aloud. If the two make a matching pair, they take them off the table/floor and keep them.
BOOK 3
to them that you are going
BOOKto 8 read a series of questions aloud.
C 0% After each question, participants Then they take another turn. If the two cards do not make a pair, the participant must turn
M 99%
are to line up in front C
of 76%
the paper that best captures theirYanswer.
77% Explain that there are no them back face down, and leave them where they were found.
M 3% K 0%
right or wrong answers; only
Y 98% different opinions. After you ask a question, allow participants 5. It is now the turn of the second player. They also turn over two cards and read them aloud. If
five seconds to move Kto 0% their sheet of paper. Then ask one or two volunteers from each line to the cards make a pair, the participant can keep them. If they don’t make a pair, the participant
justify their choices. must turn them back face down, and leave them where they were found.
• Question 1: Who would you most likely ask for advice about starting a business? 6. Players can tell if they have a matching pair by checking the printed letters at the bottom of
• Question 2: Who would you most likely not ask for advice about starting a business? each card. So, source card (A) will match with explanation card (A). The game requires each
• Question 3: Who would you approach to ask for money to fund your business? player to try and remember the position of each card. It ends when all the cards have been
• Question 4: Who would you not approach to ask for money to fund your business? removed. The winner is the person with the most cards.
7. Put the participants into groups of five, and give each group a set of cards. Allow them to play
for five minutes.
BOOK 3 8. Finally, gather the participants around and ask them what they learned in today’s lesson. Try
C 0%
M 99% and summarise the following messages before closing the lesson:
Y 77%
• Some of us like to work alone. Others like to work in a group.
K 0%
• Both ways of working have strengths and weaknesses. You have to decide which way is best
for you.
• Once you think of a business idea you want to work on, you need to ask yourself a range of
questions to help you decide if it is really a good idea.

5. My Enterprise
• We can assess our business ideas by thinking of their Strengths, Weaknesses, Opportunities
and Threats. This is called a SWOT Test.
• Think carefully about who and where you might get the money needed to start your
enterprise project.

253
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 BOOK 1
C 44%
M 0%
Y 97%
K 0%

Start-up Capital Memory Cards

5.4 Outlining a Business Plan
BOOK 1
Source cards Explanation cardsC 44% BOOK 2
M 0%
Y 97% C 2%
Family and friends might be willing to help you out. But if they do
K 0%
M 4% Overall Outcome
offer to lend you money, rather than give it to you, make sure you Y 99%
FAMILY & FRIENDS So far, participants have learned how to use a SWOT Test to assist with their planning. Now it is
K 0%
have a clear understanding of when they want it back. You don’t time for them to learn how to set SMART goals and begin organising their ideas into the format
want to fall out with your nearest and dearest! of a business plan. Participants will learn that a well-written business plan will not only help clarify
A A BOOK 4 their own thinking and planning, but it will provide them with a document that can be used when
C 50%
M 92% promoting their businesses, seeking investment or applying for loans.
These have 15-25 people who meet regularly and frequently to Y 4%
BOOK 2 K 0%
SAVINGS GROUPS 2%savings to make loans toBOOK
save. Groups then poolC the 1
one member at
C 44%
M 4%
a time. Groups generally operate on 9-12 month cycles.
M 0% Lesson Objective
Y 99%
Y 97% BOOK 5 By the end of this lesson, participants will be able to:
K 0% C 64%
B K 0% B
M 0% 1. Understand the six components of a business plan.
Y 3% 2. Use SMART goal-setting to begin making their own business plan, completing the Introduction
BOOK 4
Microcredit institutionsCprovide
50% small sums to a number of people K 0%
and Aims and Objectives sections.
(depending on their targetM 92%number), which need to be fully paid
MICROFINANCE Y 4% 3. Periodically revise and modify their business plans to ensure that their enterprises are on track
back in small payments by a stated time. They are different from
INSTITUTIONS K 0% and progressing.
bank loans because the criteria required to receive a loan are not as BOOK 8
BOOK 2 C 76%
strict, and they give money specifically to small enterprises. M 3%
BOOK 5 C 2%
C C Y 98%
C 64% BOOK 1 M 4%
Y 99% K 0% Materials
M 0% C 44%
Y 3% M 0% K 0% • A KWL Chart
A mix of savings groups, microfinance
Y 97%and traditional bank loans,
K 0% • A flipchart sheet with the Six Components of a Business Plan and their definitions written on it
these loans come from a village K 0% Members are community
bank.
• Six Experts Cards
entrepreneurs who pool their resources and assets, BOOK and then4 apply
VILLAGE BANK C 50% • Flipchart sheets with examples of SMART targets for Charlene’s Champion Chicken Raisers
for a large sum of money from a microfinance institution M 92% or bank.
LOANS BOOK 8 Y 4%with • Flipchart sheets and pens for each enterprise group/individuals who work alone on enterprise
The village bank then distributes
C 76% smaller sums of money
BOOK 1 K 0% idea
reasonable
C 44% interest rates M 3%
to members and others in the community
whoM apply. Y 98%
0% This helps the whole community to borrow safely and • Flipchart and marker
Y 97% K 0%
build credit. Just like other bank BOOK
loans, 2
there is an interest
BOOKrate,
5 a
K 0% BOOK 3
stated repayment plan and a finalC repayment
2% date. C 64% C 0%
M 0%
D M 4%
Y 3% D M 99% Methodology

5. My Enterprise
Y 99% Y 77%
K 0% K 0% K 0%
• Start: KWL Chart
Think long and hard about this. If your business doesn’t succeed, • Learn: Jigsaw Group Work & Case Study & Group Activity
BOOK 1
you could lose your personal savings.
C 44%
BOOKIf4you are working as part of a • Reflect: Presentations & KWL Chart
PERSONAL SAVINGS M 0%
group, try and ensure C 50% commits theBOOK
Y 97%that each person same 8amount
BOOK 2 K 0% M 92% C 76%
of C
personal
2% savings to the enterprise.
Y 4% M 3%
E M 4%
Y 99% BOOK 3 K 0% Y 98% E Duration
C 0% K 0% 90 minutes
K 0% M 99%
A set amount of money Y that
77%is given to you by an NGO to support
BOOK 5
BOOK 2 costs. Often the grant recipient will have
NGO GRANTS you with your business
C 2% K 0% C 64%
BOOK 4
to C
fulfil
50% some criteria
Y 99%
M 0%
M 4%set by the organisation, such as for example Key Words
M 92% Y 3%
being a specific age, or wanting to develop a business in line with
K 0%
• Business plan
K 0%
theYwork
4% the organisation delivers.
K 0% BOOK 4 • Aims
F C 50% F
M 92% • Objectives
Y 4%
K 0% BOOK 8
BOOK 5 C 76%
C 64% M 3% BOOK 3
M 0% BOOK 5
Y 98% C 0%
C 64%
Y 3% M 0% M 99%
K 0% Y 77%
K 0% Y 3%
K 0%
K 0%

BOOK 8 255
BOOK 8 C 76%
254 C 76% M 3%
 Six Components of a Business Plan flipchart.
Information for the Facilitator Keep the second column covered up until the Learn activity!
• You will work on a KWL Chart during the Start session. You should remember this from your
training workshop. We recommend that you watch the refresher training animation before the This section gives the name of the business, its location, a
lesson on our platform at: http://www.education.aflatoun.org/
Introduction description of its products or services, and a slogan about what the
• In the Learn session, the flipchart should be displayed with the names of the six components in business offers.
the first column visible, but with the definitions in the second column covered up.
• In the Learn session, the Yoko Youth Group’s Yovo Doko Shop case study tells the story of some This is an outline of what the business is aiming to achieve in
Aims and
young friends in Benin, and the snacks they make and sell. You may have to adapt this case both the short and long term. The business objectives must be
study to fit your local context.
Objectives described in a measurable way.

This section provides information about the key people running

People the business, their qualifications, business skills and experience.
Start
1. Gather the group together near the KWL Chart. This section shows the gap in the market that the business intends
to fill, details of the market research that has been conducted,
and the market research results. It also describes the potential
15 m What do we What do we W ant What did we customers of the business (e.g. their age, gender, location, and
Know about to know about Learn about Marketing the price they are prepared to pay). The marketing plan should
business plans?? business plans?? business plans?? also include information about what makes this product or service
BOOK 1
C 44% unique, and details of promotion and selling techniques that will be
M 0%
Y 97% used.
K 0% BOOK 1
C 44%
M 0% This section describes the source and amount of money required
Y 97% Finance to run the business, and predictions about sales and generated
K 0%
income.
BOOK 2
C 2% This should show how the goods or services will be created;
M 4%
Y 99%
K 0%
Production the materials, time and skills needed; and the expected levels of
production.
BOOK 4
C 50%
M 92% BOOK 2
Y 4%
C 2%
K 0%
M 4% Learn
Y 99%
1. Learning About a Business Plan (30 minutes)
BOOK 5
C 64%
K 0%

5. My Enterprise
M 0%
Y 3% 1. Put participants into groups of six, and give each group one of the Experts Cards (see below).
K 0% Inform them they have five minutes to work together to learn/memorise the information on
BOOK 4 60 m
C 50% their cards and that then you will be taking the cards from them.
2. Ask the group to share what they already know about business M 92%
plans, and write their answers
BOOK 8
C 76% Y 4% 2. After five minutes, collect the cards. Ask the participants to go around the room, meeting
down in the first column. Remind them that this is brainstorming, it is not a test, and they
M 3% K 0% people who were not in their group, and who do not know about the information that was on
should feel free to suggest anything they think they knowYKon
98%
0%
the subject.
their Experts Card. They should make sure that they find one person from each of the other
3. Next, ask them what they want to learn about business plans. Write their answers down in the five groups, so that they learn about each section of a business plan. And they should also
second column. Again, encourage them to quickly brainstorm about BOOK 5
questions.
C 64% ‘teach’ those people the information that was on their own Experts Card.
M 0% at the end of the
4. Explain to the participants that you will ask them to fill in the third column
Y works,
3% 3. Give the participants ten minutes to mingle, teaching and learning from each other, before you
lesson. Finish by offering a quick explanation of how a business plan as below.
K 0% bring the group together. Ask volunteers to give a definition of each of the headings on the
5. Show participants the Business Plan flipchart (as prepared below), making sure that the
business plan.
definitions in the second column are covered up. Explain BOOK that a
3 business plan gives a clear
C 0% 4. When they have finished, uncover the definitions on your flipchart and review each of the six
explanation of what a business does. It tells the reader what the business is expected to
M 99%
BOOK 8 components.
generate in terms of profits, and also explains the role thatYK different
77%
0% C people
76% will play in the
business. M 3%
Y 98%
6. Read through each of the six components in column 1, asking participantsK 0% what they think
these mean. Do not explain them yet.

257
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 2. Yoko Youth Group’s Plan (30 minutes)
1. Ask participants to form their enterprise groups as established in the last lesson, or to stay on
their own if they have decided to work on the project individually. Read out the case study on
Yoko Youth Group’s Yovo Doko Shop to the participants. You may need to read it twice.
Case Study: Yoko Youth Group’s Yovo Doko Shop
Candide, Ulrich, Nadia and Thierry were four friends in a youth club in Yoko, Benin. The four
came up with an enterprise idea based on an assessment of their own skills. Candide and Ulrich
were both keen cooks and bakers, and decided that if they worked hard as a team they could
make a small profit selling yovo doko, massa, akkara, plantain cake and other snacks. Nadia and
Thierry both had previous experience in running an enterprise, and felt they had some useful
financial skills. Over the course of a year, they had saved up enough to get them started. But the
four friends would still need to face and overcome considerable challenges. They found the idea
of starting their own enterprise both frightening and exciting at the same time.
They knew they would need to rent a small shop, and that there would be other start-up
expenses, such as an oven and other cooking equipment. And they didn’t want their shop to
be like any other in town. They wanted it to be particularly attractive to young people in Yoko.
That would mean decorating it – maybe by painting murals of popular actors and musicians
– and playing great music. Of course, they would need to buy stocks of ingredients and other
materials. They knew they would have to do some market research, prepare a proper budget,
work out how much to charge for their products, decide who would do which jobs, and then
advertise. There seemed to be so many tasks ahead of them. In order to help them organise
their thoughts and explain their enterprise idea to other people, they agreed to create a business
plan. So, the four friends went home and started to think. They weren’t sure exactly how to
write a proper business plan, so they decided to email Candide’s cousin, Charlene, for advice.
Charlene and some friends had already started their own business raising and selling chickens.
They had used their own savings, along with a loan from a local microfinance institute, to start
their business. They had written a business plan for the microfinance institute as part of the loan
application. The manager had been very impressed and had authorised their loan. So, the Yoko
Youth Group knew Charlene could help them.
become Yoko’s snack bar of choice, offering high-quality, home-cooked yovo doko, massa,
akkara and plantain cake in a cool environment and at affordable prices.”)
8. Explain that Objectives are similar, but can be measured. (For example: to make 80,000XAF
profit in the first year of business). Introduce the concept that objectives are SMART: Specific,
Measurable, Achievable, Relevant and Time-bound.
9. Show them the prepared flipchart with examples of SMART targets for Charlene’s Champion
Chicken Raisers.
10. Ask the participants if they can think of any measurable objectives for the Yoko Youth Group’s
business. Write these up on the flipchart under the Aims and Objectives section, using the
SMART approach.
11. Ask the participants what a slogan is. After listening to them, summarise that slogans try to
set out the aims of a business and also make it sound good to customers. For example, the
global sportswear company Nike has the slogan: ‘Just Do It’. Ask the participants to give more
examples of slogans they are familiar with.
12. Ask participants to suggest some slogans for Charlene’s Champion Chicken Raisers. (For
example: ‘People crave our eggs’ or ‘The taste of home’) and for Yoko Youth Group’s Yovo
Doko Shop (for example: ‘Fancy a treat? Come here to eat!’). Add the best slogan suggested for
the Yoko Youth Group’s business to the Introduction section on the flipchart.
13. Now give them a few minutes to think of a slogan for their own enterprises.
14. As they do so, hand each group, or individual a sheet of flipchart paper and a pen. Ask them to
do three things;
• Draw the outline of a business plan. Explain that participants are going to start making a
business plan for their enterprise.
• Fill in the Introduction section for their own enterprise, remembering to include a slogan.
• Use SMART targets to help them fill in the Aims and Objectives section.

5. My Enterprise
2. When you have finished reading, ask the participants what they think of the Yoko Youth
Group’s plan. Ask them in what ways the business plan might help them. (Try to elicit “To
organise their thoughts” and “To use as a tool when borrowing money”).
3. Have each group or individual enterprise spend a few minutes thinking about how they would
fill in the Introduction section of the Yoko Youth Group’s business plan. Tell them not to worry
about creating a slogan yet.
4. While they are doing this, draw up a template of the Business Plan table, with just the first
column filled in.
5. Write the suggested answers for how they would fill in the Introduction section on the
flipchart, under the Introduction heading. (Suggested answer: “Yoko Youth Group’s Yovo Doko
Shop, Main Street, Yoko. Providing popular snacks in a youth-friendly environment.”)
6. Next, ask them to look at the Aims and Objectives section of the business plan more closely.
7. Explain that Aims are what the business would like to achieve. Ask the participants to give
some examples for what the aims of the Yoko Youth Group’s enterprise might be. Write up the
suggested answers on a flipchart. (For example: “Yoko Youth Group’s Yovo Doko Shop aims to

259
258
 SMART Targets for Charlene’s Champion Chicken Raisers
Reflect
Here’s how Charlene and friends made sure that the Aims and Objectives for their business plan were
1. Have each group or independent worker present the sections they have completed in their SMART.
business plans.
15 m 2. Finally, return to the KWL Chart and direct the participants’ attention to the third column. Ask
them: “What did we learn about business plans?” Write their answers in the column. The objective should be specific, clear, well-defined and focused. It
lets everyone know exactly what is expected, why it is important, who
is involved, and where it will happen.Charlene’s Champion Chicken
Raisers aims to demonstrate that with proper organisation and planning,
Experts Cards for Learn Activity, Part 1 Specific chicken-raising can generate significant profits through the sale of eggs
and hatched chicks. The company will raise large numbers of high-quality
organic, free-range chickens, and will sell eggs to ensure that local people
Introduction have affordable sources of protein in their diets. The company will employ
five young local people, and will be based in Yoko town.
This section gives the name of the business, its location, a description of its products or
services, and a slogan of what the business offers.
Objectives should have measurable progress so we can see change as it
happens. This section should answer questions such as How much? How
Aims and objectives many? How will we know when we have accomplished our goal?The
An outline of what the business is aiming to achieve in both the short and long term. The Measurable company will raise 300 chickens each year, of which it will sell 100 as
business objectives must be described in a measurable way. hatchlings and 100 as fully grown in the market, and keep 100 for egg
laying.
People
This section provides information about the key people running the business, their Your goal should be challenging but within your ability to reach. We have
qualifications, business skills and experience. Achievable already managed to raise 30 healthy chickens, and are confident that we
have the systems in place to enable scale up.

