Schools were reopening post-COVID-19 with no unified hygiene curriculum, underprepared teachers, and student populations at real infection risk. I designed a full WASH+COVID-19 curriculum package — five complete deliverables — piloted across 12 schools in Guyana.
In 2021, UNICEF and Guyana's Ministry of Education were preparing primary schools for safe reopening after COVID-19 closures. Target learners: lower and upper primary students across 12 pilot schools. Secondary audience — classroom teachers — were the delivery mechanism for the curriculum and required their own enablement to implement it effectively and consistently.
No standardized, age-appropriate WASH (Water, Sanitation, and Hygiene) curriculum existed for the pilot schools. Teachers lacked structured implementation tools. Without a complete, self-contained package, reopening guidance would be inconsistent and infection-prevention behaviors would not transfer reliably to students.
The challenge: design the full curriculum ecosystem — not just content, but the tools teachers needed to deliver it — with no ability to observe classrooms directly and a tight pilot deadline.
Designed. Sole curriculum designer under IDeaL Consulting engagement. Responsible for full ADDIE cycle: learner and context analysis, materials design, development of five complete deliverables, and coordination with UNICEF and Ministry of Education on pilot implementation and evaluation.
Developed illustrated narrative stories for both lower and upper primary learners — translating hygiene protocols into story-driven formats appropriate to each developmental stage, supporting comprehension without literacy-heavy instruction.
Designed a complete Facilitator Guide providing teachers with session-by-session scripts, discussion prompts, and differentiation guidance — enabling consistent delivery across varied teaching experience levels.
Created accompanying student workbooks with activities mapped to learning objectives — giving students a tangible, take-home resource reinforcing WASH behaviors beyond the classroom.
Built a school-wide Infection Prevention & Control checklist translating protocols into observable, daily-action language — bridging policy and practice at the building level.
Facilitator Guide (print-ready, 40+ pages) · Student Workbook — Upper Primary · Illustrated Narrative Story — Lower Primary · Teacher IPC Implementation Checklist · WiNS Pilot Evaluation Report
Designing for a context you can't visit changes your relationship with assumptions. Every instructional decision had to be tested against what I knew about the classrooms, the teachers' preparation levels, and the physical environments — without observation data to confirm. The iterative review process with UNICEF and Ministry contacts became the design loop. It made the final curriculum tighter and more implementation-ready than if I'd had unlimited direct access.