1. Reflection and Introduction

Invite some students to share their lessons learned from the previous lesson and introduce the topic of this lesson (see introduction above).

2. Warming up: 'My name is….., my dream is…' (10 min)

Materials

The students need their homework assignment from lesson 9, in which they picked out

1. The most important SRHR message from each lesson and
2. The most important facilitation principles or skills, and based on these thought of their future ‘dream’ as a CSE facilitator to bring these SRHR messages effectively across.

Aims

1. Students practise speaking in public and overcome their reluctance of being in the centre.
2. Students experience the feeling of being appreciated.
3. Students focus on their individual added value as a WSWM teacher, being able to support their pupils.

How

1. The group is seated in half a circle made of chairs with a wide-open space in front of them. Optional: If the classroom has not enough space one could do this exercise outside. Students may also stand instead of sitting down.
2. This wide-open space is the stage. If no chairs are available they can also stand in semi-circle.
3. Each student in turn must go to the left side of the stage and then walk to the centre of the stage while being observed by their fellow students sitting in front of them.
4. When the student reaches the centre, he/she must stop and face the audience, make eye contact with them and then say in a loud voice: 'MY NAME IS… AND I DREAM TO BECOME A WSWM FACILITATOR WHO CAN HELP MY STUDENTS IN…(key SRHR message) BY/THROUGH… (facilitation skills).’
   For instance: My name is Maria and I dream to become a facilitator who can help my female students in gaining confidence, by being a good example of a confident woman myself.
5. After the students have said this, he should pause, but stay on the stage.
6. The audience applauds after each ‘performance’.
7. After the applause the student walks off stage.

Teacher Tips

1. Say some small words of encouragement to the students, especially to the reluctant ones.
2. Remind them that standing up before a group might be somehow nerve-racking for some, but remember them that this is an important way to become a CSE facilitator who can help Malawian’s young generation be heard.
3. Consider to start yourself, being a role model.
4. In the next exercise students will explore their future dream as a CSE facilitator more in-depth.

Wrap Up

Conclude the activity with the following:

“You have experienced speaking up in front of a large group of people and share your dream. You might have felt that it made you a little bit nervous or you might have find it actually quite easy.

Speaking in front of a group about your personal ideas can be exciting. Everyone can do it and everyone does it in his or her own way. When you do it more often, you will get used to it and feel more and more confident doing so.

But remember, this is how we can help the new, Malawian generation to raise their voice in improving the world, which starts with them, me and all of you!”

3. Do: ‘From dream to action’ (45 min)

Materials:

1. Their Top Tip Peer Book.
2. Worksheet: from dream to action.
3. Example worksheet I: from dream to action.
4. Hand out with 10 golden rules of facilitating WSWM.

Aims

1. Students visualise their future dreams as a facilitator of WSWM, which then can be a focus in their own education and lives.
2. Students reflect on the WSWM course and pick the most important SRHR messages for primary school students and their lessons learned on facilitation principles and skills that will help them to reach their future dream as a CSE facilitator.
3. Students learn about opportunities their future dream will give them.
4. TTC students discover their own challenges in achieving their goal, and how to overcome them, becoming a skilled CSE facilitator.
5. Students practice to give advice or suggestions to one of their fellow students who has a problem about becoming a skilled CSE facilitator.

How

Step 1: answering questions individually (15 min)

1. Students work individually.
2. Ask students to fill out the worksheet ‘from dream to action’. With this TTC students will make a concrete action plan to translate their dream or goal as a skilled facilitator to concrete action. Also they will look back to the WSWM program and pick out a message that they especially find helpful in reaching their goal.

   They can also copy the questions and write them in their Tip Top Peer Book.

3. This worksheet has a step by step order:
   1. Goal or dream as a facilitator + the impact on students/community.
   2. Action plan: what do you need to do, to live your dream? What kind of facilitation skills do you need?.
   3. Overcoming obstacles.
4. Give them about 15 minutes time to answer the questions. They can use the examples and the ‘10 golden rules of facilitation’ for inspiration.

Step 2: sharing plenary (10 min)

5. Ask 3 students to come to the front of the class and share the answers to their questions.
6. Ask the class to ask questions to clarify if necessary. Make sure the action plan is concrete.

Step 3: sharing in pairs + advise peers on overcoming obstacles (15 min)

7. Ask students to form pairs (A and B) and present the answers to question 1-7 to their partner (B), including the obstacles you see. Don’t yet share your own solutions to your obstacles!
8. The partner (B) then gives peer an advise on how to overcome the solutions.
9. Then person A responds and tells what (s)he thinks of the advice, is it useful> What where his own solutions?
10. Then they switch and person B shares his answers to question 1-7. Etcetera.
11. You may want to give them a signal halfway to switch.

Wrap up

Conclude the activity with the following:

‘Everyone has the right to the future they want. The World Starts With Me has given you information, skills and tools how you can direct your own personal and professional future. In this exercise you actually visualized your future dream as a CSE facilitator and became aware of the opportunities your future has for you, as well as the obstacles you may face.

