Abstract
M.Ed.
This study was conducted with the main aim to inquire into the possibilities of the integration of themes on HIV/AIDS into the Natural Sciences (Grades 7-9) and Life Sciences (Grades 10-12) curriculum in such a way that learners can become aware of the danger of an epidemic such as caused by HIV/AIDS, and start to take care of themselves. The researcher also wanted to explore the views of educators as stakeholders’ perseverance and strategies for combating the pandemic spread of the HIV/AIDS amongst our youth and everyone else. It is generally accepted that many schools are already experiencing the effects of the disease as teachers, learners and members of their families fall ill and even die. This often results in the disruption of the normal school programme.
At present, the assumption can be made that there is no integration of themes, knowledge and life skills on HIV/AIDS and the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum, and no teaching about the consequences of this disease. It is clear that HIV/AIDS, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) programmes should be designed to enable young learners to develop the skills, knowledge, attitudes and values that will prepare them to identify and solve problems and make decisions for their own benefit. At the same time, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) help learners to develop basic personal and community health knowledge and skills that would benefit the whole community. They will also learn about their rights and responsibilities and the causes and impact of problems that may affect their health and safety because the HIV/AIDS programmes can also be incorporated into the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum.
Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12), and themes on HIV/AIDS, link closely to the knowledge and experiences the learners bring with them to school. The programmes should affirm both this prior knowledge and experience, and assist in the development of new life skills out of it. The Department of Education is expecting that the issue of HIV/AIDS should be taught in school. The problem that arises is HOW TO link or integrate HIV/AIDS and Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12). The educators need to be capacitated through in-service training and workshops to enable them to handle the issue of HIV/AIDS with all the sensitivity it deserves. Where teachers can draw on their relevant professional experiences and expertise to integrate and strengthen their Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) skills, they should do so without hesitation. At the same time they should address the development of appropriate life skills and knowledge on HIV/AIDS to deal with the consequences of the disease and how to fight it.
Dr. M.C. van Loggerenberg