Marketing
This section shows the gap in the market that the business intends to fill, details of
the market research that has been conducted, and the market research results. It also
describes the potential customers of the business (e.g. their age, gender, location, and
the price they are prepared to pay). The marketing plan should also include information
about what makes this product or service unique, and details of promotion and selling
techniques that will be used.
Are the objectives worthwhile, and will they meet needs in the market?Our
market research demonstrates that chicken raising is increasingly being
done in factories. Our market research also indicates that many people
Relevant in the area are concerned about the health risks associated with factory-
farmed chicken. Our company will therefore ensure that local people have
a healthier option, and one that rewards local, not foreign, investors.

5. My Enterprise
The objectives should be designed to have a target date for achievement.

Finance Time bound Within 12 months, our processes will be efficient enough to raise 300
chickens per year. We will maintain that target for the next five years.
This section describes the source and amount of money required to run the business,
and predictions about sales and income generated.

Production
This section should show how goods or services will be created; the materials, time and
skills needed; and the expected levels of production.

261
260
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
5.5 Assigning Roles and
Responsibilities
BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
The participants have already outlined their group or individual business enterprise plans and filled
K 0%
BOOK 1 in several sections: Introduction and Aims and Objectives. They will now focus on the People
C 44% section. This will entail setting a specific date for when their goal will be accomplished, outlining
M 0% BOOK 4 the steps needed to reach it, and identifying the roles to be given to each enterprise group member
Y 97% C 50%
K 0% M 92% so that progress can be made and monitored. Participants working on the project independently
Y 4% will be the sole member of their enterprise and will have to learn how to undertake several
K 0% positions within their business. How enterprises effectively manage their time is an important
factor in achieving their goal by a specific date. In this lesson, participants will also learn good time
BOOK 5 management by making a project schedule to prioritise objectives, delegate tasks and monitor
BOOK 1 C 64% performance.
C 44% M 0%
M 0% Y 3%
BOOK 2 Y 97%
C 2% K 0%
K 0%
M 4% Lesson Objective
Y 99%
By the end of this lesson, participants will be able to:
K 0%
BOOK 8 1. Manage their time effectively by making a project schedule.
C 76%
M 3% 2. Achieve greater productivity.
BOOK 4
C 50% Y 98% 3. Complete the People section of their business plan.
M 92% BOOK 1 K 0%
Y 4% C 44% BOOK 2
K 0% M 0% C 2%
Y 97% M 4%
Y 99%
Materials
K 0%
K 0% • Flipchart for writing up the Project Schedule
BOOK 5
C 64% • The Business Plan flipchart from the previous lesson
M 0% • Prepared Prioritising Tasks flipchart
Y 3% BOOK 4
BOOK 1 C 50% • Prepared Yoko Youth Group’s Yovo Doko Shop Project Schedule flipchart
C 44% K 0% M 92%
M 0% Y 4% • Pens, paper and erasers

5. My Enterprise
Y 97% K 0%
BOOK 2 BOOK 3
K 0% C 0%
BOOK 8 C 2% M 99%
C 76% M 4%
Y 99% BOOK 5 Y 77% Methodology
M 3%
Y 98% K 0% C 64% K 0% • Start: Case Study & Project Schedule exposé
K 0% M 0%
Y 3% • Learn: Case Study & Project Schedule creation
BOOK 1
C 44%
BOOK 4 K 0% • Reflect: Presentations & Discussion
M 0%
Y 97% C 50%
BOOK 2 K 0% M 92%
C 2% Y 4%
M 4%
Y 99%
K 0% BOOK 8 Duration
C 76% 120 minutes
K 0% M 3%
Y 98%
BOOK 5
BOOK 2
C 2% C 64% K 0%
BOOK 4
C 50%
M 4%
Y 99%
M 0% Key Words
M 92% K 0%
BOOK 3 Y 3%
Y 4% C 0% K 0% • Prioritise
M 99%
K 0% BOOK 4 • Schedule
C 50%Y 77%
M 92%K 0% • Timeline
Y 4%
K 0% BOOK 8 • Deadline
BOOK 5 C 76%
C 64% M 3%
M 0% BOOK 5
Y 98%
C 64%
Y 3% M 0% K 0% 263
262 K 0% Y 3% BOOK 3
K 0% C 0%
 • Allows for a clear picture on how the project is progressing.
Information for the Facilitator 10. Write down the four steps to making a Project Schedule on the flipchart, explaining the steps
• Display the flipchart showing the Business Plan template with the six components and to the participants as you do so:
definitions so that participants can refer to it during the Learn activity.
• Please be sure to prepare the flipcharts for this lesson ahead of time. They are detailed flipcharts
and will take time to prepare. Project Schedule flipchart
• Please remember that if you amended the case study in the previous lesson to fit in with your
local context, that you must use your version in this lesson and not use the example given here
(Yoko Youth Group’s Yovo Doko.)
1) Brainstorm and organise
• Write a list of all activities and tasks that need to be done for your enterprise. If working in
Start groups, brainstorm together first.
1. Have the participants get together into their enterprise groups, or to continue working
independently if they are undertaking the project individually. 2) Prioritise
2. Inform the participants that in order for them to be truly productive, they need to have a • Prioritise the list from most important to the least important.
30 m
structured time schedule of listed tasks with intended start and finish dates assigned to each • Use a number or letter to represent level of importance.
group member, or scheduled for themselves if working alone. • Break large tasks into specific action steps.
3. Write the words Deadline, Timeline and Schedule on the flipchart.
4. Ask the participants the following questions: 3) Time
• What does each word mean? • Decide how long each task will take to complete.
• What is the purpose of having a schedule? BOOK 1 • Give each task a realistic start and finish date.
C 44%
M 0%
• How does having a timeline help you? Y 97%
K 0% BOOK 1
• What is the best way to manage your time? C 44% 4) Task
• What are some deadlines you have had to meet in the past? M 0% • Asses how the tasks will be prioritized. If working in groups, assign each member a task.
Y 97%
• What effect does having a deadline have on your work? • If a group leader has been selected, this person can help with assigning tasks to members.
K 0%
5. Next, write Prioritise on the flipchart, and explain its meaning: To arrange or deal with issues in • Recall the strengths and weaknesses from the group’s SWOT Analysis, and try to match group
order of importance. Ask for some examples of how participants
BOOK 2 prioritise the tasks they have members with tasks that take advantage of their strengths.
C 2%
to perform in a day or over a week. M 4%
Y 99%
K 0%as an example. Note: Do not
6. Show the participants the following scenario on the flipchart
write down the prioritised numbers; that is for your information.
BOOK 4
C 50%
M 92% BOOK 2
Y 4%
C 2%
K 0%
M 4% Learn
Y 99%

5. My Enterprise
1. Yoko Youth Group’s Project Schedule (30 minutes)
Prioritising Tasks flipchart BOOK 5
C 64%
K 0%
M 0% 1. The aim of this activity is to have each participant think critically about the tasks needed for
There is a small fire in a school, and the fire is very close to some
Y 3%flammable cleaning chemicals.
Prioritise the following actions that could be taken, in order fromK 0%
most BOOK
important
4 (1) to least their enterprise projects; prioritise these tasks; and determine how long each task should take
60 m
important (4). C 50% to complete. Next, groups will create and revise a Project Schedule, and assign tasks to each
M 92% group member for the enterprise.
• Call for help (4) BOOK 8
C 76% Y 4%
• Evacuate people (1) M 3%
Y 98%
K 0% 2. Ask participants to sit in alone or in their enterprise project groups. Inform them that today
• Find water to extinguish the fire (3) K 0% they are going to create Project Schedules for their own enterprises. First however, they are
• Move the chemicals away from the fire (2) going to practice by creating a Project Schedule for the Yoko Youth Group. Ask them the
BOOK 5
C 64% following recap questions:
M 0%
Y 3% • What issue had the group decided to address by their enterprise project?
K 0% • How were they going to address this issue?
7. Give the participants one minute to organise the list from most important to least important. • How were they hoping to fund this work?
BOOK 3
8. After one minute, have the participants share their thoughts. C 0% 3. Now ask participants to listen whilst you continue the story of the Yoko Youth Group.
M 99%
9. Next, write Project Schedule (also called a To Do List) on the BOOK
flipchart,
Y 77% 8 explain its function:
and
K 0% C 76%
• A list of prioritised activities, with a start and end date. M 3%
• Useful planning and communication tool for monitoring and reporting Y 98% enterprise progress.
K 0%

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264

The Yoko Youth Group Creates a Project Schedule
Candide, Ulrich, Nadia and Thierry are four friends in a youth club in Yoko, Benin. The four had
come up with an enterprise idea based on an assessment of their own skills. Candide and Ulrich
were both keen cooks and bakers, and decided that if they worked hard as a team they could
make a small profit selling yovo doko, massa, akkara, plantain cake and other snacks. Nadia and
Thierry both had previous experience in running an enterprise, and felt they had some useful
financial skills. They found the idea of starting their own enterprise both frightening and exciting
at the same time.
They knew they would need to rent a small shop, and that there would be other start-up
expenses, such as an oven and other cooking equipment. And they didn’t want their shop to
be like any other in town. They wanted it to be particularly attractive to young people in Yoko.
That would mean decorating it – maybe by painting murals of popular actors and musicians
– and playing great music. Of course, they would need to buy stocks of ingredients and other
materials. They knew they would have to do some market research, prepare a proper budget,
work out how much to charge for their products, decide who would do which jobs, and then
advertise. They decide to create a Project Schedule.
4. Ask the participants to spend two minutes prioritising the lists either on their own or in their
groups. Listen to some answers. Avoid correcting participants – how they choose to prioritise
the tasks is up to them – but do ask them to explain their thinking. Then return to the story.
Creating a Timeline and Assigning Tasks
Nadia spoke up next. She suggested that they decide how long each task would take to
complete, and that they give a realistic start and finish date for each task. Then, she suggested
that a task should be assigned to each member based on their individual strengths and
weaknesses. As Candide and Ulrich were good cooks, it was suggested that most of the tasks
related to the baking be assigned to them. Nadia and Thierry would concentrate on finding
a shop and promotion. They would all meet up twice a week to check progress against the
schedule. They all agreed that this approach seemed sensible.
The four got together with a large sheet of paper and drew a table like this:

First, they sat down at a table with pen and paper and brainstormed a list of all the activities and
tasks that needed to be done for their enterprise, from start to finish. Here’s the list they ended
up with:
• Create a budget
• Design and draw posters to promote the shop
• Check that there is a local demand for the snacks
• Print posters
• Find out how much people will pay for snacks
• Put up posters
• Find out what equipment needs to be bought or borrowed
• Find out what ingredients need to be bought
• Write questionnaires to use when interviewing people for market research
• Work out how many yovo doko, massa, akkara and plantain cake will need to be sold in

5. My Enterprise
order to make a profit
• Gather phone numbers of community members and send texts to advertise the shop
• Bake the yovo doko, massa, akkara and plantain cakes
• Start posting about the shop on social media
• Agree where the best location for the shop to sell the yovo doko, massa, akkara and plantain
cakes should be
• Decorate the walls of the shop
• Put together some playlists and borrow a sound system
• Organise the opening day, and ask local journalists to cover the event

When they sat back and looked at their list, the four friends felt better. But there still seemed
to be a lot of things to do. Ulrich suggested that as a next step, they should prioritise each task
from most important to least important, giving the most important tasks the number 1, the least
the number 3 and those in the middle the number 2.

267
266
 Yoko Youth Group’s Yovo Doko Shop Project Schedule Flipchart 5. Now ask participants to look at the chart and answer the following questions:
• How long will this project last?
WEEK • What is the last thing that will happen?
Team
Task • What is the first thing that will happen?
member 1 2 3 4 5 6 7 8 • Why did the Yoko Youth Group assign different tasks to different team members?
Write questionnaires for market Thierry (T) • Why will it take so long before the baking and selling happen? (Answer: Because the group
research and Nadia needs time to earn the money that will fund the opening day).
(N) • What are the advantages of creating a schedule like this?

Check local demand for the

T&N 2. Making Our Own Project Schedules (30 minutes)
snacks
1. Give each participant a piece of paper, a pencil and an eraser.
Find out how much people will 2. Have them brainstorm activities and tasks that need to be done for their enterprises, either
T&N
pay for the snacks alone if working independently or with their team if they are doing the project in groups.
Work out how many snacks Next, have them separate these tasks into two groups (fundraising and social work), prioritise
must be sold in order to make T&N them, assign tasks to group members and create a Project Schedule, setting realistic start and
a profit end dates. For those who are working on the project alone, instruct them to create a Project
Schedule tailored to their solo projects. Advise them that rather than dividing the task among
Find out what equipment needs Candide
members, they will have to schedule a way for themselves to fulfil all the tasks.
to be bought or borrowed (C) and
3. Then add information on what each group member will do to the People section of their
Ulrich (U)
business plan. Add a short biography for each person, stating their qualifications and why they
Find out what ingredients need have been chosen for this role. Advise them also to keep their Project Schedule for future use
C&U
to be bought as an attachment to their business plans. Participants working on the project individually will
only need to produce a short biography for themselves.
Create a budget T, N, U, C
BOOK 1 4. Finally, have each enterprise identify any potential issues (threats) that could prevent tasks on
C 44%
Buy (borrow) all equipment and M 0% their Project Schedules from being completed.
T, N, U, C Y 97%
ingredients K 0%
BOOK 1
Agree where to sell the snacks, C 44%
M T,0%
N, U, C
and where to rent a place Y 97%
K 0%
Decorate the shop U Facilitator’s Tip
BOOK 2
C 2% Emphasise the importance of effective time management skills when compiling an enterprise’s
Put together a playlist and get a M 4%
Project Schedule and the overall business objectives.
N Y 99%
sound system K 0%

Gather phone numbers for BOOK 4

C

5. My Enterprise
sending advertising texts C 50%
BOOK 2 M 92%
Y 4%
Design and draw posters to C 2% K 0%

promote the shop

M 4% U
Y 99%
Reflect
K 0% BOOK 5
C 64%
1. Invite each enterprise to quickly present their Project Schedule.
Print posters U&N M 0%
Y 3%
2. Review all presentations, and encourage further discussion with the following questions:
BOOK K 0%
Put up posters T, N, 4U, C 30 m
• Did participants generally have the same prioritised lists, or were they different?
C 50%
M 92% • Was determining start and end dates for tasks difficult?
Start posting about the shop on Y 4% BOOK 8 • What start and end dates were not realistic?
U C 76%
social media K 0% M 3%
Y 98% • What is the likelihood of completing the tasks as scheduled?
K 0%
Organise opening event and • What will you do if a task is not completed as scheduled?
T&N
invite journalists BOOK 5 • What potential threats could prevent tasks from being completed?
C 64%
Bake the products M 0%
C&U
Y 3%
K 0%
Open the shop! T, N, U, C

BOOK 3
BOOK 8 C 0%
M 99%
C 76% Y 77%
M 3% K 0%
Y 98%
K 0%

269
268
 BOOK 1
C 44%
M 0%
Y 97%
K 0%

5.6 Adding Value

BOOK 1
C 44%
M 0%
Y 97%
K 0%
BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
Participants will learn that beyond manufacturing a product or delivering a service, an enterprise
BOOK 1 K 0%
can make a profit by taking an existing product or service and adding value.
C 44%
M 0%
BOOK 2 Y 97% BOOK 4
C 2% K 0% C 50%
M 4% M 92% Lesson Objective
Y 99% BOOK 1 Y 4% By the end of this lesson, participants will be able to:
K 0% C 44% K 0%
M 0% 1. Describe inputs, outputs and value addition.
Y 97% 2. Explain adding value using the Intrepid Entrepreneurs Club Case Study.
BOOK 4 K 0%
C 50% BOOK 5 3. Determine ways to enhance a business by adding value.
M 92% C 64%
Y 4% BOOK 2 M 0%
C 2% Y 3%
K 0%
K 0%
BOOK 1
C 44%
M 4%
Y 99%
Materials
M 0% K 0% • Nine cards for the Human Value-Add Chain exercise
Y 97% BOOK 5
C 64% BOOK 2 BOOK 8
K 0% M 0% C 2% BOOK 4 C 76%
Y 3%
K 0%
M 4%
Y 99%
C 50% M 3%
Y 98%
Methodology
M 92%
K 0% Y 4% K 0% • Start: Presentation & Pair Discussion
K 0% • Learn: Problem Solving & Case Studies & Class Discussion
BOOK 1
C 44%BOOK 8
BOOK 4 • Reflect: Brainstorming & Presentations
M 0%
Y 97%C 76% C 50%
BOOK 2 K 0% M 3% M 92% BOOK 5
C 2% Y 98% Y 4% C 64%
M 4%
Y 99%
K 0% K 0%
M 0%
Y 3%
Duration
BOOK 1 K 0% 100 minutes
K 0% C 44%
M 0% BOOK 5
Y 97%
BOOK 2
C 64%
BOOK 4 K 0%C 2%
C 50%
M 4%
Y 99%
M 0% BOOK 8
BOOK 3
C 0%
Key Words
M 92% K 0% Y 3% C 76%
K 0% M 99% • Input
Y 4%

