Teacher Toolkit for Intestinal Schistosomiasis
The materials in this toolkit were developed as part of the Zanzibar Elimination of Schistosomiasis (ZEST) study. They were designed to help teachers work with students to reduce schistosomiasis in their communities and have been amended so they can be used in different communities across Africa. All materials are in Word and Power Point so that images and wording can be changed to suit the social context of the local community. We encourage you to tailor the materials to your communities.
The schistosomiasis teaching toolkit has two main parts:
- The Schistosomiasis Classroom Toolkit provides lesson plans, activity suggestions, and other tools for teachers to use in their classrooms and with the broader community.
- Eight lesson plans designed to teach students about prevention, control, and treatment of schistosomiasis using active learning approaches
- Teacher’s Guide for Activities and Safe Play
- The Schistosomiasis Flipchart
- The Schistosomiasis Parent Handout
- The seven Teacher Training Slide Sets can be used to train teachers in principles of active learning; schistosomiasis prevention and control, and treatment; and how to use the Classroom Toolkit with their students.
Table of Contents
1. Intestinal Schistosomiasis Classroom Toolkit:
- Intestinal Schistosomiasis Teacher Lesson Plans
- Intestinal Schistosomiasis Teacher’s Guide for Activities and Safe Play
- Intestinal Schistosomiasis Flipchart
- Intestinal Schistosomiasis Parent Handout
2. Teacher Training Slide Sets:
- Slide Set 1. Introduction
- Slide Set 2. Active Learning
- Slide Set 3. Schistosomiasis Classroom Toolkit
- Slide Set 4. Lesson Plans and Flipchart
- Slide Set 5. Activities and Safe Play
- Slide Set 6. Involving Parents and the Community
- Slide Set 7. Wrap-up
Development of this curriculum and these materials was led by Dr. Bobbie Person. We would like to acknowledge the Behaviour Change Teams on both Pemba and Unguja Islands of Zanzibar, as well as all the teachers and students who provided feedback on the intervention components. The set of materials could not have been completed without the assistance of Faiza Mohammed A’Kadir, Said Ali Mohammed, Ulfat Mohammed, Fatma Kabole, and the teachers who provided valuable input during pretesting sessions.