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Lesson 1

Lesson 1: My World and My Life


  • Pupils know why they are in class and feel welcome;
  • Pupils know what will be expected from them and what they can expect in return;
  • Pupils focus attention on themselves and on their own unique personalities and values;
  • Teacher and pupils create an atmosphere that is conducive to open communication. 
  • Explain how they can contribute to a safe atmosphere for open communication
  • List five words to describe themselves and one characteristic that describes them most
  • Explain the difference between opinion and fact about life issues, health and life
  •  Mention at least four values that are important to them
  •  Understand the  right  to  own  decision-making  and  self-expression  and  how  this  differs  from  person  to person. 
  • Show that they recognize themselves as a unique person 
  • Argue their respect for others and their unique personalities 
  • Argue the value of their own opinions and those of others 
  • Show empathy with classmates 
  • Experience respect from classmates.


As this lesson is the first of the course, we start with setting tone and atmosphere. You need to be able to tell the pupils what the course is about, what is expected of them and what they can expect in return.   Start by having the pupils tell a little about themselves, and discuss the basic ground rules for the course, while giving them ownership of these rules. The main activity in this lesson is doing the personality test and using this as a basis for making a self-portrait or making a personal logo. 

Learning Resources

Teaching Methodologies

In this lesson the teachers and learners will use different active learning methods.

For examples:

  • Method 1
  • Method2
  • Method3
  • Method4

Delivery of this lesson will be done with minimum requirement that discussed in the following steps.

In this lesson, it is important for everyone to know why they are here, to feel welcome, and to agree on the  ground rules for the course, to know what will be expected of them and what they can expect in return.

The communication.


Step 1:  Present  a  rough  outline  of  what  the  pupils  will  be  doing  and  learning  throughout  the  course.  Tell  them  this  course is about ‘growing up and everything that has to do with growing up. It is about you and your friends,  about the changes of your body and about how to improve your sexual and reproductive health and to protect  yourself against sexual and reproductive  issues like HIV/AIDS and unwanted pregnancies.  Tell them a little about your own background, work and motivation. If you feel comfortable, you may decide to  tell them something about your own puberty or sex education experiences. 

Step 2:  Ask  pupils  to  introduce  themselves,  telling  their  names,  where  they  live,  their  age,  their  motivation  for  the course and their expectations. If the students already know each other, you can have them provide other information such as their favorite foods, music or hobbies, what they did over the term break, or to name one  thing that makes them feel special.   

Tip 1; A  nice  way  to  plan  this  is  to  give  the  pupils  a  match,  let  them  light  it  and  allot  them  speaking  time  while  it burns. When the match goes out, their time is up. This makes it more fun and clearly times the exercise. If pupils begin to produce fewer or more standard answers as the round progresses, or if a pupil is shy, you can intervene by asking different or follow-up questions, for example, about what they hope to learn. 

Tip 2; If you have more time available, you can also divide the pupils into pairs and ask them to interview each other (3 minutes per student) and afterwards have each person present their partner to the group in two minutes. This is a very nice way to get started but takes longer than the above procedure. 

Step 3: Write down some Ground Rules from the presentation in the Pupils Book.   Pupils then vote on whether or not they agree with each rule, and suggest additional rules that are important for the group to vote on. It is important for each of these ground rules to be accepted by the entire group. 

 Step 4: Appoint or better: ask pupils to nominate timekeepers, prayer leaders, or other possible group task performers.  You may also decide to have a (male and/or female) trust agent, who is allowed by the pupils to talk with you  as the teacher about their individual or group wishes. 

 Step 5: Conclude  by  telling  the  pupils  that  we  are  together  to  learn,  that  everyone  is  welcome,  that  every  opinion  is  valuable, that we will respect each other’s ideas and that we will have fun.

Personality Game (30 mins) 


  • Pupils are reminded that each person is unique and has his or her own specific personality; 
  • Pupils learn to talk openly about themselves;
  • Pupils’ attention is focused on themselves and their own personalities.


  • Pupils take some minutes alone to do the Personality Game in their Pupils Book.
  • Personality Game Results guideline
  • Here are a few tips to help you introduce and guide pupils in doing the Personality Game: 
  • write different characters, and select which most defines them
  • They are reminded  that  they  need  to  make  good  choices  to  maintain  that  value  in their lives.
  • It is alright for pupils to choose a word to describe them that is not on the list in lesson one in the pupil’s description (for example, pretty or tall)
  •  Here are some tips you can use if you have time to discuss the game in the group:
  • person is unique and equal to every other.
  • Were pupils surprised about any of the answers given to the questions?  

There may be three main groups of questions: 

A. Questions about decision-making How quickly do you take a decision, do you feel comfortable once you have taken a decision or are you happy to before your decision and questions about giving advice. 

B. Questions about friends and relationships Perhaps pupils can say whether they are an outgoing sociable person who finds it easy to make new friends, for example, or a sensitive, quiet person who needs more time to get to know people. 

C. Questions about leadership and ambition.  Do pupils plan to work hard to achieve goals or do they find it more important to take it easy? Are they leaders, or do they prefer others to take the lead?

Tip Please avoid polarization between pupils. 