5. My Enterprise
M 3% Y 77%
K 0% BOOK 4 Y 98% • Output
C 50% K 0%
M 92% K 0% • Value-Add
Y 4%
K 0%
BOOK 3 BOOK 8 • Enterprise
BOOK 5 C 76%
C 64% C 0%
BOOKBOOK
2 M 5 99%
M 3%
M 0% Y 98%
Y 3% C 2%C 64%Y 77%
K 0%
M 4%M 0%
Y 99% K 0%
Y 3%
K 0% Information for the Facilitator
K 0%
K 0% • Please ensure that the following key messages should be gotten across by the end of today’s
lesson:
BOOK 8
BOOK 8 BOOKC 476% • A good business offers something that other businesses don’t.
C 76% M 3%
C 50% • Often businesses find a product or service that others are offering, but find a way to make it
M 3%
Y 98% BOOK 3
M 92%
K 0% C 0% a bit more special.
Y 98% Y 4% M 99%
K 0% K 0% Y 77% • This may be challenging to think about, so take your time, think hard, and chat with your
K 0% friends about the idea as much as you can.
BOOK 3 • Sometimes good ideas take a long time to come. Be patient!
BOOK 5
C 64% C 0% • Please remember that if you amended the case study in the previous two lessons to fit in with
M 0% M 99%
Y 77% your local context, that you must use your version in this lesson and not use the example given
Y 3%BOOK 3
K 0% here (Yoko Youth Group’s Yovo Doko.)
K 0%C 0%
M 99%
Y 77%
K 0%

271
BOOK 3 BOOK 8
C 0% C 76%

Start
1. Start off by suggesting to participants that they think about the topic of coffee. Ask them what
they know about coffee production. Where is coffee grown? And where is it sold?
2. Ask them if they can describe what happens to coffee in between someone picking a coffee
20 m
bean off a bush and someone else drinking a cup of coffee in a café in the city. Listen to their
answers for a few minutes, and then tell them that they will come back to the question later.
3. Explain that in order to produce goods or services, a business uses resources or raw materials.
Ask what resources or raw materials a business needs in order to make bread. (Answers: flour,
yeast, etc.) Tell the participants that these raw materials or resources are often called inputs.
4. Ask the participants for a few more examples of resources or raw materials.
5. Ask them what sort of businesses might need the following inputs:
• Wood (Answers might include paper producers, house builders, boat builders, etc.)
• Water (Answers might include drink manufacturers, ice-cream makers, etc.)
• Cotton (Answers might include clothes makers, etc.)
6. A business transforms an input into a finished product, which is sometimes called an output.
Ask for some examples of inputs being transformed into outputs. Answers might include:
• Trees (input) being made into paper (output).
• Coffee beans (input) being made into a cup of coffee (output).
7. Remind the participants of the coffee example. Ask them if they know how much a handful of
coffee beans would cost if you bought them off a farmer as soon as they picked them. Suggest
that they would be so cheap that the farmer would probably give them to you. Now ask them
how much it costs to buy a cup of coffee in a café in the city. Ask what has happened to make
the coffee more expensive as it turns from input into output.
8. Explain that businesses add value by transforming inputs, whether by cooking, manufacturing,
branding, designing, or offering customer services. This process is called production or
processing.
Learn
Human Value-Add Chain
1. Ask for nine volunteers. Shuffle the pack of cards and hand them out randomly so that each
volunteer gets one.
60 m
2. Ask the volunteers to arrange themselves in a row, so that number 1 is on the left and number
9 is on the right. Ask each volunteer to read their card aloud in turn, and then to hold it up in
front of them so everyone else can see it.
3. Now ask number 1 to read the card again: Harvesting. Ask the group what can be done with a
small bag of harvested coffee cherries. Can you eat them? (Answer: no). Can you drink them?
(Answer: no). How much are they worth? (Answer: almost nothing. They have very little value
at this stage.) Explain that in order to make the coffee cherries into something useful you are
going to have to process them. And that the more you process them, the more value they
have.
4. Ask number 2 to read their card aloud: Soaking. Again, ask the group what can be done with
a small bag of soaked coffee beans. Again, guide them to the understanding that the coffee
beans at this early stage of processing have very little value.
5. Ask number 3 to read their card aloud. Suggest that with each stage of processing, value is
being added and the coffee is getting nearer to the stage where it can be drunk. After all, the
coffee must pass through each of these stages.
6. Continue this process with all the numbers. After the volunteer with card number 6 has read
272
their card aloud, see if the participants can tell you how much a bag of ground coffee is worth.
Continue moving along the chain, demonstrating to the participants that as the coffee beans/
input are subject to more and more processing, their value rises.
7. Now ask the participants to think again of the Yoko Youth Group’s Yovo Doko Shop from the
previous two lessons – read the case study out again to refresh their memories. Ask them what
the raw materials are in this case study, and how they are being transformed into outputs.
Case Study: Yoko Youth Group’s Yovo Doko Shop
Candide, Ulrich, Nadia and Thierry are four friends in a youth club in Yoko, Benin. The four had
come up with an enterprise idea based on an assessment of their own skills. Candide and Ulrich
were both keen cooks and bakers, and decided that if they worked hard as a team they could
make a small profit selling yovo doko, massa, akkara, plantain cake and other snacks. Nadia and
Thierry both had previous experience in running an enterprise, and felt they had some useful
financial skills. Over the course of a year, they had saved up enough to get them started. The
four friends would still need to face and overcome considerable challenges. They found the idea
of starting their own enterprise both frightening and exciting at the same time.
They knew they would need to rent a small shop, and that there would be other start-up
expenses, such as an oven and other cooking equipment. And they didn’t want their shop to
be like any other in town. They wanted it to be particularly attractive to young people in Yoko.
That would mean decorating it – maybe by painting murals of popular actors and musicians
– and playing great music. Of course, they would need to buy stocks of ingredients and other
materials. They knew they would have to do some market research, prepare a proper budget,
work out how much to charge for their products, decide who would do which jobs, and then
advertise. There seemed to be so many tasks ahead of them. In order to help them organise
their thoughts and explain their enterprise idea to other people, they agreed to create a business
plan. So, the four friends went home and started to think. They weren’t sure exactly how to
write a proper business plan, so they decided to email Candide’s cousin, Charlene, for advice.
Charlene and some friends had already started their own business raising and selling chickens.
They had used their own savings, along with a loan from a local microfinance institute, to start
their business. They had written a business plan for the microfinance institute as part of the loan
application. The manager had been very impressed and had authorised their loan. So, the Yoko
Youth Group knew Charlene could help them.
5. My Enterprise
8. Have the participants form groups of 5 or 6 and ask them if they can create Human Value-Add
Chains to illustrate the value-added for plantain cake, starting with the harvesting of plantains
and finishing up with customers buying them from the Yoko Youth Group.
9. Ask the participants to present their Human Value-Add Chains. If none of them have included
it in their chain, ask them if decorating the shop in a way young people will find attractive, or
playing music young people will identify with, will further add value to the snacks. In other
words, will young people be more prepared to buy their snacks from the Yoko Youth Group
because of the atmosphere in their shop?
10. Inform the participants that you are now going to read another case study aloud. This one is
about a group of teenagers who were working on a sexual reproductive health project. They
found a clever way to help promote menstrual hygiene while also making enough of a profit to
make their enterprise sustainable.
273
 Human Value-Add Chain Cards
Intrepid Entrepreneurs Club
Seven friends from the Intrepid Entrepreneurs Club were interviewing local teenagers in
the hope of finding an issue of concern to them that they might in turn address through an
enterprise project. The friends spent a lot of time listening to local youth. The more they 1. Harvesting: Someone picks the coffee cherries off a bush.
listened, the more ideas they got. One idea seemed particularly interesting. They heard quite
a few girls saying that they wanted to buy sanitary pads, but were a little bit intimidated. They
would feel a bit more confident if they knew a bit more about the matter. Some of them also
admitted to feeling a little bit embarrassed about buying sanitary pads in local shops.
2. Soaking: The cherries are placed in water to remove the pulp and skin.
The Intrepid Entrepreneurs Club had an idea for how to address this need while also making
a small profit. Their enterprise would be based on the idea of ‘value-add’. They found a way
to buy sanitary pads in bulk at a discount price. They then used recycled materials to create a
Menstrual Hygiene Kit. Alongside the pads, they included an information sheet on menstrual 3. Fermenting: The beans are left in water to ferment.
hygiene in general. The sheet was handwritten, to make it feel less intimidating and more like
advice from a friend, and photocopied. The boxes also contained menstrual cycle beads made
from old magazine paper. These beads help girls track their cycle and identify fertile days and
non-fertile days. Finally, all of these materials were placed inside donated shoe boxes that the
Intrepid Entrepreneurs Club decorated. The kits were sold at just enough profit to ensure that 4. Drying: The beans are placed in the sun to dry.
the Intrepid Entrepreneurs Club could pay for all the materials needed.

In light of the fact that some girls felt uncomfortable buying sanitary pads in shops, the Intrepid
Entrepreneurs Club sold the kits discretely from the home of one of the girls. They advertised 5. Roasting: The beans are roasted in ovens to improve the flavour.
word-of-mouth by asking the Girl Guides and other organisations to inform girls where they
could buy the kits.

6. Grounding: The roasted beans are ground into a fine powder.

11. Now, ask the participants the following questions about the case study:
• What were the benefits of interviewing local teenagers?
• What issues did the Intrepid Entrepreneurs Club learn about through listening to local
youth? 7. Packaging: The coffee powder is placed in bags or jars.
• How did the Intrepid Entrepreneurs Club address this issue?
• How did they add value to the sanitary pads that they bought before selling them further?

5. My Enterprise
(Answer: They added an information sheet and menstrual cycle beads, and presented the kit
in a nicely decorated box.) 8. Branding and marketing: Companies put attractive labels on jars or bags, and advertise
them.
12. Ask participants to think back to the earlier exercise on value-add in the coffee making
process. Which of the nine steps were used by the Intrepid Entrepreneurs Club to add value to
the sanitary pads? (Answer: Packaging, with the decorated shoe boxes, the extra information
and the menstrual cycle beads; and retail, by selling the Menstrual Hygiene Kits discretely from 9. Retailing: A shop owner buys the beans, and puts them on shelves so that customers can buy
home.) them easily.

Reflect
1. Ask participants to work in their project groups, or on their own, to brainstorm ways of adding
value to raw materials or services. Encourage participants to be creative and to have fun.
20 m Reassure them that they do not have to implement any of the brainstormed ideas.
2. After ten minutes, have each enterprise present how they might add value to the product or
service that they are working on.

275
274
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
5.7 Understanding the
Customer
BOOK 1
C 44%
M 0% BOOK 2
Y 97% C 2%
K 0%
M 4% Overall Outcome
Y 99%
This lesson introduces the concept of market research. Participants will discover that the key to
K 0%
avoiding the replication of existing services or products comes through understanding who their
customer is likely to be and what needs they have. Participants are given the opportunity to develop
BOOK 1 BOOK 4 a basic market research tool, to practice using it within the safety of the lesson, and then to apply it
C 44% C 50%
M 0% M 92% in the marketplace.
Y 97% Y 4%
BOOK 2 K 0% K 0%
C 2%
M 4% Lesson Objective
Y 99%
BOOK 5 By the end of this lesson, participants will be able to:
K 0% C 64%
M 0% 1. Understand the key characteristics of their potential customers.
Y 3% 2. Understand their needs by conducting some basic market research.
BOOK 4
C 50% K 0%
M 92% BOOK 1 BOOK 2
Y 4% C 2%
C 44%
K 0% M 0%
M 4%
Y 99% BOOK 8
Materials
Y 97% • Pens and paper
K 0% C 76%
K 0% M 3% • Flipchart sheets and markers
BOOK 5 Y 98%
C 64% BOOK 4 K 0% • Sticky tape
M 0% C 50%
Y 3% • Six sheets of paper, each one listing (or featuring a picture of) a popular product or service that
BOOK 1 M 92%
K 0% Y 4% is locally available (See Information for the Facilitator below)
C 44%
M 0% K 0% • Pre-prepared sheet of flipchart paper listing the three questions in the Start activity
Y 97%
K 0% BOOK 2
BOOK 8 C 2% BOOK 5
C 76%
M 3%
M 4%
Y 99%
C 64% Methodology
Y 98% M 0%
K 0% Y 3% • Start: Word Association Exercise & Group Discussion & Presentation
K 0%

5. My Enterprise
K 0% • Learn: Drawing Exercise & Presentation & Group Work
BOOK 1 BOOK 3
C 44%
BOOK 4 C 0% • Reflect: Tree Poem
M 0%
Y 97% C 50% M 99%
BOOK 2 K 0% M 92% Y 77%
C 2% Y 4% BOOK 8
K 0%
M 4%
Y 99%
K 0%
C 76%
M 3%
Duration
Y 98% 120 minutes
K 0%
K 0%
BOOK 2
BOOK 5
BOOK 4 C 2% C 64%
C 50%
M 4%
Y 99%BOOK
M 0%
3 Y 3%
Key Words
M 92% K 0%
C 0%
Y 4% K 0% • Customer
M 99%
K 0% BOOKY4 77% • Market Research
C 50%
M 92%K 0% • Market Gap
Y 4%
K 0% BOOK 8
BOOK 5 C 76%
C 64% M 3%
M 0% BOOK 5
Y 98%
Y 3% C 64% BOOK 3
M 0% K 0% C 0%
K 0% Y 3%
M 99%
K 0%
Y 77%
K 0%
BOOK 8
BOOK 8 C 76%
C 76% M 3%
Y 98%
M 3% K 0%
277
Y 98%

