In groups of 25 members choose one question and work on it
as a group.
Enter details of the group members who will have participated on a
clean sheet. Include the following information:
i) Names in full
ii) Registration number
iii) Program
COVER PAGE ON THE FOLDER
i) Question number and the question
ii) Course title
iii) Course Code
iv) Year of study
v) Date of submission: 31 March 2024
iv)
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos of e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
1. Knowing yourself and self-esteem
Key idea: Knowing yourself is key to setting your personal goals. Once
you know yourself, you can start working on your weaknesses while
maximizing your strengths.
Define four components of self;
Define the concept of self-esteem;
Discuss the importance of being self-aware and valuing oneself;
Describe factors that influence self-esteem;
Identify at least one positive characteristic and one area for self-
improvement;
Plan (or develop plan of) feasible actions to improve self-knowledge and
self-esteem.
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos of e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
2. Knowing your values
Key idea: Values are strong beliefs held by individuals, families, and
communities
Define values;
Identify important personal values
Explain ways in which values and beliefs guide decisions about life and
relationships
Demonstrate differences in values between families, communities and
peers.
Identify your values regarding important facets of life such as education,
health, sex, and finances
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos of e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
3 Personal goal-setting
Key idea: Goal-setting gives you a target in life, some form of destination.
It helps you to stay focused on the activities you need to perform to achieve
your goals
Define the concept of goal-setting;
Articulate the different facets of life for which one should set goals;
Describe the different steps for goal-setting;
Explain the need for setting personal goals;
What were your goals when you enrolled for university?
Which goals are common among the group members?
Have the goals changed?
Select new skills you would like to develop and show how you will
progress towards them.
Set personal goals for different facets of life.
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
4. Communication
Key idea: Communication is the key facilitating factor in being able to
assert yourself, refuse suggestions you are not comfortable with, and resist
peer pressure.
Define communication and its characteristics, as well as barriers to
communication;
Express the importance of communication assertion, refusal, and
resistance to peer pressure in decision-making;
Demonstrate effective communication.
Discuss the importance of consistent verbal and non-verbal
communication when communicating “No”;
Demonstrate verbal and non-verbal assertive communication.
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
5.Negotiation
Key idea: Negotiation is a strategic discussion that resolves an issue in a
way that both parties find acceptable. In a negotiation, each party tries to
persuade the other to agree with his or her point of view. By negotiating, all
involved parties try to avoid arguing, but agree to reach some form of
compromise.
Describe characteristics of effective and ineffective verbal and non-
verbal communication (such as active listening, expressing feelings,
indicating understanding, having direct eye contact, not expressing
feelings, not showing understanding, looking or turning away);
Explain the importance of being able to express wishes, needs, and
personal boundaries, and understanding those of others;
Demonstrate mutual respect in negotiation
Demonstrate negotiation skills using two different situations.
Apply refusal skills in simulated situations.
Guide to group assignments
3. Research widely
4. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
1. Write up
Write up presentations should be submitted in a folder
6. Peer pressure
Key idea: There are ways to challenge negative peer pressure and to accept
and promote positive peer influences related to youth and sexuality.
What is peer pressure?
List ways to challenge negative peer pressure and promote positive
peer influence;
Discuss the importance of being able to counter negative peer influence
related to youth and sex.
Demonstrate skills (assertive communication and decision-making)
necessary to resist peer pressure.
Demonstrate ways of accepting and promoting positive peer influence.
Guide to group assignments
1. Research widely
2 .Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
7. Wellness
Key idea: Well-being is a conscious, self-directed, and evolving process of
choosing and practicing healthy habits and lifestyles to maximize your full
potential is all facets of life.
Describe the eight components of wellness;
Explain the importance of the different aspects of wellness for total
well-being;
Assess personal well-being of students at your institution. Identify an
area of wellness for improvement and design an intervention
program.
Identify risks that may be affecting personal health and well-being;
Assess the health risks of certain behaviours on wellness amongst
university first year students
Design a wellness program for your group
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
8. Critical thinking
Key idea: Life is a sequence of problems that you need to solve for
yourself by collecting and processing information in a way that leads to the
most reliable, logical, and trustworthy conclusions on which to make
responsible decisions.
Describe the process of critical thinking;
Explain the importance of critical thinking;
Identify common situations requiring critical thinking that affect
relationships and SRH;
Identify one problem faced by first year students at the university.
-Identify the possible causes
-establish its prevalence
-devise a strategy to address the problem
Assess risks of not thinking critically when making decisions.
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
9. Grooming and social etiquette
Key idea: Some social and economic contexts are limited in their ability to
prepare students for the grooming and social etiquette they need to behave
appropriately in institutes of higher learning and beyond.
Define the concept of grooming and social etiquette;
Create a photo collage featuring men's and women's attire for formal
and informal events.
Demonstrate use of appropriate language in different situations
Model appropriate dining etiquette by simulating a social setting of your
choice.
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
10.Satisfying and respectful relationships
Key idea: Every person has a right to enjoy safe, healthy, and responsible
relationships (both (romantic and platonic) those are free from physical violence
and emotional abuse.
Compare and contrast the characteristics of different types of
relationships;
Describe the responsibilities that come with each type of relationship
Identify qualities of healthy and unhealthy relationships;
Explain the need for satisfaction and respect within relationships;
Discuss signs of an unhealthy relationship and identify feasible options
for change;
Assess your own relationships for safety, satisfaction, and respect;
Demonstrate strategies to set limits in scenarios in a range of personal,
school, and work relationships.
