For professionals
Sexual health.
Build knowledge of bodies, reproduction and sexual health, adapting explanations to students' ages and existing knowledge.
Review preparation and follow-up guidance before teaching. Use fictional examples so students can explore the topics while keeping their personal experiences private. You can also print this page from your browser.
For 8–12 · Approximately 30 minutes
Words for the body and how pregnancy begins
What students will learn
- Know the difference between external and internal body parts.
- Explain simply what needs to happen for a pregnancy to begin.
- Practise asking questions about bodies using specific words.
Preparation
Use simple, anatomically accurate drawings of different bodies. Introduce a few words at a time and repeat them. Adapt further explanations to the group's questions.
Explain the topic to students
Between your legs, you may see the external genitals. Our bodies can look different. In some bodies, the area around the vaginal opening is called the vulva. It includes the labia, which are folds of skin, and the clitoris. The clitoris is a sensitive part of the body. Touch may feel good there. It is important for sexual pleasure, meaning pleasant feelings associated with sexual touch or activity. Other bodies have a penis and scrotum. The scrotum is a pouch of skin containing the testicles.
In a body with a vulva, the opening that pee comes out of and the vaginal opening are two different openings. The vagina is a soft passage inside the body. It runs from the opening between the legs to the cervix, which is the lowest part of the uterus.
The body also contains internal reproductive organs. An organ is a body part with a particular job. The ovaries lie low in the tummy and contain egg cells. The testicles in the scrotum make sperm cells from puberty onwards. Cells are tiny building blocks of the body. Egg cells and sperm cells have special roles in the beginning of a new life.
The uterus lies low in the tummy and is a small, hollow organ with muscles in its walls. A baby can develop there during pregnancy. From an early stage of development, the developing baby in the uterus is called a fetus. Pregnancy means that a baby has begun developing inside the body.
A sperm cell may meet and join with an egg cell. This is called fertilisation. A pregnancy can begin when the fertilised egg implants in the soft lining inside the uterus. A common way sperm cells enter the vagina is during intercourse, when a penis is inside the vagina and semen comes out of the penis. Semen is a fluid that may contain sperm cells.
Activities and teaching steps
1. Name the parts on the drawing · 10 minutes
Show one area at a time. Explain the body part, where it is and what it does. Let students point to the drawing, observe and ask questions. Use anatomical illustrations throughout.
2. Make a simple sequence · 10 minutes
Use paper cards labelled sperm cell, egg cell and uterus. Show the sequence from fertilisation to implantation. Explain that reproduction means how a new life can begin. Answer questions concretely using language students understand.
3. Practise asking about a body symptom · 10 minutes
Use a fictional person who wants to ask about burning when peeing. Have students describe the location and feeling. Model: 'It stings when I pee. Can you help me?' Show whom to ask for answers and assessment.
Questions for reflection
- Why is it helpful to know the names of body parts?
- What is the difference between the vaginal opening and the opening pee comes from?
- Who can help with stinging or pain?
Conclude the lesson
Explain one new word about the body and make a question for an adult.
For 13–17 · Approximately 30 minutes
Contraception, protection and testing
What students will learn
- Distinguish protection against pregnancy from protection against infections.
- Find advice about contraceptive choices and possible side effects.
- Describe where and how to get advice on testing.
Preparation
Have an overview of contraceptive methods and verified sources ready. Use fictional scenarios in activities and provide opportunities for individual conversations about personal choices.
Explain the topic to students
Contraception is used to reduce the risk of pregnancy. Different methods work in different ways. Condoms also reduce the risk of several sexually transmitted infections, which can be passed on during sexual contact. Other contraceptive methods do not offer this protection against infection.
An infection may be present without obvious symptoms. Healthcare professionals can explain when testing is appropriate, which samples are needed and when results can be reliable. Contraceptive choices depend on preferences, health and what works in everyday life.
Hormonal contraception can cause side effects. Some people notice mood changes or low mood after starting or switching methods. Studies have produced mixed results about an association with depression, and contraception may not be the cause for a particular person. Take young people's mental health symptoms seriously and support individual assessment. If a contraceptive method is changed or stopped, continued protection against pregnancy must also be considered.
Activities and teaching steps
1. Distinguish the two purposes · 5 minutes
Write 'pregnancy' and 'infection' in two columns. With support from a source, students place condoms and a hormonal contraceptive method in the appropriate columns. Explain what different methods protect against and that protection levels vary.
2. Find advice in a reliable source · 15 minutes
Groups work with four fictional scenarios: 'Someone wants contraception', 'A condom broke', 'Someone wants to get tested', and 'A teenager feels low after starting hormonal contraception'. Find a relevant service or professional source, a first step and what the person should ask. Distinguish possible side effects from established causes. Emphasise prompt contact when emergency contraception may be needed.
3. Make the route to help concrete · 10 minutes
Find the local youth health clinic and read how to get in touch. Review information about testing. Explain that timing and sampling sites depend on the situation. Show how personal questions can be discussed in an individual appointment.
Questions for reflection
- Why might condoms and another contraceptive method both be relevant?
- Where can someone get help choosing a method or assessing possible side effects?
- What should someone ask about when they want testing?
- How can a teenager describe mood changes without having to know what caused them?
Conclude the lesson
Write the difference between pregnancy protection and infection protection, and name a place to get help with contraception, side effects or testing.
Follow up on students' needs
Discuss individual questions about pain, pregnancy, contraception, mood changes or infection in a separate healthcare conversation. Teachers can help students contact healthcare professionals without requesting personal details. If low mood follows starting or switching hormonal contraception, take symptoms seriously and assess them individually; timing alone does not prove the cause. Healthcare professionals assess the need for examination, testing, other contraceptive options and follow-up. Call 113 if there is immediate suicide risk.
Guidance for conversationsSchool adjustments and support
Sources and professional background
These are the sources used. The activities and conversation examples were developed by Tidlignok. Adapt the material to your group and follow current local procedures.