Information for the Facilitator
• For the Start activity you will need to have thought about six popular products or services that
are locally available. If possible, prepare pictures of these products, either drawn or from a
magazine etc. Also prepare the flipchart with 3 questions.
• You will also be asking participants to draw at least two potential customers interested in paying
for their products and services, and to write notes on the interests, needs and wants of these
customers.
• This work needs to continue beyond the two-hour limits of today’s lesson. Ask the participants
to keep thinking about who their different customers might be over the next few weeks. They
should come to feel as if they know these people, and would know where to find them if they
wished to do so.
Start
Word Association: What Do We Already Know About Customers?
1. Give each participant a pen and sheet of paper. If literacy levels are low, the exercise can be
conducted orally.
30 m
2. Inform them that you are going to say a word. When they hear it, the participants should write
down the first word that comes into their head (or simply think of it and remember it if doing
the exercise orally).
3. Say “green”.
4. After ten seconds, ask the participants one by one to say word they associated with “green”,
e.g. tree, grass, innocent.
5. Explain that this was a practice run, and that now you are going to give them another word.
When they hear it, the participants should again write down the first word that comes into their
heads.
6. Say “customer”. Listen to a wide variety of responses.
7. Introduce the main idea of today’s lesson: that knowing who their customer is will help them
to improve their business ideas.
8. Divide the participants into six groups. Provide each group with a sheet of paper featuring one
of the pre-decided products or services. (Tell them the name of the product/service, ensure
they are familiar with it, and provide the picture if possible).
9. Show the pre-prepared sheet of flipchart paper and give the groups 10 minutes to discuss
these questions as a group:
• Do you personally use or buy this product or service? Why or why not?
• Do you know people who use or buy this product or service? Why do you think they do or
do not?
• Do you think it is a useful and quality product/service? Why or why not?
10. Choose one speaker from each group to quickly present their product or service, and give a
short summary of their group’s answers to the discussion questions.
Learn
1. Learning About Our Customers (20 minutes)
1. Inform the participants that this exercise is all about better understanding who their customers
will be, and what sort of people these customers are. They need to investigate the problems,
60 m needs, goals and habits of their customers. In that way, they can provide them with exactly
what they are looking for.
278
2. Put participants into their enterprise groups, leaving those who are working on individual
enterprises to work alone if they wish. Give each group/individual a sheet of flipchart paper
and markers.
3. Ask participants to think about and discuss the sorts of potential customers they intend to
target. Here are the kinds of questions they might discuss:
• Is the customer male or female, or possibly both?
• Is it an adult or a child, or possibly both?
• How much spending money is the customer likely to have?
• What products or services is the customer currently buying or paying for?
• Why will the customer like our product or service more than existing ones?
• How is ours better?
• What needs does the customer have, and how will our product or service meet those needs
better than existing products or services?
• Where is the customer located?
4. Next, they should draw a picture of their potential customer on their flipchart paper.
Encourage the participants to make their persona as close to a typical person as possible by
adding a name and short descriptions of their interests, skills and motivations as well as what
the customer is seeking to buy or pay for.
5. Give the groups/individuals 10 minutes to work out one potential customer.
6. After 10 minutes, gather the whole group together and pick out one example from a group or
individual who has created a clear persona. Give this group/individual five minutes to present
their persona to the rest of the group.
7. Now spend 5-10 minutes allowing the rest of the group to give feedback and ask questions.
Make sure you provide one or two positive comments on the persona. Offer one piece of
advice to improve on the persona.
8. Remind participants that while they have drawn one potential customer, their business might
attract several other types of customers. Give them 10 minutes to come up with a portrait and
description of another customer who might be interested in their product or service.
9. Next, they should try to come up with one sentence that describes each customer group for
each drawing. Have them write their single-sentence description underneath each persona.
10. Ask the groups/individuals to tape both of their pictures on the wall.
2. Case Study (20 minutes)
5. My Enterprise
1. Read out the following short case study.
Clarisse and Angelique are respectively 16 and 17 years old. They are members of a youth club
in (fill in location). They weave baskets, and use the money they make from the baskets to pay
for personal items such as soap. Clarisse lives with her older sister Chantal and their younger
brother Hirwa. Chantal is 21 and has a baby girl. Angelique lives with her mother and is saving
to move out on her own. They are both very talented, and like other girls they are finding it hard
to sell their baskets to the tourists. They sometimes hear people say, “Everyone sells the same
things. I wish there was something different.”
One day, Angelique is watching the children of the tourists play with their toys. After thinking a
bit, she decides to make a sample toy out of some of her mother’s leftover cloth. The next day,
the tourists are all asking about the price of the toy and where they can find more.
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 2. Ask the participants the following questions and write down their answers: • Who are you and where are you from?
• What kinds of challenges did Clarisse and Angelique face in their club? • What is your profession?
• Is it common for young people in enterprise projects to make the same things? • Where are you currently buying product/service x/y? (Point out this should be their product/
• What were the tourists saying? Does this happen in your country? service.)
• What did Angelique decide to do? • Why do you buy this product/use this service?
• What would you suggest to other girls in the same situation
BOOK 1as Clarisse and Angelique? • What are you satisfied and dissatisfied with?
C 44%
M 0% people were making the same
3. Summarise the case study as follows: “We noticed that young 5. Now, ask them to think individually or in their groups and write down two or three more
Y 97%
things and that they were
BOOKcompeting
1 with one another forK customers.
0% As a result, the number questions they want to ask their potential customer. They should have seven to eight questions
of people who wantedC the44% exact same thing was decreasing. In other words, the demand in total.
M 0%
for the same product Y was
97%low. When there was something different that tourists wanted, the 6. Have the participants practice these questions first. Place them in pairs. Explain that each
demand for that productK 0%went up.” person should quickly explain their business/product, and then ask their partner a few of the
4. Explain that today the participants will start trying to identify
BOOKgaps
2 in the market. They will prepared questions.
C 2%
either think of a product or service that nobody else appears M 4%to be offering, or they will pick a 7. Give them 5 minutes to do this and then get the attention of the entire group, and ask:
Y 99%
product or service that is already out there and improve it.K Explain
0% that one way to do this is to • Was anything surprising?
know their customers’ needs and wants. If they are not clear about who their customers are, • What did you learn?
BOOK 4
where they are located, and what they want at the outset,Cthey 50% risk developing something that
BOOK 2customers.
will not satisfy their intended
M 92%
Y 4%
C 2% K 0%
5. Explain how the story M 4%
illustrates
Y 99%
the idea of starting an enterprise based on customers’ Reflect
demands. By understanding
K 0% what customers are looking for,
BOOK they
5 can offer something that 1. Finish on a light-hearted and creative note by encouraging participants to use the Tree Poem
C 64%
people are willing to pay (extra) for. This point reiterates what
M 0% they have already focused on in format to express what a customer is in their own words. You should remember the Tree
Y 3%
the previous sessions BOOK
when planning
4 their enterprises. K 0% Poem format from your training and/or from previous lessons. Ask the participants if they can
30 m
6. Emphasise again that C 50%entrepreneurs think first about the product/service they want to
many remember the rules for writing a Tree Poem. If necessary, show them the flipchart you used in
M 92%
create. For example: oneY 4% might immediately think about how
BOOK to
8 start a hair salon or a garage previous lessons, for example Lesson 1.7, My Community for the tree poem on ‘Community’.
C 76%
K 0%or garage they know. However,M it3%is better to start by understanding
just like another hair salon 2. Now ask participants to work individually for five minutes to write a Tree Poem on ‘Customers’.
Y 98%
what benefits their customers are really looking for so thatK they
0% can offer something that 3. Ask some volunteers to read out their poems.
people are willing to pay
BOOK(extra)
5 for. Ask the participants again:
C 64%
• What do you think are
M 0% the needs, wants and desires of your potential customer?
Y 3%
• How is your potential customer currently satisfying these needs, wants and desires? Are they
K 0% somewhere else?
buying products/services
• How can you differentiate your product/service?
BOOK 3
7. Have a few participants present their work and ideas to the rest of the group. Have the group
C 0%
BOOK 8 M 99%
ask questions and provide
C 76%tips and advice if necessary. Y 77%
M 3%
8. Finally, introduce the importance
Y 98% of the next step: gettingKoutside
0%
to meet potential customers,

5. My Enterprise
and gaining real insights from
K 0% them.

3. Starting Your Market Research (20 minutes)

1. Briefly introduce the topic. Why is it important for participants to gather feedback from their
potential customers? Why should they test their assumptions about what their customers
want, need and are interested in?
2. Make it clear that the participants should not aim to sell their product or service at this stage.
They should first simply aim to get to know their customers better.
3. Before they go out, ask the participants
BOOK 3 to create a plan by answering the following questions:
• Where will you findC 0% potential customers?
your
M 99%
Y 77%
• How will you recognise your potential customers? What are the three most important
characteristics thatKyou
0%are looking for?

• How can you best observe your potential customers?

• How will you interact with them?
4. Ask the participants to write down the following questions on a sheet of paper or in their
notebooks:

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BOOK 1
5.8 Marketing
C 44%
M 0%
Y 97% BOOK 2
K 0% C 2%
M 4% Overall Outcome
Y 99%
Participants have already conducted some valuable market research into customers, investigating
K 0%
the profiles of those who might be willing to pay for their products or services. Today they will see
how to conduct further market research that will help them decide how to price their products or
BOOK 4 services. From there, participants will learn how to promote their products and where to sell them.
C 50%
BOOK 1 M 92%
BOOK 2 C 44% Y 4%
C 2% M 0%
K 0%
M 4% Y 97% Lesson Objective
Y 99% K 0% By the end of this lesson, participants will be able to:
K 0%
BOOK 5 1. Conduct their own market research into pricing, and analyse their findings.
C 64%
BOOK 4 M 0% 2. Create a marketing mix for their enterprise products/services using the 5Ps of Marketing
C 50% Y 3% framework.
M 92% K 0%
Y 4% 3. Complete the Marketing section of their business plans.
K 0%
BOOK 2
C 2%
BOOK 8
BOOK 5
M 4%
Y 99% C 76% Materials
C 64% M 3% • A ball, or rolled-up piece of paper
K 0% Y 98%
M 0%
Y 3% K 0% • Flipchart with Yoko Youth Group Market Research Results
BOOK 1 • Flipchart with Sample Questionnaire
K 0% C 44% BOOK 4
M 0% C 50% • Five sheets of flipchart paper, with one of the following 5Ps of Marketing written at the top of
Y 97% M 92%
Y 4% each: Product; Price; Place; Promotion; People
K 0%
BOOK 8 K 0% • Definition questions of each P of Marketing on separate sheets of paper, with each word cut out
C 76% and placed on the corresponding flipchart sheet (above) in a random fashion.
M 3%
Y 98% • Flipchart with Yoko Youth Group Marketing Mix
BOOK 5
K 0% C 64% • Five rolls of sticky tape, or pins (that can be used to assemble the definition questions of the 5Ps
BOOK 1 M 0% of Marketing)
C 44% Y 3% BOOK 3
M 0% BOOK 2 K 0% C 0%
Y 97% C 2% M 99%

5. My Enterprise
K 0% M 4%
Y 99%
Y 77%
K 0%
Methodology
K 0% BOOK 8 • Start: Answer the Ball
C 76%
M 3% • Learn: Group Assignment (Case Study) & Individual Questionnaire Development & Group
BOOK 4 Y 98% assignment
BOOK 1
C 44%BOOK 3 C 50% K 0% • Reflect: Group Discussion
M 0% M 92%
Y 97%C 0%
BOOK 2 K 0% M 99%
Y 4%
C 2% Y 77% K 0%
M 4%
Y 99%
K 0% Duration
120 minutes
K 0% BOOK 5
C 64%
BOOK 2 M 0%
BOOK 4 C 2% Y 3%
C 50%
M 4%
Y 99% K 0% Key Words
M 92% K 0%
Y 4% BOOK 3 • Marketing
K 0% BOOK 4 C 0% • Product
C 50% M 99%
M 92% BOOK 8 Y 77% • Price
Y 4% C 76%
K 0%
M 3% K 0% • Place
BOOK 5
C 64% Y 98% • Promotion
M 0% BOOK 5 K 0%
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Y 3% M 0%
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 Information for the Facilitator large school right on the edge of the marketplace. As well as being convenient for pupils and
• Ensure that the participants understand the importance of marketing at this stage of their teachers from the school and for workers in the market, office workers heading towards the
business planning and that marketing research needs to be tailored to their specific enterprises. cafés at the edge of the market would have to pass this stall.
• Please be sure to prepare the flipcharts for the Yoko Youth Group Market Research Results and
Their market research had already taught the group a valuable lesson about the sorts of people
the Flipchart for Marketing Mix for Yoko Youth Group Yovo Doko Shop with the 5Ps ahead of
who might buy their product. Next, they needed to work out how much they could charge for
time as they are detailed flipcharts and will take time to prepare.
the yovo doko, massa, akkara, plantain cake and other snacks. Before starting to bake and sell
• Adapt the currency in the case study to your local currency and ensure the prices reflect reality.
their snacks, Nadia and Thierry did some further market research. They hoped to sell their yovo
doko for 250XAF a bag, their masa for 180XAF a bag, akkara for 195XAF a bag and a slice of their
plantain cake for 175XAF. In order to check whether people would pay these prices, they created
Start a questionnaire and distributed it to 100 local people.
Answer the Ball
1. Gather participants in a circle. Explain that you will ask a question and throw a ball. Whoever They decided that as soon as they got their pricing worked out they would begin to advertise
catches the ball must answer the question before repeating it and throwing it to somebody their products. After all, nobody would come to their stall if they didn’t hear or read about it.
15 m else in the circle. Ulrich announced that he would create some hand-drawn posters and ask the head teacher of
2. The first question is: “Who is your customer likely to be? How do you know?” the school if he could display them in the corridors. Candide asked for everyone’s mobile phone
3. Continue with this for five minutes before switching the question to: “What existing product or address books and sent out a series of texts announcing the opening of the stall and asking
service is your customer likely to buy or pay for? How do you know?” recipients to forward the message to all of their friends. And Nadia took a similar approach using
email. Ulrich started posting about the shop on Facebook.
4. After another five minutes have passed, ask the third question: “Why will your customer like
your product or service more than the existing ones?”
5. Continue using the same method to find out participants’ findings when they went out into the
community to investigate their likely customer profiles. What did they learn?
2. Direct the participants’ attention to the Yoko Youth Group Market Research Results flipchart
6. Ask them to summarise the benefits of doing this sort of market research in their own words.
(below), and then read the questions and results from their research.
7. Try and summarise for them as follows: “Market research helps us find out who our customer is
likely to be.”
8. Explain that the next step will be to do further market research into how much these
customers would be willing to pay for products or services.
Yoko Youth Group Market Research Results

1) Do you ever buy your yovo doko, massa, akkara and plantain cake ‘ready-made’
Learn from shops rather than making them at home?
1. Yoko Youth Group’s Market Research (30 minutes)
1. Explain that they are now going to think more about how market research can help them to Yes 75
set the price for their products or services, and that you will start by sharing more of the Yoko

5. My Enterprise
90 m Youth Group story. No 25

2) How many times a week do you buy any of the following snacks: yovo doko,
Yoko Youth Group’s Yovo Doko Shop
massa, akkara or plantain cake?
Candide, Ulrich, Nadia and Thierry from the Yoko Youth Group did some market research into
who their likely customers would be. They discovered that there were three groups of people
Never 10
who would possibly buy their product:
1-3 times 60
1. Students on break from schools in the area.
2. Office workers in the neighbourhood.
4 or more times 30
3. Other workers within the marketplace.

They learned that all three groups would buy yovo doko, massa, akkara, plantain cake and other
traditional snacks because they could get them quickly, they were cheap, and they could eat
them standing up or walking. This market research had also helped them decide where to best
sell their product. They found a small shop that they could rent, located outside the gates of a

285
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3) How many bags of traditional snacks (either yovo doko, massa, akkara or
plantain cake) do you usually buy each week?
None 15
1-5 45
6 or more 40
4) How much do you usually pay for your yovo doko?
Less than 250XAF 35
Between 250XAF and 300XAF 50
More than 300XAF 10
5) How much do you usually pay for a massa?
Less than 180XAF 65
Between 180XAF and 240XAF 20
More than 240XAF 15
6) How much do you usually pay for akkara?
Less than 195XAF 10
Between 195XAF and 255XAF 75
More than 255XAF 15
7) How much do you usually pay for a slice of plantain cake?
Less than 175XAF 50
Between 175XAF and 225XAF 35
More than 225XAF 15
286
3. Ask participants to read the questions and answers again in pairs, and to write down a
conclusion for each question. Give them the answer to the first question to help them get
started, then leave them to work in pairs for 10 minutes.
4. Bring the group back together again, and listen to some of the conclusions suggested by
the participants. After listening to several conclusions for each question, share the rest of the
answers from the box below.
Conclusion from Question 1: Most people often buy yovo doko, massam akkara or plantain
cake from a shop rather than make their own. Therefore, the Yoko Youth Group can tell that
there is a market for their products, and that these people might consider buying from them.
Conclusion from Question 2: Most people buy these snacks often throughout the week, some
even buy them very frequently. Therefore, the chances of people buying snacks from the Yoko
Youth Group are high.
Conclusion from Question 3: When they are buying these snacks, most people buy quite a lot.
Conclusion from Question 4: Do you remember how much the Yoko Youth Group hoped to sell
their yovo doko for? That’s right, 250XAF! Some people are used to paying less than that. Others
will pay more. Maybe the Yoko Youth Group should think about lowering their price a bit.
Conclusion from Question 5: Do you remember how much The Yoko Youth Group wanted to
sell their massa for? That’s right, 180XAF. According to the results of the questionnaire, most
people are used to paying less than that. The Yoko Youth Group should consider lowering their
prices.
Conclusion from Question 6: Do you remember how much The Yoko Youth Group wanted to
sell their akkara for? That’s correct, it was 195XAF. Through the questionnaire results, The Yoko
Youth Group discovered that most people pay around that much for their akkara, which means
they can sell it at the price they wanted to.
Conclusion from Question 7: Do you remember how much the Yoko Youth Group hoped to
sell their plantain cake for? That’s right, 175XAF. Again, some people are used to paying less than
5. My Enterprise
that. Most others will pay more. Maybe the Yoko Youth Group should think about lowering their
price a bit.
2. Conducting Our Own Market Research (30 minutes)
1. Ask participants to work within their enterprise groups/as individuals to create a questionnaire
or other market research tools (such as surveys, interviews, focus groups) that they will use
to conduct their own market research into pricing during the week. Point out the Sample
Questionnaire flipchart. Explain that this is only an example, and that you want them to design
their own. The design will depend on the sort of enterprise each group or individual are
planning.
2. Give the participants 20 minutes to create their own questionnaire or other market research
tool.
287
 Sample Questionnaire Flipchart for Marketing Mix for Yoko Youth Group Yovo Doko Shop with the 5Ps

Name of enterprise project:

Company name: Yoko Youth Group’s Yovo Doko Shop
Questions Possible answers to choose from
Product: What will the business be selling? Is it a product or a service or both?
1. How often do you…. a. Once a day

b. Once a week Suggested answers: The business will be selling yovo doko, plantain cake, massa, akkara,
and other traditional snacks. These are products, but we hope to also deliver snacks directly
c. Once a month to offices if orders are phoned through. If that part of the business takes off, we’ll be selling
products (snacks) as well as a service (delivery).
2. How much do you…. a. Less than….......
………………………………………………………………………………………………………………………………………………………
b. Between…....... and….......
………………………………………………………………………………………………………………………………………………………
c. More than….......
Price: What prices will customers pay? Are they low (‘bargain’), medium (‘good value for
3. What would you…. a. money’), or high (‘premium’)?

b. Suggested answer: Initially we are trying to ‘undercut’ other products, so we are pitching our
product as ‘bargain’.
c.
………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………
3. When the time is up, spend 10 minutes watching each group/individual present their
questionnaire or other market research tool. Place: How and where will the product or service be sold?