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
11. Communication skills for healthy relationships
Key idea: Effective communication is key to expressing personal needs
and sexual limits.
Discuss the importance of positive and assertive communication skills
in relationships;
Identify sources of help and services that can be accessed when faced
with difficult relationships ;( On campus and off campus)
Evaluate one service offered to students in difficult relationships at your
university.
How can one manage emotions within relationships
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
12. Making decisions about sex
Key idea: It is important to know that you must consciously decide if,
when, and how to have sex in relationships. Everyone has the right to make
their own decisions about sex, free of pressure, coercion, or force.
Articulate the various risks related to sex;
Describe the preventive strategies for these risks;
Discuss situations that may lead to sex;
Assess personal risks related to sexual relationships.
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
13. Prevention of STIs, including HIV
Key idea: The decision about which strategy to use to reduce the risk of
STIs, including HIV, is influenced by self-efficacy, perceived vulnerability
(risk), gender roles and expectations, and peer norms.
Describe how peer norms as well as SRH service provider attitudes and
availability affect the ability to practise risk reduction strategies;
Explain how exclusion and discrimination against marginalized groups
can increase their vulnerability to STIs, including HIV;
Describe the various preventive, testing, and treatment services available,
Identify where there is safe and confidential access to these services;
Construct and practice a personal plan for health and well-being.
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
14. Mitigating factors against effective prevention
of reproductive health problems
Key idea: There are various socio-cultural, economic, and other contextual
factors that mitigate against the practice of safe reproductive health.
Identify socio-cultural, economic, and other contextual factors that make
young women vulnerable to unintended pregnancy and act as barriers to
prevention;
Identify the socio-cultural, economic, and other contextual factors that
make both young women and men vulnerable to STIs and HIV infection
and act as barriers to prevention;
Critically examine cultural beliefs and practices that contribute to poor
SRH outcomes
Develop personal strategies for mitigating the negative factors against
safer SRH.
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
15. Living with HIV: Positive living, treatment as
prevention
Key idea: With the right care, respect and support, people living with HIV can lead
fully productive lives. Greater access to newer treatment and monitoring options, treatment is
now considered an effective prevention strategy, as well as a strategy for maintaining the
health of a person living with HIV. This brings with it unique needs for information and care,
as well as responsibility to ensure the virus is effectively suppressed.
Analyse causes and impact of stigma and discrimination against people living with or
affected by HIV and AIDS;
Examine your attitudes towards people living with HIV and AIDS;
Explain why a person with HIV may have unique needs for care and treatment, as well
as prevention;
Find out preventive and treatment options available, where to get them, and when to use
them;
Explain the relationship between treatment adherence and viral suppression;
Describe the SRHR needs of people living with HIV that can be met through positive
actions, including safe relationships, safe conception, and safe pregnancy;
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
16. Violence and Staying Safe
Key idea: There are many different forms of violence, some of which are so
entrenched in society that they are not even always recognized as violence.
Identify different forms and causes of violence, including physical,
emotional, economic, and sexual, as well as their consequences in society
in general,
Consciously identify violence perpetrated on them and their colleagues;
find out the prevalence of violence in the U.Z community
Identify different sources/perpetrators of violence;
Critically Analyse personal actions, as well as those of peers, to identify
attitudes and actions that may be enabling violence;
Suggest ways to stop actions that may be a form of violence;
Identify the barriers to the reporting of violence;
Plan personal and collective actions that can address different forms of
violence within the HTEI community;
Identify the support systems for the reporting of violence;(at the institution)
Identify organisations that assist victims of violence in Zimbabwe.
Present a plan of appropriate action against any form of violence
experienced by college students.
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos e.g. role plays, drama skits etc.
-pictures
3. Write up
Write up presentations should be submitted in a folder
17. Sexual harassment
Key idea: Sexual harassment is so embedded in Zimbabwean culture that it
is sometimes considered “normal”.
Identify sexual harassment in homes, community, private and public
spaces, including at your respective institutes;
Describe scenarios where sexual harassment commonly occurs
Develop feasible strategies to avoid or respond to occurrences of sexual
harassment.
Develop a personal plan to deal with sexual harassment, including
reporting, treatment, and counselling.
Critically examine the social and cultural factors that enable these forms
of violence to continue, and identify ways to change the status quo.
Identify actions a person should take if they have experienced a form of
sexual harassment
Identify organisations that assist victims of sexual harassment in
Zimbabwe.
Plan and organize group action to work against violence as part of the 16
Days of Activism against Gender-Based Violence international annual
campaign.
Guide to group assignments
1. Research widely
2. Presentation modes
-Power point+
-audios
-videos eg role plays, drama skits etc
-pictures
3. Write up
Write up presentations should be submitted in a folder
18.Safe use of social media
Key idea: Social media has many benefits, but also has the potential to put
people in compromised personal and legal situations. Moreover, sexually
explicit social media can result in unrealistic expectations about sexual
behaviour, response, and body appearance. As such, the use of social media
requires careful navigation.
Identify risks and threats that can occur with the use of social media;
Evaluate ways that sexually explicit social media contributes to
unrealistic expectations, behaviour, responses, and body image;
Reflect on how sexually explicit social media can impact on self-image,
self-confidence, self-esteem, and perception of others as a result of
unrealistic portrayals of men, women, and sexual behaviour;
Debate on social media use. Analyse strategies for using social media
safely, legally, and respectfully
Develop and practise a plan for responsible use of social media.
