STI Smarts

Overview

Students will explore what STIs are, how they spread, common symptoms (and why many infections can be symptomless), and how evidence-based prevention and help-seeking support respectful, safe choices. The lesson builds towards critiquing health information and planning strategies that enhance health, safety, relationships and wellbeing.

Learning intentions

Students will be able to:

• WALT: explain key STI facts, including transmission and the impact of symptomless infections
• WALT: describe evidence-based prevention strategies (e.g. condoms, regular testing, vaccination where relevant)
• WALT: practise evaluating health information and media messages about sexual health
• WALT: identify appropriate services and steps to seek help safely and responsibly

Success criteria

Students can:

• I can describe how STIs spread and why early testing matters
• I can explain at least two prevention strategies and how to use them consistently
• I can evaluate a message as reliable or unreliable using clear reasons
• I can list options for confidential help-seeking and what to do if I’m worried

Curriculum links

• Health and Physical Education: critique health information, services and media messaging about relationships, lifestyle choices and health decisions - Health and Physical Education: examine strategies for respectful relationships including clear communication, seeking and denying consent — linked to respectful communication when discussing testing and boundaries
• Health and Physical Education: plan, justify and critique strategies to enhance health, safety, relationships and wellbeing - Health and Physical Education: plan, rehearse and evaluate strategies for managing situations where health may be at risk, including help-seeking ## Lesson structure (60 minutes)

1. 0–5 min · Hook. Teacher displays 3 anonymous “statements” on the board (e.g. “If there are no symptoms, you can’t have an STI”, “Only unclean people get STIs”, “Testing is embarrassing so you shouldn’t”). Students write a quick “Agree/Disagree/Not sure” response on scrap paper.
2. 5–15 min · Baseline learning + mini-lecture. Teacher uses a clear, non-graphic model to explain what STIs are, common misconceptions, and the idea of symptomless infection; students underline one “new fact” and one “my misconception I want to fix” from a class handout.
3. 15–30 min · Prevention stations (small groups). Teacher sets up 3 stations:

• Station A: “How STIs spread” (routes: sexual contact; sharing sex-related items where relevant; blood contact for some infections)
• Station B: “Prevention tools” (condoms/barrier methods, vaccination where applicable, regular testing, communication, avoiding risky exposure)
• Station C: “Help-seeking and confidentiality” (what services exist locally in general terms: GP, sexual health clinics, trusted health services, school-based support; how to start the conversation) Students rotate and complete a short checklist: “What I’d do / What I wouldn’t do / Why it works”.

4. 30–40 min · Media messaging critique. Teacher provides a short, fictional health poster or social media caption (no real-brand content). Students use a 4-question framework to critique:

• Who is the message aimed at?
• What facts are used (not just opinions)?
• What might be missing (e.g. testing, confidentiality, prevention options)?
• Would this help someone make a safe decision? Students highlight one strength and one concern, then share with a partner.

5. 40–50 min · Respectful communication role-play (low-stakes). Teacher provides 2 scenario prompts:

• “You want testing / prevention info before becoming sexually active.”
• “A partner says ‘Don’t worry about condoms’—how do you respond respectfully?” Students practise using sentence starters focused on clear, respectful communication and choices (without pressuring). Teacher circulates and gives feedback on clarity and respectful wording.

6. 50–58 min · Formative quiz + teacher feedback. Students complete a 6-question quiz (mix of true/false and short answer). Teacher checks common errors (especially “no symptoms means no STI” and “STIs are only for certain people”).
7. 58–60 min · Exit ticket. “One reliable source I would use is… / One prevention action I will remember is…” Teacher collects tickets for next-step planning.

Resources

• Teacher-made STI statement cards for the hook
• Printed or projected “STI facts and misconceptions” one-page sheet
• 3 station cards with task prompts and checklist
• Fictional poster/social caption scenario sheet (teacher-created)
• Scenario cards + sentence starter strips for communication practice
• Short 6-question quiz (paper or digital)
• Exit ticket slips
• Markers and timer
• Tissues/wellbeing note card (if required by school practice)

Assessment

• Formative: hook responses (misconceptions) used to guide mini-lecture
• Formative: station checklists and media critique notes collected or observed
• Summative-in-lesson: 6-question quiz and exit ticket to confirm understanding of prevention and help-seeking

Differentiation

• Provide sentence starters for role-play (e.g. “I feel comfortable when…”, “I’d like to…”, “My boundary is…”)
• Offer reading supports: simplified station cards with key words and icon cues
• Allow students to choose how to show learning at stations (short written, bullet points, or diagram)
• For learners needing challenge: require one additional “because” explanation (e.g. “Why does symptomless infection matter?”)
• For advanced learners: ask them to critique two different messages and decide which is more reliable, then justify using the 4-question framework

Extension (optional)

• Advanced extension task (last 10 minutes or homework): Students write a brief “STI information check” guide (6–8 dot points) that a Year 9 student could use to judge whether information is reliable and what a safe next step could be. Include at least one help-seeking option and one prevention strategy, and state one misconception they would correct.