3. The Marketing Mix (30 minutes)
1. Ask participants if anyone can explain the term ‘marketing’. Listen to a few answers.
2. Explain that market research is only the first stage of marketing. Market research tells them
more about the sort of customers who might use their business. The next step is to use that
information to come up with a plan that tries to meet the wants and needs of these customers.
Explain that the participants need to find ways to make their product or service more attractive
to the customers in order to persuade them to pay for it. This is called marketing. Another way
Suggested answers: The product will be sold from a shop chosen for its location close to the
three main groups of customers that we, the Yoko Youth Group, have identified in our earlier
market research. We will also try delivering snacks by bicycle if orders are phoned through.
We hope to make the shop particularly attractive to local youth by decorating the walls with
portraits of popular sports, film and music stars, and by playing music.
………………………………………………………………………………………………………………………………………………………

5. My Enterprise
of explaining marketing is ‘persuading people to buy your product or service’, or ‘promoting’ it. ………………………………………………………………………………………………………………………………………………………
3. Inform the participants that good marketing includes five elements, so it is sometimes called
the Marketing Mix or the 5Ps of Marketing. Promotion: How will customers find out about the business and products?

4. Place the 5Ps of Marketing flipchart sheets (with their jumbled-up definition questions) on
………………………………………………………………………………………………………………………………………………………
walls around the room:
Suggested answer: We will put up posters in the school, and use mobile phone numbers and
• Product (Definition question: Is this what the customers want?)
social media to promote our shop.
• Price (Definition question: Is this the right price according to the information collected?)
• Place (Definition question: Is the product being sold at the right location?) ………………………………………………………………………………………………………………………………………………………
• Promotion (Definition question: How will customers become aware of the product?)
………………………………………………………………………………………………………………………………………………………
• People (Definition question: Who are our customers?)
5. Ask an equal number of participants to go to each sheet of flipchart paper and to work as a
People: Wo are our customers?
team to put the words together so as to form the correct question (see above).
Suggested answers: We have identified three groups of potential customers. First, there
6. Once they have all done this, show participants the flipchart for the Yoko Youth Group are students on break from schools in the area. Second, there are office workers in the
Marketing Mix (below) and work through this with them, filling in each section. Suggested neighbourhood. Third, there are other workers within the market.
answers have been filled in for you in italics.
………………………………………………………………………………………………………………………………………………………..

………………………………………………………………………………………………………………………………………………………

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7. Put the participants back in their enterprise groups or have them work as individuals if they
are creating an enterprise on their own, and have them create a Marketing Mix for their own
enterprises that they should enter into their business plan.
K 0%
5.9 Money Management
8. Circulate, helping with questions and making sure that each group’s/individual’s Marketing Mix
meets all of the criteria outlined in the example.
BOOK 1
Tools
C 44%
M 0%
Y 97% BOOK 2
Reflect K 0% C 2%
1. Call all participants together and have each group/individual present their Marketing Mix.
M 4% Overall Outcome
Y 99%
Encourage others to question the presenter. Participants and their enterprise projects will neither thrive nor survive if they do not adhere
K 0%
to good money management. This lesson will build on what participants learned in a previous
2. Review the session by asking the following questions:
15 m session, lesson 4.4 Creating a Budget about writing a budget for a business enterprise. Crucially, it
• What is the purpose of market research? BOOK 4 introduces them to calculating business profit, loss and breaking even.
• What might be some of the advantages of doing market research? C 50%
BOOK 1 M 92%
• How will you set about carrying out market BOOKresearch2 for your enterprise? C 44% Y 4%
C 2% M 0%
• What do you hope to learn from your market M research? K 0%
4% Y 97% Lesson Objective
• Why do you need to make a Marketing Mix?Y 99% K 0% By the end of this lesson, participants will be able to:
K 0% section of their business plans.
3. Give participants five minutes to fill in the ‘Marketing’ BOOK 5 1. Understand how good accounting can ensure the success of a business enterprise.
C 64%
BOOK 4 M 0% 2. Know how to identify their expenses.
C 50% Y 3% 3. Understand how to calculate profit, loss and the break-even point.
M 92% K 0%
Y 4% 4. Know the steps for making a budget plan.
K 0% BOOK 2
C 2%
BOOK 8
BOOK 5
BOOK 1
C 44%
M 4%
Y 99% C 76% Materials
C 64% M 0% M 3% • The six Calculating Profit Running Dictation slips
K 0% Y 98%
M 0% Y 97% • The Four Steps to Making a Budget Sheet flipchart
Y 3% K 0% K 0%
K 0% BOOK 4 • Scenario 4 from Learn activity, written out on sheet of flipchart paper
C 50% • School Bag Break-even Analysis Chart flipchart
M 92%
Y 4% • Flipchart paper
BOOK 1 BOOK 8 K 0% • Paper and pens
C 44% C 76%
M 0% • Questions from Reflect activity written out on a sheet of flipchart paper
M 3%
Y 97% Y 98%
K 0% BOOK 2 BOOK 5
K 0% C 2% C 64%
M 4% M 0% Methodology

5. My Enterprise
Y 99% Y 3% BOOK 3
K 0% K 0% C 0% • Start: Running Dictation
M 99% • Learn: Presentation & Group Activity
BOOK 1 Y 77%
C 44%
BOOK 4 • Reflect: Group Reflection
M 0% K 0%
Y 97% C 50% BOOK 8
BOOK 2 K 0% M 92% C 76%
C 2% Y 4% M 3%
M 4%
Y 99%
K 0% Y 98% Duration
K 0% 115 minutes
K 0% BOOK 3
C 0%
BOOKM2 99%
BOOK 5
BOOK 4 C 2% Y 77% C 64%
C 50%
M 4%
Y 99%K 0%
M 0% Key Words
M 92% K 0% Y 3%
Y 4% K 0% • Marketing
K 0% BOOK 4 • Product
C 50%
M 92% • Price
Y 4%
K 0% BOOK 8 • Place
BOOK 5 C 76%
C 64% BOOK 3 • Promotion
M 3%
M 0% BOOK 5
Y 98% C 0%
C 64%
Y 3% M 0% M 99%
K 0%
K 0% Y 3% Y 77%
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K 0%

BOOK 8
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 Information for the Facilitator Scenario 2
• This is a slightly longer lesson, and it will also be referenced in the following lesson. Jean-Pierre spent $20 buying pencils, which he resold during the week.
• You will need to attach the six Calculating Profit Running Dictation slips to the walls of the room His sales came to $30 in total.
ahead of the lesson. He had spent nothing on transport and $5 on lunches.
• It is also a good idea to prepare the various charts and questions in advance on flipchart paper. Did he make a profit or loss that week?
[Answer: Jean-Pierre made a profit of $5. I (30) – E (25) = P (5)]
• Keep hold of the Break-even Analysis Chart and the Four Steps to Making a Budget flipchart
sheets as you will need them again in the next lesson.

4. You may need to go through the two scenarios one more time so that everyone in the group
Start
understands how to use the profit/loss calculation to get the correct answer.
Running Dictation (15 minutes)
5. Once you have talked through the scenarios, ask participants to compare Candide and Jean-
1. Ask participants to sit in threes and count them off: 1,2,3. Ask them to remember their
Pierre. Whose sales were higher? Whose profit was higher?
numbers.
15 m
2. Explain to them that there are six messages to do with ‘profit’ on the walls of the room.
2. Looking at Budgets (30 minutes)
3. Explain to the number 2s that they are the writers. Make sure that all number 2s have pen and
1. Explain to participants that they have started to learn about how to calculate profit by looking
paper.
at the income and the expenditures of a business. Participants will now use this information to
4. Explain that group members numbered 1 and 3 are the runners. It is their job to run around
help them to write a budget plan.
the room. When they find a slip on the wall, they need to read and memorise it. They must not
2. Write the word ‘Budget’ on a flipchart. Ask participants to explain what they think the word
take notes or photograph it with their phones. Then they run back to their writer and tell them
means, and record all of the responses on the flipchart paper.
what they have memorised so that the writer can note it down.
3. To help participants fully understand the term, provide a few definitions as follows:
5. The winner is the first team to complete the six messages correctly.
• A budget lists the income, expenses and profits of a business over a period of time.
6. Review the answers with them, explaining each slip in turn.
• A budget is a plan for making and spending money responsibly.
7. Finally, suggest that one way of ensuring that a business has recorded its income, expenses
4. Next, write the words ‘Budget Deficit’ and ‘Budget Surplus’ on the flipchart, and provide the
and profit accurately is to keep and maintain a budget. Explain to participants that during the
following definitions for participants:
next activity they will practice how to calculate profit and loss, and that they will later learn
how to set up and use a budget to record the money that goes in and out of a business. • Budget Deficit: spending more money than what you earned as profit.
• Budget Surplus: spending less money than what you earned as profit.
5. Guide participants through the Four Steps to Making a Budget Sheet that you prepared prior to
Learn the lesson (below).

1. Basic Calculations (15 minutes)

The Four Steps to Making a Budget Sheet flipchart
1. Move into this next section of the lesson by taking participants through some examples of
how to calculate profit and loss. It is important to reassure participants that they do not need

80 m
to be super mathematicians to complete this task. All that is required is good listening and
concentration skills. (However, if you feel it is necessary – as some participants may not be
strong in maths – hand out sheets of paper and pens to those who desire some to help them
make their calculations.)
2. Ask participants to repeat back to you the formula for calculating profit/loss: INCOME –
EXPENSES = PROFIT.
3. Explain that you will now read two scenarios; participants will need to use the profit/loss
calculation to help them find the answer to each question.
5. My Enterprise
First Step: Income
• First, think about what income you will receive from your business and other sources.
• Next, estimate and list your typical income over one week.
• Make sure you list money received from the business enterprise, from other work, from
allowances, and from gifts (from family and friends, for example).
• Now calculate your total weekly income.
Second Step: Expenses
• Think about what money you spend in one week on your business.
• Try to estimate what money you spend each week on the items you need (e.g. soap, water) and
on items you want (e.g. a chocolate bar).

Scenario 1 • Next make sure you list all of your expected expenses over an average week.
Candide spent $40 buying school notebooks, which she resold during the week. Her sales of the • Now calculate your total weekly expenses.
notebooks came to $50 in total.
She spent $10 on transport and $5 on lunches.
Did she make a profit or loss that week?
[Answer: Candide made a loss of $5. I (50) – E (55) = P (-5)]

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 Third Step: Savings
• Remember: savings means any money that has not been spent. It could also be money that you
have already saved (from other work, or from family and friends).
• Now calculate your total savings (if any).
Fourth Step: Total Surplus/Deficit
• Move on to the final part of the budget sheet, which will be to calculate if you have a budget
surplus (profit) or a budget deficit (no profit).
• To do this, subtract the total income from the total expenses to get the total surplus or deficit.
Total Income (including savings) MINUS Total Expenses = Total Surplus (profit)
or Deficit (no profit)
6. Guide participants through an example budget sheet using the following scenario:
Scenario 3
Emmanuel earned $100 this week from his part-time job as an office helper, and saved $20
from last week. He also spent $50 on food, transportation, education and medicine. This week,
Emmanuel plans to buy both of his aunts a 5kg bag of rice. Each bag will cost $40.
7. Write down a budget sheet for Emmanuel on the flipchart, using the above four steps.
Encourage participants to help you by asking them questions as you write.
Budget Sheet for Emmanuel
Income
$100 (from work)
Total income = $100
• What items from Emmanuel’s budget sheet would you say he did not need to spend money
on? Why?
• By creating a budget sheet, does Emmanuel have control over where his money is spent?
• How can Emmanuel avoid having a budget deficit?
9. Explain to participants that they are now aware of how to calculate profit and loss in a
business, and should understand how to write a budget.
3. Breaking Even (35 minutes)
1. A final key step and calculation for participants is the break-even point of their business.
2. Inform participants: “We have talked about budget surplus and budget deficit, but what about
the ‘budget zero’? Does anyone know what it is called if at the end of their budget calculation
they have no surplus but also no deficit?”
3. Possibly no one will know the term ‘break-even point’. Write it down for them and then write
out these two formulas:
Total income – Total expenses = 0 profit
Total expenses = Total income (This result is ‘budget zero’ or break-even point).
4. Both formulas represent a break-even point. Ask participants if they have any idea how
to calculate this. Encourage them to give ideas they may have, and then explain that the
break-even point is calculated by creating a chart. Explain that you will practice one scenario
together with a chart.
5. Before showing the participants, and going over, Scenario 4 and the School Bag Break-even
Analysis Chart (both below), ask participants to again state what expenses are. Then write
down these two new terms and definitions:
• Fixed expenses: A specific amount of money in your budget that you have to pay no matter
what. It does not change. For example: rent or a salary for an employee.
• Variable expenses: Expenses that change or that are based on how much of your product
(the amount of units) you are making. For example, if my business is making necklaces,
I spend a different amount of money on beads and wire depending on the number of
necklaces I want to make. It is a big difference if I want to make 10 necklaces or 100
necklaces. My expenses for the supplies will be much higher if I want to make 100
necklaces.
6. Place participants in groups of three, and give each group a sheet of paper and pen. Ask each
group to choose one member as the writer, and have that person copy down the chart. When

5. My Enterprise
that is done, ask one volunteer to read the scenario aloud. Once they have done that, give the
Expenses groups 15 minutes to work on the calculations.
$50 (for food, transportation, education and medicine)
$80 (for two bags of rice)
Total expenses = $130
Scenario 4
Savings Rafa and Julien want to make simple school bags to sell at their own school and at one other
$20 school in their area. In total, there are about 100 students. They want to find out how many bags
Total savings = $20 per month they would have to sell to break even.
Information:
Total Surplus/Deficit Their fixed expenses are:
$10 Deficit $40 per month to rent a sewing machine and a small workshop
$5 per month to rent a bicycle with a large box to deliver their bags
Their variable expenses are:
$3 per bag (cost of the supplies per bag)
Number of bags they want to make each month: 20
8. Once you have written out the above example and talked it through with the group, go on to
Selling price for each bag: $6
ask participants the following questions:
• Is Emmanuel able to pay for all of his expenses? Why/why not?

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 School Bag Break-even Analysis Chart 4. As a final question, ask participants:
• Why is it important to budget and to know your break-even point? (Suggested answer:
Sales Fixed Variable Total
No. of Bags Profit/Loss It is very important that we know how much money is coming into and going out of our
Income Expenses Expenses Expenses
business. By always keeping the break-even point in mind, we have a goal for the week/
1 $45 month/year and can easily see if we are losing money.)
5 $45
15 $45
Calculating Profit Running Dictation slips
20 $45
30 $45 1. Profit can be calculated by using the following calculation

2. INCOME – EXPENSES = PROFIT

Facilitator’s Tip
You will notice that the chart already has a variety of numbers of bags put in as well as the
fixed expenses for each. Depending on the skill level of the group, you may need to add in the 3. Income is the money that a business receives from the products it sells or the
formulas below the title of each column as we have provided you in the Answer Key. You may
service it offers.
also want to put in a few other numbers throughout the chart to give them some extra help.
However, it is critical that they understand the basic formula and understand how to calculate
for total income, total expenses, and to find their profit.
4. Expenses are all of the costs that a business has to pay for.

7. After the designated time is up, have various volunteers from each group come to the front 5. Profit is the money that a business owner keeps.
and fill in the missing information from the chart. This way you can also check their answers
and ensure that each group understood the task. Follow along with your answer key. When
they are finished and you have checked that the answers are correct, ask the participants the 6. Businesses will only make a profit if the income they make is more than the
following questions: expenses they have to pay from that income.
• What is the break-even point? How many bags do they need to sell per month in order to
not lose money? (Answer: 15 bags)
• What was their goal for number of bags to sell? (Answer: 20 bags)
• Will they make a profit? (Answer: Yes, $15)
Answer Key for School Bag Break-Even Analysis Chart

5. My Enterprise
No. of Bags Sales Income Fixed Variable Total Profit/Loss
Reflect (= No. of Expenses Expenses Expense (sales income
1. To summarise, divide participants into four groups. Assign each group one of the scenarios bags x $6 (= No. of (= fixed – total
covered in this session. (One with Candide, one with Jean-Pierre, one with Emmanuel, and sales price) bags x $3 expenses expenses)
one with Rafa and Julien.) cost of + variable
20 m
2. Point to the flipchart and have each group answer these two questions about the person/ supplies) expenses)
scenario:
1 $6 $45 $3 $48 $-42
• Is it a good budget, business, or financial plan? Why or why not? (For example, Rafa and
Julien are making a profit, but is it realistic that they will actually sell more than 15 bags per
5 $30 $45 $15 $60 $-30
month?)
• How could the person/people in your scenario increase their budget surplus? (For example, *15 $90 $45 $45 $90 $0
could Rafa and Julien find a way to reduce their expenses, or find more schools to sell to, or
research if they would be able to sell their bags at a higher price?) 20 $120 $45 $60 $105 $15
3. After 10 minutes, bring the participants back together and give each group time to present
30 $180 $45 $90 $135 $45
their ideas. Encourage a group discussion to see if others agree or disagree, or have additional
ideas.
*They must sell 15 bags per month to break even.

