Managing Puberty Changes

Overview

In this lesson, students describe common physical and emotional changes associated with puberty and explore strategies to manage each change. They will practise self-management and apply communication ideas to support wellbeing and inclusion.

Learning intentions

Students will:

• describe physical and emotional changes during puberty using appropriate language
• match common puberty changes to practical self-management strategies
• use respectful communication to support themselves and others during change

Success criteria

Students can:

• list key puberty changes in at least two categories (physical and emotional)
• propose a strategy that could help them manage each change (e.g. skin care, sleep routines, coping with emotions)
• explain (in brief) why their strategy supports wellbeing and inclusion
• respond respectfully to classmates’ ideas and questions

Curriculum links

• PHLS-IBC-02: recognise and use strategies to manage change
• PHLS-IBC-01: recognise factors that contribute to identity (including how body changes can affect self-perception)
• PH4-IBC-01: investigate and explain factors that shape identity and sense of belonging
• PHLS-SMI-01 and PH4-SMI-01: identify/demonstrate and refine self-management and interpersonal skills for situations involving growth and change

Lesson structure (60 minutes)

1. 0–30 min · Teacher-led slide presentation and discussion.

   • Slide 1: Learning intentions

     • Teacher script: "Today, we will learn about the changes that happen during puberty and how to manage them positively. Our learning intentions are to understand what puberty is, recognize common changes, and know strategies to support ourselves and others."
     • Check for understanding: Quick thumbs up/down – "Do you understand what we will be learning today?"

   • Slide 2: What is puberty?

     • Teacher script: "Puberty is the time when your body starts to change from a child's body to an adult's body. These changes happen at different times for everyone and are completely normal."

   • Slide 3: Common physical changes

     • Teacher script: "Some common physical changes include growth spurts, skin changes like acne, body hair growth, and changes in voice."
     • Check for understanding: Think-pair-share – "Turn to a partner and name one physical change you know about."

   • Slide 4: Emotional and social changes

     • Teacher script: "Along with physical changes, you might notice new feelings or moods, and changes in friendships or how you relate to others. These are normal too."

   • Slide 5: Hygiene and wellbeing

     • Teacher script: "Taking care of your body through good hygiene is important during puberty. This includes regular washing, dental care, and healthy habits."

   • Classroom expectation reminder before sensitive content:

     • Teacher script: "Before we continue, let's remember to be respectful and supportive. Everyone experiences these changes differently, and it's important to listen and be kind. If you have questions, you can ask me privately or talk to a trusted adult."

   • Slide 6: Consent, respect, and support

     • Teacher script: "It's important to understand consent and respect in all relationships. Supporting each other and asking for help when needed is a sign of strength."

   • Slide 7: Myths vs facts

     • Teacher script: "There are many myths about puberty. Let's look at some common ones and the facts to help us understand better."
     • Check for understanding: Quick quiz with 3 true/false statements projected; students respond with thumbs up/down.

   • Slide 8: Help-seeking

     • Teacher script: "If you ever feel confused or worried about changes, it's okay to ask for help. Trusted adults like teachers, parents, or school nurses are here to support you."

   • Check for understanding: Pair-share – "Discuss with a partner who you could talk to if you had a question or concern."

2. 30–50 min · Endrolo exploration and practice. Students complete selected Endrolo puberty modules, answer self-check questions, and reflect on their learning goals. Teacher prompts students to confirm and reflect on key points learned, linking back to earlier explanations.

3. 50–57 min · Consolidation activity. Students complete a brief worksheet task matching puberty changes to strategies, reinforcing Endrolo learning. Teacher circulates to support.

4. 57–60 min · Plenary and exit check. Teacher leads a final reflection: "What is one strategy you learned today to manage a puberty change and why?" Students submit a 3–2–1 exit ticket on the worksheet (3 key changes, 2 strategies, 1 sentence about respect/belonging).

Note: Students unable to access Endrolo complete equivalent worksheet-based tasks as detailed in differentiation.

Resources

• the introduction slides (one deck covering hook, teaching content, activity instructions, prompts, and plenary)
• the puberty changes and strategies worksheet (table + short answer + mini-plan + exit check area)
• Endrolo online learning platform access (login details and device access)
• Alternative worksheet for students unable to access Endrolo
• Pens/pencils for each student
• Projector or interactive screen to run the slides
• Printed worksheet packets for 30 students (or set via LMS if your school uses that)
• Grouping materials (optional coloured paper strips to assign group roles: reader, recorder, reporter)

Assessment

• Formative during pair share and quick quiz: teacher listens for correct, respectful language and understanding of puberty changes and strategies.
• Formative during Endrolo modules: teacher observes student engagement and comprehension through self-check questions and reflections.
• Worksheet consolidation task: teacher checks accurate matching of changes to realistic self-management strategies, reinforcing Endrolo learning.
• Exit check at 57–60 min: student 3–2–1 exit ticket responses confirm ability to explain strategies and link them to wellbeing and respect, directly reflecting lesson objectives and Endrolo practice outputs.

Differentiation

• Provide sentence starters on the board for students who need structure (e.g. “A strategy I would use is…”, “This helps because…”)
• Offer a word bank on the introduction slides for puberty changes and coping strategies (e.g. sleep, hygiene, exercise, stress management, trusted adult/peer support)
• For extension: students add an “interpersonal strategy” for inclusion (e.g. how to respond if a friend is embarrassed) and justify it with a wellbeing reason
• For students needing support, allow them to complete only the core table items first, then attempt the mini-plan and exit sentence
• For students unable to log in to Endrolo, provide an equivalent worksheet-based task covering the same learning objectives and activities
• Emphasize privacy and safety: remind students not to share personal data on Endrolo, respect others' privacy, and offer an opt-out with alternative tasks if preferred

Extension (optional)

Skip — not requested.