For instance working towards your dream and learning to become a skilled facilitator for young people in your community, might be difficult to accept for some people. They might think you are too outspoken, too explicit or even ‘spoiled’ or immoral, because you know so much about sexuality and they want you to keep young people ‘innocent’ instead of ‘spoiled’. Or they oppose to the idea that we all have the same human rights, as they encourage gender inequality or stigmatizing people living with HIV/AIDS for decades.

But don’t be discouraged, change takes time and all students in this class are in the same position, so you can support each other. Remember: No one can ever take your dream away. Fight for it!’

4. Do: The reporter & the advocate (25 min)

Material

1. How to be a good reporter
2. Interview questions for reporter

Aim

1. Students learn how they can be advocates for sexual and reproductive health and rights,based on the messages, knowledge and skills they have learned from the WSWM programme.
2. Students learn how to take action in their own community about something they think should be started or changed to improve today’s young people’s SRHR.
3. Students learn to share their opinions in a clear and convincing way.
4. Students learn interviewing techniques and prepare themselves as advocates.

How

Step 1: What do you want to change?

1. Tell students they are going to do a role play in which they are going to practice how they can take action in their own community and share their opinion in a convincing way. We call this ‘advocating’.
2. Ask students to individually pick an issue from one of the lessons from WSWM, they are passionate about and want to change in their community. This message can originate from earlier exercises and living their future dream.

Step 2: Dividing roles: who is reporter, who is the advocate?

1. Ask students to sit in pairs. They do not have to deliberate about the subject.
2. Now give the students the assignment to interview each other. One of the students is the reporter (the interviewer), the other one the advocate (the interviewee). (Later on they will switch roles)
   - Ask the advocate to imagine (s)he is inviting important stakeholders for a meeting - Ask the reporter to imagine that (s)he works for a local radio station and wants to to present arguments (s)he wants to change in their community. She wants to know why the advocate is so passionate about this specific topic and what (s)he wants to see changed in the community.

Step 3: Round one: the interview (7 minutes)

The reporter asks the advocate the following questions:

1. What are you advocating for?
2. Why do you want others to know about this important message?
3. What needs to change in the current situation? For whom and why?
   
   Then the advocate has to think about his/her current life as a student, how can (s)he make a change there? The reporter can ask him/her:
4. How do you want others to know about this message? (The advocate makes a choice for one of the following media: by making a poster, a brochure, a song, writing a letter, perform street theatre, plan an event.)
5. Who would be able to support you in distributing your message? How could you organise that? (think of pairing up with other students, forming an out of school club, making an action plan et cetera).

The reporter takes notes in his Top Tip Peer Book of the interview.

Step 4: Round two: changing roles (7 minutes)

1. Ask students to switch roles after the reporter is done. ‘The reporter’ becomes ‘the advocate’ and ‘the advocate’ becomes ‘the reporter’.
2. Also tell that making an actual work to share your message with (question 4+5) is something they have to do for homework.

Teacher Tips

Make sure the interviews in round one start and finish at the same time, so you avoid chaos and you can keep the activity within time limits. After 5 minutes you give a sign that time for the first interview is almost over ('2 minutes left'). After 7 minutes you give a signal that students must switch roles. The same holds for the second round of interviews: start and finish at the same time.

Wrap Up

Conclude the activity with the following:
"Everyone has the right to a healthy and happy sexual life. Sexuality is a fundamental part of you and the people around you. That means that everyone should have the knowledge and skills to bring their wishes in practice and have access to correct information and sexual health services.

WSWM has given you a lot of information about rights of young people, their sexual behaviours and sexual and reproductive health issues. By being an advocate you are able to fight for a better world and change your own lives and that of your peers, so everyone can have a healthy and happy sexual life."

5. Lesson wrap-up (5 min)

Conclude the lesson with the following:

'In this last lesson you were challenged to reflect on messages, didactic approaches and lessons learned in the World Starts With Me that are most important to you. You grow more aware how these messages have affected your professional thinking and possibly your private life. WSWM might have changed your ideas about what CSE is, how important it is for young people and what it means to become a skilled CSE facilitator.

You have thought about what to do to become a skilled CSE facilitator and what challenges you may have to face, how to overcome them and who of the people around you can pursue tthis career path.

Furthermore, you have learned that there are many ways to make a positive change to the world around you, like sharing your lessons learned with fellow students in your college and advocating for young people’s sexual and reproductive health and rights in your own college and community. When you want to change the world, start with yourself….and then go: Into the world!’

6. Homework: ‘Ready, steady… Go into the world!’ (5 min)

Materials

1. The results from the interview of the last exercise.

Aims

1. Students learn to make a call to action.

How

1. Tell the students they work in the same pairs as in the last exercise. They also might make groups of similar action points.
2. They each work out their own way of taking action in their college or own community (question 5. from the last exercise).
3. The students will work out their own way of advocating for the topic they picked.
4. It’s up to the students if and how they actually start advocating after this last lesson of WSWM, and…… go into the world with it!