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 BOOK 1
C 44%
M 0%
Y 97%
K 0%
5.10 Calculating for Your
BOOK 1
C 44%
Business
M 0%
Y 97%
K 0% BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
Participants and their enterprise projects will neither thrive nor survive if they do not adhere to
K 0%
good money management. This lesson will build on what participants learned in the previous
lesson by applying income and expense calculations to their own enterprise projects.
BOOK 1 BOOK 4
BOOK 2 C 44% C 50%
C 2% M 0% M 92%
M 4% Y 97% Y 4% Lesson Objective
Y 99% K 0% K 0%
By the end of this lesson, participants will be able to:
K 0%
1. Design and complete a budget record for their business enterprise projects.
BOOK 5 2. Calculate business profit and loss for their business enterprise projects.
BOOK 4 C 64%
C 50% M 0% 3. Understand the importance of keeping records for their business in order to recognise if it is a
M 92% BOOK 1 Y 3% success.
Y 4% C 44% K 0%
K 0% M 0% BOOK 2
Y 97% C 2%
K 0% M 4%
Y 99%
Materials
BOOK 5 BOOK 8
C 64% K 0% C 76% • A ball, or rolled-up paper
M 0% M 3% • One set of Budget Memory Cards for every five participants
Y 3% Y 98%
BOOK 1 • Flipchart paper and pens
C 44% K 0% BOOK 4 K 0%
M 0% C 50% • Pens and paper
Y 97% M 92%
BOOK 2 Y 4%
K 0%
BOOK 8 C 2% K 0%
C 76% M 4%
Y 99%
Methodology
M 3%
Y 98% K 0% BOOK 5 • Start: Answer the Ball
K 0% C 64% • Learn: Apply It Budget Creation
BOOK 1 M 0%
C 44%
BOOK 4 Y 3% • Reflect: Memory Cards
M 0%

5. My Enterprise
Y 97% C 50% K 0%
BOOK 2 K 0% M 92% BOOK 3
C 2% Y 4% C 0%
M 4%
Y 99%
K 0% M 99% Duration
BOOK 8 Y 77% 95 minutes
K 0% K 0%
C 76%
BOOK 5 M 3%
BOOK 2
C 2% C 64% Y 98%
BOOK 4
C 50%
M 4%
Y 99%
M 0% K 0% Key Words
M 92% K 0%
BOOK 3 Y 3%
Y 4% C 0% K 0% • Profit
M 99%
K 0% BOOK 4 • Income
C 50%Y 77%
M 92%K 0% • Expenses (fixed and variable)
Y 4%
K 0% BOOK 8 • Surplus
BOOK 5 C 76%
C 64% • Deficit
M 3%
M 0% BOOK 5
Y 98% • Break-even
C 64%
Y 3% M 0% K 0% • Budget
K 0% Y 3%
K 0%
BOOK 3
C 0%
BOOK 8 M 99%
BOOK 8 C 76% Y 77%
C 76% M 3%
Y 98% K 0%
M 3% K 0%
Y 98%
K 0%
299
 include money spent on the needs of the project. You can also have them identify what is a
Information for the Facilitator variable and what is a fixed expense. Some examples of expenses are:
• This lesson builds entirely off of the previous lesson. You will need to review that lesson yourself, • Purchasing resources, equipment, materials and supplies
and may also need to review with participants the calculation formula for profit and for break- • Manufacturing costs
even, as well as the Break-even Analysis Chart and the Four Steps to Making a Budget. You can • Transportation costs
choose to hang these on the wall again for the participants to refer to during the exercise. • Marketing costs
• The memory cards should also be cut out in advance. • Labour costs

Start
Answer the Ball Facilitator’s tip
1. Ask participants to stand in a circle. Explain that you will ask a question and throw the ball to Once again remind participants that the costs they are calculating are not real but estimates, and
different people to answer. do not have to be accurate at this stage. What is most important is that participants are thinking
15 m about the different types of costs they need to budget for.
2. The question is: “Why do most people go into business? What do they hope to gain from it?”
3. Ask for a volunteer to record all of the responses you receive on a flipchart.
4. Summarise the responses by explaining that there are a number of reasons why people choose
to start a business enterprise. For example, people commonly want to make a living, to support
6. Once each enterprise has calculated their expenses, they should write down any savings they
their family, to send their children to school, and to have money for medicine when they are
have. If appropriate, this could be money that they already have and want to invest in their
sick. Another reason is that people want to try to make a living out of something they are very
business enterprise.
good at or enjoy immensely, such as baking. Ultimately, most people will go into business to
make a profit. 7. Next, ask the participants to calculate the total income, total expenses and total savings for
their business enterprises. Remember that some of the enterprises might find they have a
surplus whilst others will discover they have a deficit.
Learn 8. The final calculation will be a chart to figure out their break-even point. Make sure participants
can calculate to find the point where their expenses equal their income. Review the scenario
Budget and Calculation Application from the previous lesson if necessary.
1. First, instruct participants move into their business enterprise groups, those working on the 9. For enterprises with a budget surplus (profit), ask them to decide what they want to do with the
50 m project individually can continue to work alone. Groups will need to select a team leader for extra money. Do they want to invest it in the business? Save it? Invest it in the community to
this activity. BOOK 1 make an impact? Or do they want to spend it?
C 44%
M 0% 10. For the enterprises that have a budget deficit (no profit), ask them to think about how they can
Y 97%
BOOK 1
K 0% revise their expenditures and income sources so that they have a budget surplus (profit). You
C 44% can provide feedback to help any participants struggling with areas of their budget sheet.
Facilitator’s tip M 0%
Y 97% 11. Lastly, you should review all of the budget sheets, and encourage further discussion with the
Be sure that there is a good
K mix
0% of both male and female group leaders selected for this activity.

5. My Enterprise
following questions:
BOOK 2 • How much will it cost to run the business enterprise as planned?
C 2%
M 4% • How will the business enterprise continue to make profits?
Y 99%
K 0% • How long will the business enterprise continue to run?
2. As groups are choosing their leaders, hand out a sheet of flipchart paper and pen to each
• Are there any additional resources needed to further develop the business enterprise?
enterprise BOOK 4
C 50%
BOOK
3. Explain to the participants 2 they will be planning and designing
that M 92%
Y 4%
a budget sheet for their
C 2%
businesses, with the ‘leader’ recording it on paper. Depending
K 0% on the amount of time between
M 4%
the last lesson and thisY one,
99% you may need to review the profit/loss/break-even calculations
Reflect
with participants. K 0% BOOK 5 1. Ask for five volunteers to come and play a card game with you on the floor. Ask the other
C 64%
M 0% participants to gather around and watch so that they can also learn how to play the game.
4. Following the Four Steps to Making a Budget template Y 3%
covered
in the last lesson, ask each
BOOK 4 K 0% 2. Show the five volunteers a set of cards. Explain that the set is made up of pairs. Half of the
group/individual to calculate
C 50% the income for their business enterprises. To help the participants 30 m
cards are ‘budget terms’ and half are ‘definition’ cards. For each ‘budget term’ card there is a
think about what theirMincome
92% will consist of, you can provide the following prompts:
Y 4% BOOK 8 matching ‘definition’ card. Ask them to shuffle the cards and to spread them out on the table/
• This will be money Kto 0%
get your business enterprise startedC 76%
and running properly.
M 3% floor, face down.
Y 98%
• This will include start-up capital (the initial funds used to start the business).
K 0% 3. The first player turns over a card and reads it aloud. They then turn over a second card and
• This could include money from savings, allowances, gifts, part-time jobs, grants, loans, etc.
BOOK 5 read that aloud too. If the two make a matching pair, the participant takes them off the table/
5. Next, ask the groups to C consider
64% all of the expenses for their business enterprises. This should
floor and keeps them. Then the participant takes another turn. If the two cards do not make
M 0%
Y 3%
K 0%

301
300 BOOK 3
BOOK 8 C 0%
 Budget Memory Cards

a pair, the participant must turn the cards back face down, and leave them where they found A. A.
them. A budget is a plan for spending and
4. It is now the second player’s turn. They also turn over two cards and read them aloud. If the Budget saving money responsibly. It lists the
cards make a pair, the participant can keep them. If they don’t make a pair, the participant must income, expenses and savings of a busi-
turn them over face down again where they were found. ness over a period of time.
5. Players can tell if they have a matching pair by checking the printed letters at the bottom of
each card (budget term card (A) will match with definition card (A)). The game requires each B. B.
player to try to remember the position of each card. It ends when all of the cards have been
removed. The winner is the person with the most cards.
Budget Surplus When you spend less money than you
6. Divide the participants into groups of 5 and have them play the game as demonstrated by the earned as profit.
volunteers.
7. To close the session, ask for volunteers from the group to stand up and explain the words
below to the rest of the group: C. C.
• Budget
• Budget Surplus
Budget Deficit When you spend more money than you
• Budget Deficit earned as profit.
• Capital
• Expenses
• Income D. D.
• Break Even
• Profit
8. Review the Four Steps to Making a Budget sheet. Use the flipchart with this information if that
Capital The money used to start up a business
or to keep it running.
will be helpful. Finally, ask a volunteer from the group to explain all of the steps.
9. Finish the lesson by explaining to participants that the work they have completed over the past
few lessons shows that they do not have to be a genius with numbers to work out a budget for E. E.
their business. However, understanding the basics will help them to know if their business is All the things you need to pay for. In a
succeeding or not.
café these would include ingredients,
10. Also, be sure to mention the fact that not all businesses will make profits, but it is important
not to give up. They need to keep trying: looking for additional resources, new customers,
Expenses rent and electricity. Some expenses are
the same every month (fixed, like rent),
revisiting their business plan, etc.
some may be different every month (va-
11. Advise participants that in the next session, they will be presenting their enterprise projects riable, like ingredients).
to a panel of external experts from the community. The presentations will be 5-10 minutes
long and they will be given 25 minutes to prepare on their own or in their groups. If they feel
F. F.

5. My Enterprise
they will require more time to prepare, they can of course start working in their groups or
The money that a business receives from
individually before the next session.
income the products it sells or the service it
offers.

G. G.
What you get when you subtract your
Profit total expenses from your total income.
The money that the business owner gets
to keep.

H. H.
The point at which you are not losing
Break Even any money but you are also not making
a profit. There is no budget deficit or
surplus.

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 BOOK 1
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K 0%

5.11 The Pitch

BOOK 1
C 44%
M 0%
Y 97%
K 0%
BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
Participants will have enough of an overview of their enterprise project to be able to pitch it
BOOK 1 K 0%
concisely and credibly to potential investors or supporters.
C 44%
M 0%
BOOK 2 Y 97% BOOK 4
C 2% K 0% C 50%
M 4% M 92% Lesson Objective
Y 99% Y 4% By the end of this lesson, participants will be able to:
K 0% K 0%
1. Presented their enterprises to their peers.
2. Received feedback on the quality of the presentation.
BOOK 4
C 50% BOOK 5 3. Revised and made necessary adjustments to their proposals.
M 92% BOOK 1 C 64%
Y 4% BOOK 2 M 0%
C 44% Y 3%
K 0% M 0% C 2%
K 0%
Y 97% M 4%
Y 99%
Materials
K 0%
K 0% • Flipcharts, paper, pens/pencils, erasers
BOOK 5
C 64% • Four sets of folded-up Body Language Word Prompts (preferably in a small bag per set)
BOOK 8
M 0% C 76% • Card and scissors (if available)
Y 3% BOOK 4
BOOK 1 C 50% M 3% • Prepared flipchart for The High Five Pitch (for optional activity)
C 44% K 0% M 92% Y 98%
M 0% Y 4% K 0% • Prepared flipchart for Tips for Presenting an Elevator Pitch (for optional activity)
Y 97% K 0%
K 0% BOOK 2
BOOK 8 C 2%
C 76% M 4%
Y 99% BOOK 5
Methodology
M 3%
Y 98% K 0% C 64% • Start: Drama Exercise
K 0% M 0%
Y 3% • Learn: Enterprise Proposal Panel
BOOK 1
C 44%
BOOK 4 K 0% • Reflect: Group Discussion
M 0%
Y 97% C 50%
BOOK 2 K 0% M 92%
C 2% Y 4% BOOK 3
M 4%
Y 99%
K 0% BOOK 8 C 0% Duration
BOOK 1 C 76% M 99% 90 minutes
K 0%

5. My Enterprise
C 44% M 3% Y 77%
M 0% Y 98%
BOOK 5 K 0%
Y 97%
BOOK 2
C 64% K 0%
BOOK 4 K 0%C 2%
C 50%
M 4%
Y 99%
M 0% Key Words
M 92% K 0%
BOOK 3 Y 3%
Y 4% C 0% K 0% • Pitching
M 99%
K 0% BOOK 4
Y 77% • Selling
C 50%
M 92%K 0% • Persuading
Y 4%
K 0% BOOK 8 • Convincing
BOOK 5 C 76%
C 64% M 3%
M 0% BOOKBOOK
2 5
C 2%C 64% Y 98%
Y 3%
K 0%
M 4%M 0%
Y 3%
Y 99%
K 0%
BOOK 3 Information for the Facilitator
K 0% C 0%
K 0% • Now that the group and individual enterprises have applied SMART goals; considered strengths,
M 99%
Y 77% weaknesses, opportunities and threats; outlined a business plan; structured a project schedule
BOOK 8 and assigned roles (if applicable); planned market research; created a marketing mix; and
BOOK 8 K 0%
BOOKC 476%
C 76% M 3%
C 50%
Y 98%
devised a budget plan for their enterprises, the final step is to present their enterprise to those
M 3% M 92%
K 0% who might want to invest in it, either through voluntary work or by providing financial support.
Y 98% Y 4%
K 0% K 0%

BOOK 5 BOOK 3
C 64% C 0%
M 0% M 99% 305
304 Y 3%BOOK 3 Y 77%
C 0% K 0%
 • In this lesson, each group or individual will practise presenting their enterprise to the rest of the
group and external experts, who will assess the quality and provide feedback on the chances
of the enterprise’s success. The external experts invited to attend today’s session should be
members of the local community, with a background in business. This can include business
owners, entrepreneurs, investors, bankers or finance experts. This session should prove to be
exciting, as groups and individuals will be able to demonstrate what they want to impact in their
communities, and get feedback from others in the group.
• Put participants at ease by reminding them that this is only a rehearsal. At the same time, keep
them focused by urging them to realise that they may have to make pitches like these to bank
managers, microfinance staff or other investors in order to secure funding for their plans. Even
if the actual chances of attracting financial investment are slim or non-existent, being able to
present their enterprise plays a vital role in helping participants to consolidate all they have
learned so far.
• It may be useful to provide the key points of this lesson to the participants beforehand so that
they can prepare their presentations. You can also consider giving participants more time to
prepare and inviting the experts for only part of today’s session.
• An optional activity has been included on creating an ‘elevator pitch’. Depending on the
context and the plans of the participants, you can decide to do both the elevator pitch and the
Enterprise Proposal Panel activity with external judges, or choose one or the other. For this
optional activity, a structured approach to create a pitch is used, called The High Five Pitch.
This concept has been adapted from Dr. Connie Reimers-Hild from the University of Nebraska-
Lincoln.
combining these two opposite effects is to provide more examples for the question asked to
the group earlier about their previous experiences, and to reinforce how confusing it is when
words and body language do not match.
7. When each member of each group has taken their turn, ask the groups to share all the
different body language prompts that were modelled. Ask the participants to explain how
they felt watching people act one way but say something else. Explain that this is a common
occurrence when people are nervous and giving a presentation. They demonstrate a lot of
insecure body language, even if they have a great idea or are saying interesting things.
8. Now ask: “Which of the prompts represent body language you should exhibit during your
pitch?” (Answer: Confident/Eager/Attentive/Interested in what is being said.) Participants can
also add a few to this list if you have time.
9. Finally, ask for a few volunteers to come to the centre of the room to model one of these
positive body language prompts and say the opening line of their pitch.
Facilitator’s Tip
Encourage participants not to overact. The body language they model must be the sort of body
language they would expect to see in realistic, everyday situations. ‘Aggressive’ for example
should not be modelled by aiming a punch. However, it might involve one participant standing
to close to another with their head jutting forward, and chin raised.

