Before viewing

1. Divide the class into groups. On large strips of paper, ask the students to write as many statements about HIV and AIDS as they can. Some groups write statements beginning 'HIV…', and some begin 'AIDS…'. Display the responses, and ask pupils to discuss the statements as follows:

a) Do they all agree with the statements?

b) Are there any they are not sure about?

c) Are there any they are confused about or don't understand?

2. Ask the class if they have picked up any information about how HIV and AIDS is affecting the African continent. Note the responses on a board, along with the source of their information.

3. Ask pupils to tell you what they think the current position is in Britain in relation to HIV and AIDS, from their perspective. Build up their responses on a board and tell them that they will be looking at it again after they have seen the programme.

After viewing

4. Look at the pupils' responses to Activity 1, in 'Before viewing', above. Ask pupils to identify:

a) things they already knew about

b) new things they have learned

c) anything they still don't understand

d) things they want to know more about

Ask them to remove or alter any statements that weren't correct and to work out a strategy to address c and d above, sharing the information with the class.

5. Working individually, ask the pupils to write down the part of the film that made the most impact on them, and ask them to reflect on why this was. Collect their responses, and display it on a board. Did some parts of the film particularly affect them? Which parts were they? Why did they have such a strong effect?

6. Look at the ideas that the pupils had about HIV and AIDS in the African continent before the programme, and discuss how the feel about them now. Are there any things that they had not considered before? What were they?

7. Towards the end of the programme three young actors told the stories of three young people in the UK whose lives were affected by HIV and AIDS. Ask pupils:

a) to discuss how each young person came to be in the position they found themselves in

b) what their initial feelings were, how these changed, and why

c) how each young person copes with the situation now

d)what they think the reasons for prejudice and stigma around HIV and AIDS might be, and what would help the situation. Does it have any similarities or differences with other forms of stigma and prejudice that they know about?

8. In groups, ask pupils to make a list of the ways in which people can be infected by HIV in Africa and in the UK. Ask some groups to address Africa, and others the UK. Ask them to feed back to the class and identify similarities and differences.

For each item on their lists, ask them:

a) What steps could individuals take to prevent this type of infection?

b) What could other people in the community do to prevent the spread of HIV and AIDS?

c) What barriers might there be to preventing the spread of HIV and AIDS?

d) How can people begin to overcome these barriers?

Then ask them to write down the key messages for prevention in each community.

9. Ask pupils to discuss the following questions:

a) What makes young people in the UK vulnerable to HIV infection?

b) Why is it essential they do everything to protect themselves?

c) What are the things which can make this more difficult than it seems?

d) How can they learn to manage these things to keep themselves safe?