Based upon what they know about HIV transmission, they may judge themselves not to be at risk. Inform students that they are expected to create a product that will act as a way of attaining their goal of outlining the steps required in arranging for an HIV test. It is understood that they are not required to implement it. Emphasize that for this module, the design phase of their action plans will be the sole assessment data gathered throughout Level C . Students are encouraged to select a product of their choice.
Discussion Review the elements of an effective action plan to design personal wellness.
Review the range of feelings that are likely to be experienced by someone who is arranging for an HIV test. Aware of this information, facilitate a discussion among students of what qualities they might look for in a support person. If necessary, advise students that a support person is someone who might help make the calls and arrangements for an appointment, might go along to the actual test, and might accompany the person to the first counselling session or more. Based upon the information outlined in the rubric, students may re-design their action plans before submitting them for evaluation purposes. The sample rubric can also be used by the teacher to assess the design phase of each student's action plan.