Start
1. Ask participants: “What are some of the non-verbal ways in which we communicate with one Body Language Word Prompts
another in a conversation?” Remind them what they learnt in previous lessons. Try and elicit
the following answers:
15 m • Eyes
• Facial expression
Bored Attentive
• Posture
• Tone of voice
• Volume of voice
• Head movements Confident Insecure

5. My Enterprise
• Hands
2. Ask participants for personal examples of instances where people have communicated one
thing to them in speech, but something different with their body language.
3. Ask them why they might need to be aware of their body language in their future dealings in Distracted/not paying
a work situation. This could be with a client, a boss or colleague, or with a financial institution Eager
they want to present themselves to. attention
4. Divide participants into four groups, and give each group a set of the folded-up Body
Language Word Prompts, preferably in a small bag.
Interested in what is
5. Explain that each participant is to take a word out of the bag and read it without showing it to
Aggressive
anyone else. Participants are then take a few minutes to think of a few short statements they
will make that are the opposite of the body language prompt they drew from the bag. For
being said
example, if they draw the prompt ‘Bored’ they could say: “What an exciting day at the pool. I
love looking at all these happy swimming kids.”
6. Participants should then stand up in front of their groups, one at a time. They need to act out Arrogant/superior Shy
the body language that is appropriate to their prompt, but say their opposing statements. The
others in the group have to say what sort of body language is being modelled. The reason for

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306
 • Were there any weaknesses or threats identified, along with solutions?
Learn • What opportunities are available that weren’t mentioned?
Enterprise Proposal Panel • How effective were the marketing strategies?
1. For this activity, welcome and introduce each ‘expert’ guest before the participants present • Were specific timelines established?
their enterprises, and explain what role they play in the community. Inform the participants • What is the likelihood of success for the enterprise?
60 m that these experts will assess each of the enterprise presentations and provide feedback. This 3. End the session by thanking participants for having made their presentations. Arrange a time
activity will be a great way for the participants to get actual feedback from experts in the and place with them to do a follow-up exercise with them, entitled Elevator Pitches.
community to see if their enterprises are realistic. If you feel your participants require more
time to prepare, make sure to invite the external experts at the right time so they do not have
to wait. Optional Follow-up Activity: Elevator Pitches
2. Note that this activity is much longer than normal because the participants are first given time
1. Remind participants of the presentations they conducted before the panel of experts. Have
to prepare their presentations. Afterwards, each enterprise is given time to present to a single
them reflect on the amount of time they were given: five to ten minutes. Ask them:
panel. They will have to take turns to do this.
• How did you find the time limit: too long or too short?
3. Ask the participants to gather in their groups or work on this activity alone if they are doing the
• What might be a benefit of having to do your pitch in an even shorter time? (Suggested
enterprise project individually. Instruct them to assign one member as the group ‘leader’ for
answer: It would require you to concentrate on the most important aspects of your
this activity.
enterprise and explain them succinctly.)
4. Give each enterprise a sheet of paper and a pen/pencil (and eraser). Also, if possible provide
2. Make the following three suggestions:
them with a pair of scissors so that they can make note cards for their presentations.
• Nowadays a potential investor may not even give you five minutes. You might be lucky to
5. Inform the participants that they will have approximately 25 minutes to prepare their proposals
get one minute.
(or longer if you feel this is necessary) – which should only be 5-10 minutes long – using these
• You never know when you might find yourself talking to someone who could invest in or
components of their business plans:
otherwise support your business. For that reason, you should always be ready to make a
• Description of the enterprise
pitch without any advance warning.
• Marketing strategy
• Being able to pitch in one minute will force you to describe only the most essential and
• Industry analysis
compelling aspects of your business.
• Operations
3. Ask the participants if they can guess why we sometimes describe such a pitch as ‘an elevator
• Finances
pitch’. (Answer: In an imaginary scenario, you step into an elevator and find a potential donor
6. While they are doing this, be sure to visit each enterprise to check how they are doing, offer
beside you. You have one minute – before the elevator reaches your/their floor – in which to
suggestions, answer any questions they may have, comment, and give praise.
convince your donor to invest in your business.)
7. Encourage participants to memorise most of what they will present, but point out that they
4. Tell the participants that you are going to help them work through a structured approach
may also make bullet point notes to use as reminders while presenting.
to creating a pitch, called The High Five Pitch. Refer to your flipchart and guide participants
8. Finally, ask each enterprise to present their proposal (within the allotted time frame of 5-10
through the steps.
minutes each). Ask the experts to provide their feedback after each presentation.

Reflect
1. Have each enterprise brainstorm a list of organisations and people they could approach to
present their proposal for support. Encourage them to think of organisations that can provide
both financial as well as other forms of support such as volunteers or in-kind support (e.g. free
15 m
transport passes, meeting space or printing services). Encourage each enterprise to write down
at least three names, and to commit to presenting their proposal to them.
2. Discuss the enterprise proposal presentations as an entire group, using the following questions
as a guide if needed. Encourage the participants to lead the discussion themselves.
• Were the proposals convincing?
• How inspirational were they?
• What improvements can be made?
• Did each enterprise have a solid understanding of the needs they intend to meet?
• Did each enterprise research the area in which they plan to make a difference?
• What were the goals and objectives, and were they SMART?
• How organised were the enterprises’ finances?
5. My Enterprise
The High Five Pitch flipchart
Step 1: What?
Ask participants to reflect individually for a few minutes and to decide what it is that they are
pitching. What problem is their enterprise providing a solution for? What gap in the market will
it address? Inform them that they need to describe this in two sentences, and give them a few
minutes for this task.
Step 2: Who?
Ask participants to reflect individually for a few minutes, and then to decide who their target
audience is and who will benefit from it. Advise them that effective pitches are created for
specific audiences, so they should have more than one pitch ready. To do that they need to
imagine who they are pitching too.

309
308

They also need to have a clear idea of who the enterprise is targeting. In other words, who
will pay for its products or services? Inform them that they must describe these people in two
sentences, and give them a few minutes in which to do this.
Step 3: Wow Factor!
Now they need to ‘hook’ their audience with a Wow Factor! This is something that will make
an unforgettable impression. It might be a statistic, a piece of market research, or an emotional
description of some aspect of the business. Go for the heart!
Inform them that they have a few minutes to create a Wow Factor! in two sentences.
Step 4: Why you?
Paint a vivid picture and dazzle the listener. Why should the listener support you? Tell them
something about yourself and your team. Describe why your business is going to make a
difference. If you can, demonstrate how the business will benefit people like them. It is even
better if you can describe how the business might benefit the listener personally. Make them feel
that it is in their own interests to help you.
Give participants a few minutes to sum this up in two sentences.
Step 5: When?
This part of the pitch is sometimes known as the ‘ask’. It’s when the speaker articulates what they
want from the listener, and they spell it out clearly. They should be able to tell the listener what
they want from them, and when they want it.
Give participants a few minutes to sum this up in two sentences.
6. Explain that for this activity, each enterprise is going to make their pitch and their partner(s) will
assess their performance. There will be two rounds.
7. The first round of pitching is just a practice round. Pair up the participants so that group
enterprises are paired with other group enterprises and individual enterprise projects are paired
with other individuals. Have the pairs present their pitch to their partner. Partners are to give
feedback and assess the pitch.
Remind participants that these pitches are very quick, lasting only between one and two
minutes, so they should present quickly and concisely.
8. Now allow each individual to edit their pitch based on the feedback they received in the
practice round.
9. Now that participants have completed the practice round, they will move on to the second
pitch round. For the second round, divide participants into 3 or 4 groups, depending on how
many participants you have. Be sure to walk around the room and listen to the various group
pitches.
10. Inform the participants that in the second pitch round, enterprises will present their pitch and
their partner(s) will give the pitch a score out of 10 (1 being the worst and 10 being the best).
The judges should be able to answer the two questions:
• What did you like?
• What could be done even better?
Explain that they do not need to share their score with the other participants.
11. Once each enterprise has presented, the group should share the group or individual enterprise
with the top scores. They should quickly say why they thought those pitches were the best
and received the highest scores. One participant needs to record the votes so that they can
determine which enterprises had the highest scores.
12. The top 3 or 4 enterprises will pitch one final time in front of the group as a whole. These
‘winning’ pitches should help give all of the other participants a good idea of what to do.

5. Leave the participants to refine their pitches for 10 more minutes, then take them through the
following Tips for Presenting an Elevator Pitch flipchart that you prepared earlier.

5. My Enterprise
Tips for Presenting an Elevator Pitch flipchart

1. Introduce yourself with charm and confidence.

2. Say something quickly about your background that builds your credibility.
3. Title your idea.
4. Start catchy (with a rhetorical question for example).
5. Describe the problem you want to solve.
6. Describe the solution by pointing out the benefits for the customers.
7. Be unique (what makes your solution unique?)
8. What do you need? (For example, people, skills, money). Elaborate.
9. Don’t go into unnecessary details.
10. An effective elevator pitch can be understood by your grandparents too!
11. Be mindful of your body language.
12. Be confident, have fun, show passion, show integrity.

311
310
SECTION 06

Reflections
and Next Steps

6. Reflections & Next Steps

313
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
6.1 My Future Plans:
Part 1 Staying Focused
BOOK 1
C 44%
M 0%
Y 97%
K 0%
BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
In this lesson, participants will reflect on the personal choice themes presented throughout the
K 0%
curriculum, and will develop concrete strategies for staying on course with their personal decisions.
BOOK 1
BOOK 2 C 44% BOOK 4
C 2% M 0% C 50%
M 4% Y 97% M 92% Lesson Objective
Y 99% K 0% Y 4% By the end of this lesson, participants will be able to:
K 0% K 0%
1. Anticipate the major personal decisions and distractions they may face.
2. Call upon a set of questions they can use to focus when making decisions.
BOOK 4
C 50% BOOK 5 3. Understand the meaning of ‘putting myself first’.
M 92% BOOK 1 C 64%
M 0% 4. Clarify and prioritise personal goals.
Y 4% C 44%
M 0% Y 3%
K 0% BOOK 2
Y 97% K 0%
C 2%
K 0% M 4%
Y 99%
Materials
BOOK 5
C 64% K 0% • Cups and a large bag of small stones or any other small objects
BOOK 8
M 0% C 76% • Flipchart and markers
BOOK 1 Y 3% M 3%
K 0% BOOK 4 • Paper and pens
C 44% Y 98%
M 0% C 50% • Six sheets of flipchart paper and six markers
M 92% K 0%
Y 97%
BOOK 2 Y 4%
K 0%
BOOK 8 C 2% K 0%
C 76% M 4%
Y 99%
Methodology
M 3%
Y 98% K 0% • Start: Task Completion Exercise
BOOK 5
K 0% C 64% • Learn: Group Brainstorming & Walking your Life Timeline
BOOK 1 M 0%
C 44%
BOOK 4 Y 3% • Reflect: Letter to My Future Self
M 0%
Y 97% C 50% K 0%
BOOK 2 K 0% M 92%
C 2% Y 4%
M 4%
Y 99%
K 0%
BOOK 3
C 0%
Duration
BOOK 8 M 99% 90 minutes
K 0%
C 76% Y 77%
BOOK 2
BOOK 5 M 3% K 0%
C 2% C 64% Y 98%
BOOK 4
C 50%
M 4%
Y 99%
M 0% K 0% Key Words
M 92% K 0% BOOK 3 Y 3%
Y 4% C 0% K 0% • Choices
M 99% • Respect
K 0% BOOK 4
C 50%Y 77%

6. Reflections & Next Steps

M 92%K 0% • Health
Y 4%
K 0% BOOK 8 • Focus
BOOK 5 C 76%
C 64% • Distractions
M 3%
M 0% BOOK 5
Y 98%
C 64%
Y 3% M 0% K 0%
K 0% Y 3%
K 0%
BOOK 3
C 0%
BOOK 8 M 99%
BOOK 8 C 76% Y 77%
C 76% M 3%
Y 98% K 0%
M 3% K 0%
Y 98%
K 0%

315
BOOK 3
 However, only one person at a time can touch a stone or place a stone into the cup. Tell them
Information for the Facilitator that the five volunteers will also be participating in some way, but don’t tell them that they will
• This lesson is intended to be a final review of the social goals that are part of this curriculum. It is be interrupting the games. Let them begin.
also meant to reinforce the main concepts learned thus far, to motivate participants, and to give 10. Stop the game after one minute, and find out if any of the groups were able to complete the
them concrete actions to hold on to as they move forward. task. Most likely no one was able to complete their task if your volunteers did a good job of
• It would be helpful to review lesson 3.10 Choices Around Marriage and Children prior to this disrupting the game.
lesson, as the Start activity of that lesson has a similar goal to the Start activity in this one. 11. Now let the volunteers join the groups (dividing them as evenly as possible) and inform them
However, whereas the main idea of that lesson was to discuss blocks or obstacles to achieving they have one minute to complete exactly the same task. This time all of the groups will be
goals, the focus in this lesson is on distraction, and how participants can stay focused and on finished quickly and easily as there are no distractions.
track. 12. Ask participants how it felt playing the game the second time. Why was it so easy this time?
• This lesson focuses on personal and social themes, so the main topics are around health, Then ask how they felt when they played the game the first time? Were they frustrated?
education, and family life. There is a bit of discussion about work, but that topic will be covered Confused? Angry? Upset?
more extensively in lesson 6.2 My Future Plans: Part 2 Action Planning. 13. Ask participants whether any of them can think of a time in their lives when they were trying
BOOK 1
• The second Learn activity, ‘Life Timeline’, should be adjusted to your cultural context.
C 44% Not all of to get something done but kept getting interrupted or distracted. How did it feel? Were they
M 0%
the themes given below may apply, so set up the appropriate number of groups too.
Y 97% more annoyed with the other person/people or with themselves?
K 0% BOOK 1
C 44%
M 0%
Y 97%
Start K 0%
Interrupted Task Exercise Facilitator’s Tip
BOOK 2 Hopefully a few participants can think of a story, but you should be prepared with an anecdote
1. Inform the participants that they will carry out a fun exercise
C 2%that is similar to a Start activity
M 4% of your own to illustrate your point. After you share your story, hopefully at least one participant
used in an earlier lesson, where they had to try to get to aYsign
99% on the wall but were blocked
20 m K 0% would also contribute a story.
by others. Explain that, whereas the previous activity was focused on being blocked from
completing goals, this one focuses on how easy and frustrating
BOOK 4
it is to be distracted while
C 50%
trying to complete a task or reach a goal. M 92% BOOK 2
Y 4%
2. Ask the participants to stand in a circle, making sure that they C 2%
K 0% have a bit of space to move.
M 4% Learn
3. Ask them to all start creating a rhythm by taking two small steps toYtheir 99%left and then two
1. Group Brainstorm (15 minutes)
small steps back to the right. Once they have started movingBOOK 5
C 64%
K 0% as a group, tell them
consistently
M 0% 1. Ask different participants to give ideas of what kinds of distractions they might encounter when
that the task they need to complete is to count aloud backwards
Y 3% from 30 when you say “go”.
K 0% trying to achieve a goal or make a healthy decision. Remind them that you are not talking so
In other words, they need to keep moving two steps to the left then two steps
BOOK 4 to the right as 45 m
C 50% much about major challenges, or things that they can’t control. The idea is to reflect on how
they count backwards. Let participants know that no matter what distractions arise, they must
M 92% they can make smart choices and stay focused. Here are some sample ideas:
continue with the task of moving and counting backwards. BOOK 8
Y 4%
C 76%
M 3% K 0% • All of your friends are getting married before finishing school.
4. After they have counted off a few numbers (30, 29, 28), you are to start saying random
Y 98%
K 0% • You find someone very attractive even though you had planned to wait before having sex
numbers out loud (for example 4, 82, 91). After a few more seconds, start walking up to
(abstinence).
individual participants and ask them questions, or clap your hands BOOK very loudly,
5 or turn the lights
on and off, or make animal noises, etc. Try anything that may distract C 64%them. • You know that you should spend money on school, contraception or healthy food, but you
M 0% see other things that you are tempted to buy.
5. When the participants have reached “0”, have them sit down. Ask them Y 3%if they found it difficult
K 0% • You are offered a job somewhere you shouldn’t work because they don’t respect rights, but
to stay focused and counting. Why? Which distractions were the most difficult? (For example,
you want to take it because they are offering good money.
was it counting their steps, or hearing you say random numbers, or being asked an unrelated
question?)
BOOK 3 • You would rather spend time with a friend/boyfriend/girlfriend instead of going to school or
C 0%
M 99%
BOOK 8 work.
Y 77% Then
6. Next, choose five volunteers to come to the front of the room. place the remaining
K 0% C 76% 2. Now ask participants: “What does it mean to ‘put yourself first’?” Ask them what kind of actions
participants into groups of three. M 3%

6. Reflections & Next Steps

Y 98% could they take that would involve making healthy personal decisions that would respect their
7. Give each group a cup and arrange a pile of stones or other small objects on the table/floor by
K 0% bodies, their families and their communities, and would help them to be successful?
them.
3. Participants should feel free to come up with ideas, but encourage them also to think back to
8. Next, take your five volunteers aside so you can talk secretly with them. Instruct them that
what they learned in the lessons in Chapters one, two and three. How can they ‘be good to
after the game begins, they need to spread out to the different groups and try to disrupt their
themselves’?
games. They can move the cups, move the stones, take stones out of the cups, or try other
ways to distract the group members. Remind them that it is a friendly game, and they shouldn’t 4. Encourage participants to always ask themselves a few questions before making big choices or
throw the cup or stones. decisions in their personal lives. Ask them to repeat each question out loud:
• Does this benefit me?
9. Inform the groups that their goal is to get all of the stones into the cup within one minute.