2. Personal Achievements

  •  Each pupil writes on a paper or in his personal MWML notebook three achievements or positive qualities of him or herself.
  •  After writing the pupils fold their papers and put them away.
  • Tell the pupils to use this folded paper as their treasure.
  • They can have a look at it each time they feel down or have negative feelings.

3. A) Self-portrait made on paper (30 mins) (Choose A or B)


  •  Pupils produce an image of themselves in a simple way;
  •  Pupils incorporate the word that describes them best, into an image of themselves. 


Step 1: Pupils make their own picture in their favourite colour (with pencils or cutting out of magazines).  

Step 2: Pupils add the word or characteristic that came out of the list of positive achievements in the exercise ‘Personal Achievements’.  

  Step 3: Have the pupils save their portrait together with the list of achievements.   

3. B) Personal Logo making (Choose A or B)


  • Pupils make a logo for themselves in a simple way;  Pupils incorporate the word that describes them into an image of themselves.  


Step 1: Make sure students have paper and pens/pencils/markers. Other materials such as a newspaper can also be useful.    Have pupils pick a word or phrase, which they feel describes them well; they may decide to use a word from the Personality Game or their list of achievements. 

 Step 2: Have pupils create a picture based on the word or phrase of their choice. For example, they can use different letters from the newspaper, art or different colors’. They can add symbols they find appropriate.

4. Presentation, reflection books, conclusion and homework (15 mins) 


  •  Pupils see that everyone is different and equally special. 


Step 1: The group gathers together and looks at a few portraits or logos that have been made. Try to select a variety of work, inviting pupils to show their work. 

Step 2: Talk about the differences between people, and illustrate this with personalities and self-portraits. Mention that  each person is equally valued. Explain that, when we speak about ourselves, there are facts and opinions. An  example of a fact is: ‘I have brown eyes and curly hair. Facts can be tested and proven.   An example of an opinion is: ‘I am funny’ or ‘I am good at entertaining others’. Opinions may vary from person  to person, cannot be tested or proven and are never right or wrong.  

5. Sing a Song (see the lyrics in the pupil‟s book or visit and search for ‘I know I can’)

  •  Aim :-  Pupils feel empowered by this song to recognize themselves as a unique person.

6. Reflection   

Pupils are advised to use a personal notebook during the lessons. The reflection notebooks will function as a  personal journal or diary. At the end of each lesson, pupils are given something to think about. They are asked  to write down situations and/or thoughts they come across in the next few days which they feel are important  to them in their daily life and are related to the lesson. Each pupil should have their own small MWML notebook to write down personal reflections. The aim is to help students to make a link between what they learn in the lesson and what happens in their daily lives.

 How :

Step 1: Explain the use of the reflection books for the duration of the programme and give the reflection exercise to the pupils to do as homework or in their free time.   

Step 2: Ask pupils to volunteer to share something they learned during the lesson, or to identify something they liked  or did not like about the lesson. 

 7. Homework 

Ask pupils to write down in their notebooks. over  the  next  few  days  when  they  are  thinking  about  the  value  they mentioned as being important to them in their daily lives and when they are aware of it. 

Alternative games for introduction:

  1. Name Game (10 mins)  

Aims :-  

  • Pupils remember everyone’s name; 
  • Pupils get active; 
  • Pupils feel comfortable.


The group makes a circle. Each person calls out his/her name. One pupil is chosen to start the game. He/she select someone else (for example Rose), call out Rose’s name, walks towards her and so on. As it progresses, the speed of calling out names should be stepped up. The game should last as long as it takes for  each pupil to remember the names of the other pupils.  

2. Find someone who……. 


  •  Pupils getting to know each other in a funny way.  


This is an opportunity to find out similarities and differences about the others in the class. Ask pupils to stand up and begin to mix together. Then ask them to find someone who:

  •  is the same height as you (they have to look and compare)
  •  After they found someone, ask them to find someone else who: 
  • is the same age as you (they have to ask people their age)
  •  has not the same age (younger/older)
  •  has the same color eyes as you
  •  has a brother or sister
  •  loves school 
  • hates school 
  • likes to play sport
  • likes to cook 
  •  loves the color blue 
  • is a leader,  
  • is a quiet person
  •  likes to work hard 
  • likes to relax ……………… (Invent other categories) 
  • After about 10 minutes  ask  the  participants  to  sit  down  again  and  discuss  what  they  found  out  about  other  people in the Group.




Created on By admin

Quiz for Lesson 1

Quiz for Lesson 1

1 / 10

1.1. What is the main focus area of Education for Health and well being   planning to teach students?

2 / 10

1.2. As you are a student, why you are learning? Because I want to:

3 / 10

1.3. What make your parents are your important people? Because they provide to:

4 / 10

1.4. Who is a significant role model for you to follow?

5 / 10

1.5. What are the values that importantly describe / express you best?

6 / 10

1.6. Which one is not a positive word that describes your personality?

7 / 10

1.7. All young people should be focus on:

8 / 10

1.8. To promote adolescents’ well-being, we must consider them as :  

9 / 10

1.9. “I am long and thin person” Is this phrase is fact or opinion?

10 / 10

1.10. “I am funny and wise student” Is this phrase is fact or opinion?

Your score is

The average score is 30%




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