BOOK 3
C 0%
M 99%
Y 77% 317
316 K 0%
 Y 97%
K 0%
BOOK 2
C 2%
M 4%
Y 99%
K 0%

BOOK 4
C 50%
BOOK 2 M 92%
• Does it involve respecting
C 2% myself and others?
Y 4%
K 0%
• Will it send a good M 4%
message
Y 99%
about me to others? Reflect
• Is it a healthy choice?
K 0% BOOK 5 Letter to my Future Self
C 64%
• Is it something I should do now, or is it better to wait? M 0%
Y 3% 1. Inform the participants that they are now going to write a short letter to their future selves
5. Give each participant BOOK
a sheet4 of paper and pen. Read out Kthe
0%questions again and ask the
25 m on the same sheet of paper, below the first two parts they already filled in. Tell them that they
C 50%
participants to write them down on their paper. Inform them that they are to start at the very
M 92% should keep this paper in their wallet, bag or another safe place in their home so that they
top of the page as they Y will
4% be adding a few more things to it later
BOOK 8 in this lesson.
C 76%
can turn to it when presented with a hard choice. The paper will be useful in reminding them
K 0% M 3% about their goals and motivations. Let them know that it can be very easy to be motivated and
Y 98%
2. Life Timeline (30 minutes) K 0% focused when in a course together, but when it’s over and they may no longer see these same
1. Separate participants into
BOOK six5groups. Give each group a sheet of flipchart paper and a marker. people, it may be easy to become distracted or to stop making healthy choices.
C 64%
Assign a different theme to each group, and ask them to draw one simple image representing
M 0% 2. Give the participants 10-15 minutes to write their short letters. They can choose the format,
this theme. The themesY are:
3%
but the letter should reflect on the timeline activity from earlier and should address their
• Finishing school K 0%
personal goals and the reasons for those goals. The letter should imagine what kind of life they
• Getting married would be happy with 10 years from now.
• Having children BOOK 3
BOOK 8 C 0%
M 99%
3. If there is time, ask the participants to turn to their partners and read their letters to each other.
• Moving (either out of
C the
76%family home or to another village/city/country)
Y 77% This may seem very personal, but remind them that sharing with others is another way to
• Starting to earn andMsave
3% money K 0%
Y 98% create accountability and stay focused on their goals. Talking to a partner might also give them
• Buying a home, land K or
0%livestock other ideas for what they want to include in their letter. If there is still time, they can make
2. After the groups have drawn the images, ask a volunteer from each group to come to the front revisions.
and explain their group’s image. Then collect the drawings and place them on various walls or
tables around the room. Remind participants again what all of the options – or ‘milestones’ –
are, and where they are located in the room.
3. Give participants a few minutes to think about which of the six ‘milestones’ shown is their
next goal or wish. Ask them to stand up and walk to that ‘sign’. Encourage them to think for
themselves, and to choose the sign that truly represents the next step in their ‘life timeline’.
4. Once they have all walked
BOOKto3 their chosen sign, give them a few minutes to talk with others
who have made the sameC 0%choice. If anyone is standing alone at a sign, you should be their
M 99%
partner for that round.Y 77%
5. Continue this processKuntil
0% all participants have made it to the end of their timelines (if you are
using all of the mentioned themes, this would then be six times). The timelines can be in any
order; the main goal of this activity is to encourage participants to reflect on each of these
steps. Again, with each turn, encourage them to go to the sign that they really want and not
just where others are going. Some participants may finish early, as they may not be interested
in what all of the images represent – be sure to mention this to the participants: that they do
not have to choose all the ‘milestones’. In that case, they can talk with others who are also
finished about why they are not interested in some of the steps represented in the drawings.
6. When everyone has finished, ask all of the participants to return to their seats, and request that
a few volunteers share the order of their journey. Try to ask participants with different choices
to share their journeys. Ask other participants to raise their hands if the volunteer’s journey
matched theirs.
7. Finally, ask participants to find their paper with the five questions from earlier. Below the

6. Reflections & Next Steps

questions, have them write down the timeline that they just walked through. For example:
1. Finishing school
2. Getting married
3. Starting to earn money
4. Buying a home
5. Moving
6. Having children
8. Have them reflect on the questions and remind them that when reaching any of their expected
milestones, these are important questions to ask. Advise the participants that they still need to
leave space on the page for the next activity.

319
318
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
6.2 My Future Plans:
Part 2 Action Planning
BOOK 1
C 44%
M 0%
Y 97%
K 0%
BOOK 2
C 2%
M 4% Overall Outcome
Y 99%
Participants will become more aware of what is the right next step for them in their financial and
K 0%
professional lives. They will create concrete plans for achieving these goals in the near future..
BOOK 1
BOOK 2 C 44% BOOK 4
C 2% M 0% C 50%
M 4% Y 97% M 92% Lesson Objective
Y 99% K 0% Y 4% By the end of this lesson, participants will be able to:
K 0% K 0%
1. Figure out their best next steps – educationally, professionally and financially – with greater
self-awareness.
BOOK 4
C 50% BOOK 5 2. Better set goals and create achievable steps.
M 92% C 64%
M 0% 3. Feel confident about their future.
Y 4%
Y 3%
K 0% BOOK 2 K 0%
C 2%
M 4%
Y 99%
Materials
BOOK 5 BOOK 1
C 64% K 0% • Several copies each of the following written on large cards (around half of an A4):
C 44% BOOK 8
M 0% M 0% C 76% Professionalise a Business; Start a Business; Do a Training Course/Get Experience; and Find a
Y 3% Y 97% M 3% Mentor
K 0% K 0% BOOK 4 Y 98%
C 50% • Paper and pens
M 92% K 0%
Y 4% • Prepared example of Action Plan on flipchart
BOOK 8 K 0% • Three sheets of paper, each of which feature one of the three scenarios included in Reflect’s
BOOK 1 C 76% Scenarios and Advice exercise
C 44% M 3%
M 0% Y 98% • Ball or something else to throw around
BOOK 5
Y 97% K 0% C 64%
K 0% BOOK 2 M 0%
C 2% Y 3%
M 4%
Y 99% K 0% Methodology
K 0% • Start: Quiz with Your Feet
BOOK 3
C 0% • Learn: Action Planning
BOOK 1
C 44%
BOOK 4 BOOK 8 M 99% • Reflect: Giving Advice & Pass the Ball
M 0%
Y 97% C 50% C 76% Y 77%
BOOK 2 K 0% M 92% M 3% K 0%
C 2% Y 4% Y 98%
M 4%
Y 99% BOOK 3
K 0% K 0% Duration
C 0% 115 minutes
K 0%
M 99%
Y 77% BOOK 5

6. Reflections & Next Steps

BOOK 2
BOOK 4 C 2% K 0% C 64%
C 50%
M 4%
Y 99%
M 0% Key Words
M 92% K 0% Y 3%
Y 4% K 0% • Goals
K 0% BOOK 4 • Professional path
C 50%
M 92% • Action planning
Y 4%
K 0% BOOK 8 BOOK 3 • Advice
BOOK 5 C 76%
C 64% C 0% • Mentor
M 3% M 99%
M 0% BOOK 5
Y 98% • Training
Y 3% C 64% Y 77%
M 0% K 0%
K 0% Y 3% K 0% • Experience
K 0%
• Professionalise

BOOK 8
BOOK 8 C 76% 321
C 76% M 3%
Y 98%
M 3%
 Information for the Facilitator
• This lesson builds further on Lesson 4.9 Picturing Your Future. It also provides participants an
opportunity to identify concrete next steps after pitching their proposals in Lesson 5.11 The
Pitch. Participants will use what they learned about SMART goals, and reflect further on their
needs regarding extra training, continued education, or mentorship. Be sure to prepare the
cards in advance for the Start activity as well as the scenarios for the Reflect activity.
• As there are many examples given throughout this lesson, make sure to contextualise them for
your group as needed.
Hand out a ‘Start a Business’ card to anyone who answered ‘yes’ to all three of these statements
and has made three steps across the room. Send them as a group to a different corner.
Round 3
Statement 8: Would you like to start a new business?
Statement 9: Would you like more information on starting the business or learning how to get
money to start it?
Hand out a ‘Do a Training Course/Get Experience’ card to anyone who answered ‘yes’ to both
these two questions, and send them to a different corner.

Start Round 4
Quiz With Your Feet – Find My Next Step
Statement 10: Would you like to find a job or change jobs within one year from now?
1. In this exercise, participants will figure out which professional goal is their immediate target at Statement 11: Will you have finished the proper education to get the kind of job you want?
this time. Statement 12: Are you willing to improve your qualifications by taking a volunteer or internship
25 m
2. Clear the room by pushing everything to the side walls. Leave one wall free and the middle of position?
the classroom empty. Ask all of the participants to stand against the one empty wall, facing the
room. The participants who answered ‘yes’ to all three of these statements should also receive a ‘Do
3. Have several copies of each of your cards ready to go (Professionalise a Business; Start a a Training Course/Get Experience’ card. Send them to the same corner as the participants from
Business; Do a Training Course/Get Experience; Find a Mentor). Round 3.
4. Explain that you are going to read several statements in multiple rounds. In each round, if a
participant’s answer to the statement is ‘yes’, they should take a giant step forward. If their Round 5
answer to the statement is ‘no’, they must go back to the starting point at the wall and wait Statement 13: Are you finished with, or would you like to finish, your education?
until the next round (not just the next statement!) before beginning to move again. Statement 14: Would you like to get help, advice and support from someone you trust/someone
who has a lot of experience in choosing your next professional step?
5. Explain that this is not a competition, but rather a personal quiz to find out what participants
should focus on for their next professional goal. When they answer ‘no’ to a question, they
BOOK 1 Hand out a ‘Find a Mentor’ card to anyone who answered ‘yes’ to either of the above two
have not lost. They just simply need to wait for the next round.
C 44% If they are at the wall and their
M 0% statements. In other words, if they ‘yes’ to one or both of the two statements they should get a
answer is ‘no’, they just remain standing at the wall. Y 97%
K 0% BOOK 1 card. Send these participants to the fourth corner of the room.
6. Tell participants that it is very important for them that they answer C 44% in order to make
honestly,
sure that they end up with the right answer in the right group. M 0%
Y 97% 8. At this point, there should not be any participants left without a card or group, but if there is,
7. Use the following script and instructions. Encourage participants to K make
0% their decisions quickly talk to them to find out what group they would best be placed in.
quickly. There are many statements, and you want to get through this part of the activity
BOOK 2 9. Now that all of the participants are standing in a group in a corner, they should spend five
without taking too much time. C 2%
M 4% minutes talking to each other about their professional goals. What do they want to do? Why?
Y 99%
K 0% 10. If any participant is by chance alone in their corner, you should be their partner.
Round 1
Statement 1: Do you already have an income or some savingsBOOK(through
4
a business, a job or from
family)? C 50%
M 92% BOOK 2
Y 4%
Statement 2: Do you already have a business? C 2%
K 0%
Statement 3: Do you like this business, and do you want to keep doingM it?4% Learn
Y 99%
Statement 4: Do you have ideas on how to grow or increase the profit from Action Planning
BOOK 5
C 64%
K 0% this business?
M 0% 1. Have the participants return to their seats.

6. Reflections & Next Steps

Y 3%
Now hand out a ‘Professionalise a Business’ card to anyone who
K 0%answered ‘yes’ to all four 2. The participants already have their goals, which are written on the cards that they received
BOOK 4 60 m
of these statements and has made four steps across the room. Send them C 50%as a group to one during the Start activity. Inform them that they are going to make a short Action Plan on the
corner. They should watch and listen as you continue the game with the M remaining
92% participants. back of these cards (the blank side). Explain that their Action Plan will give details about how to
BOOK 8
C 76% Y 4%
reach their goal. It should be short, simple and practical.
M 3%
Y 98%
K 0%
Round 2 K 0% 3. Explain that on the back of their card, they should write down the three next steps they will
Statement 5: Would you like to start a new business? take to achieve their goal. Each step should be a short statement. They should also write when
BOOK 5
Statement 6: Do you feel confident in the basics of starting this business?
C 64% they plan to do this step. If the card they received requires them to save money, they should
Statement 7: Do you already have the money, or know where you will get M 0%the money to start the indicate how much money they need to save or budget for.
business, or know where you can go to ask for a loan? Y 3%
K 0%

BOOK 3
C 0%
M 99%
Y 77% BOOK 8 323
322 K 0% C 76%
M 3%
 BOOK 1
C 44%
M 0%
Y 97%
K 0%
BOOK 1
C 44%
M 0%
Y 97%
K 0% Give participants 20 to 25 minutes to work on their Action Plans.
4. This is an individual activity. 8. Both during the writing phase and during this partner phase, make sure that you have looked
Encourage them to really think about what kind of financial resources
BOOK 2 they may need, if any, over the participants’ cards carefully. Pick out a few participants who wrote exceptionally good
C 2%
and to think strategically about who can help them. ShowMthem
4% the example on the flipchart Action Plans, and have them share their plans in front of the whole group.
Y 99%
(below) if necessary. You can modify it for your group’s context
K 0% if need be: 9. Again, remind participants that their Action Plans are something they should keep, use and
update as they work towards their goals.
BOOK 4
C 50%
Goal: Do a Training BOOK 2 M 92%
Y 4%
Course/Get Experience C 2% K 0%
(front side of card)
M 4%
Y 99%
Reflect
K 0% BOOK 5 1. Scenarios and Advice (20 minutes)
C 64%
Action Plan (back side of card): M 0% 1. Place participants into three groups.
Y 3%
BOOK 4 K 0% 2. Give each group one of three scenarios below so that they all have a different one to work on:
Action point C 50% Time frame Money needed 30 m
M 92%
Y 4% BOOK 8 Scenario 1
C 76%
1. Research and make K 0%
Complete within one M 3% _____ (amount of money) Jean is finishing school this month. He has a very small amount of savings from helping to sell
Y 98%
a list of companies or month from now K 0% for transportation to a place vegetables from the family garden. He lives in a rural area, but his cousin lives in the nearby city
organisations where I would with a computer and to visit and has told him that there are many jobs. Jean wants an opportunity to make money and save
BOOK 5
like to find an internship or C 64% a centre that can help with for a future family, but he likes living with his parents in this rural area and he has a girlfriend.
volunteer position. M 0% the information
Y 3% Give Jean some advice.
K 0%

2. Write a letter of Complete within two ______ (amount of money) Scenario 2

introduction or prepare a months from now BOOK 3for transportation to a Marin sees girls and women getting married and having children right away. But she also sees
BOOK 8 C 0%
verbal introduction about M 99%computer girls and women who finish school and run a small business. There are also a few girls from
C 76% Y 77%
myself. M 3% K 0% school who work in a soap factory, but they often get injured or work all night. However, Marin
Y 98% knows that they make good money, and one of them has asked her if she wants to work there
K 0%
too. Marin is really unsure about what she should do. She doesn’t particularly like school, but she
3. Contact all companies/ Complete within three _________ (amount of is supposed to attend for two more years. She is very good at making soap, and likes the idea of
organisations on the list months from now money) for transportation earning her own money. Give Marin some advice.
by mailing or dropping off to mail/drop off letters/
my letter or by calling and making phone calls Scenario 3
introducing myself. Lupita is married. She never finished school, but she has a good small business repairing
clothing. Her husband really wants to have children, but she is not so sure yet. Lupita would like
to save more money first, but she doesn’t know how to grow her business. She doesn’t have
BOOK 3 are working on their Action Plans to give them guidance. Make
5. Walk around while participants someone nearby to ask for help with this. Give Lupita some advice.
C 0%
sure that each statement is just one, clear, achievable step that is specific to their life goal.
M 99%
Y 77%
6. Participants should know each other quite well by now. Collect all of the cards and then hand 3. Give each group a piece of paper and pen. One person in the group should be the writer. Give
them out at random. AskK 0%participants to alert you if they have received their own card. As the groups 10 minutes to write down at least three pieces of advice they would give the person
soon as all participants have a received an Action Plan which is not their own, do one of the in their scenario. The advice should draw from things they’ve learned that would help the
following activities depending on group size: person in the scenario to succeed.
• For smaller groups: Ask participants to stand up one at a time and read the first action point 4. Ask for some volunteers from each group – one per piece of advice they came up with – to
aloud. They should then guess who the card belongs to. Have them try to guess once or come to the front. Read the scenario, then let the volunteers from each group read or say their
twice, and if they have not guessed correctly, ask the person to identify themself by standing advice (one volunteer per piece of advice). Do this until all groups have presented.
up. They should then read from the card they are holding. The activity proceeds like this.

6. Reflections & Next Steps

5. If there is time, provide feedback on the advice given by the participants. Point out the great
After each person has been found, they take back their own card. ideas that they had, as well as anything they may have forgotten.
• For larger groups, ask participants to read over the card they have been given. After a few
minutes, have them all stand and give them one minute to find the owner of this card. They
should simply think about who might have written it, and then hurry around the room asking
people until they are right. The owner of the card then takes their own card back.
7. When the activity is done, place participants into random pairs. Ask them to share their Action
Plans with their partners.

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 2. Closing Game: (10 minutes)
1. Congratulate the participants on finishing the course!
2. Ask them to make a circle and to throw the ball around. For every catch, they should share
their answers to the following questions:
• What is the most important thing you have learned?
• What will you remember most from this programme five years from now?
3. Ensure that all participants get a turn. When everybody has had their turn, applaud and tell
them how proud of them you are.
4. Thank the participants for their involvement in the programme. Explain that you have seen
them grow so much from the first session to this last one.
5. Congratulate everyone for their work, and encourage them to stay focused on their dreams.

6. Reflections & Next Steps

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