Staying Informed

Overview

Lesson 7 of 9 focuses on safe, accurate basics about menstruation and reproductive health. Students explore common myths, learn key facts, and practise respectful questioning in a supportive environment to reduce anxiety and build independent self-management.

Learning intentions

Students will:

• Learn what a “typical” period is and why variation can be normal.
• Identify common period and reproductive health myths and replace them with accurate facts.
• Understand when period symptoms may need professional help (signposting support).
• Practise asking questions respectfully and using correct vocabulary.

Success criteria

Students can:

• Explain what a period is using accurate vocabulary.
• Describe at least two ways periods can vary and still be within normal ranges.
• State how to get help if they have painful, very heavy, or worrying symptoms.
• Use sentence stems to ask a question respectfully without blaming or teasing.

Curriculum links

• Developing bodies: UK NC Relationships, sex and health education — secondary health and wellbeing (menstrual and gynaecological health).
• Health and wellbeing: UK NC Relationships, sex and health education — puberty and menstruation support (preparing for and managing menstruation, including period product requests).
• Health and wellbeing: UK NC Relationships, sex and health education — use accurate, straightforward, appropriate language.
• Developing bodies: UK NC Relationships, sex and health education — potential impact of lifestyle on reproductive health and fertility (introduced at a basic level).

Lesson structure (60 minutes)

1. 0–5 min · Emotional check-in + routine settling. Teacher greets students, uses a quick feelings thermometer (1–5) and states the lesson purpose: “We’re learning facts, not rumours.” Students choose a number and a single word reason on a scrap strip (kept private).

2. 5–12 min · Retrieval starter (Myth or Fact?). Teacher displays 4 short statements from prior lessons (e.g., puberty changes, respectful support, basic hygiene). Students answer individually on mini-whiteboards: “Myth” or “Fact,” then teacher quickly tallies and corrects misconceptions without extended explanation.

3. 12–22 min · Direct teach: Menstruation basics (clear and simple). Teacher teaches a short input using visuals and Tier 2/3 words (e.g., menstruation, period, endometrium, cycle, cramps, discharge) and checks understanding after each chunk. Students complete a partially filled diagram: “Period = … / Cycle = … / Blood comes from …” using word bank prompts.

4. 22–32 min · Variation and “normal ranges” (reducing anxiety). Teacher explains that an average period exists, but individuals differ; variation can include flow, cycle length, and timing. Students sort 6 scenario cards into three columns: “Likely normal variation,” “Common but worth monitoring,” “Get help/signpost.” Teacher prompts: “What information would make this worrying?”

5. 32–44 min · Myth-busting carousel (pair talk + evidence). Teacher sets up 3 stations:

• Station A: “Pain always means something is wrong” (fact: pain can happen, but severe or impairing pain needs help)
• Station B: “Heavy bleeding always happens for the same reason” (fact: heavy menstrual bleeding can have causes and help is available)
• Station C: “Exercise/food/sex always ‘cause’ period problems” (fact: lifestyle can affect bodies, but not everything is caused by choices; professional advice matters). Students rotate every 4 minutes, discuss with a partner using stems (“I used to think… Now I know… The reason is…”), and record one corrected statement per station.

6. 44–52 min · Safe questions and signposting (role-play language). Teacher models respectful, non-graphic question phrases and explains school supports: who to talk to (trusted adult/health lead), and how to request period products discreetly. Students practise in trios with roles (student/questioner, supporter, observer) using sentence stems:

• “I’m not sure about… Can you explain?”
• “I have symptoms that are affecting me. Who can help?”
• “I need period products. What’s the procedure?” Teacher intervenes to remove any teasing and reinforces confidentiality boundaries.

7. 52–58 min · Reflection + low-stakes exit ticket. Students complete a 3-question exit ticket:

1. One fact about periods that is true
2. One myth corrected today
3. One action if symptoms are very painful/heavy/worrying Teacher collects for quick formative assessment.

8. 58–60 min · Retrieval wrap (two-minute recap). Teacher asks two rapid recall questions from today; students answer chorally then add one new vocabulary word they can use in a sentence.

Resources

• Feelings thermometer (paper or slide) and scrap strips
• Mini-whiteboards and pens
• Visual diagram of the cycle/menstruation with word bank
• Myth/Fact statement cards (4)
• Scenario cards (6) with varying symptoms presented factually
• Carousel station sheets (3) with short prompts and sentence starters
• Tiered vocabulary cards (Tier 2/3) and a simple Frayer Model (for 1–2 key terms)
• Exit ticket slips
• Period product request/school support card with discreet pathways (no hyperlinks)

Assessment

• Formative: retrieval starter responses (myth/fact) to spot misconceptions immediately.
• Formative: scenario card sorting and teacher feedback during carousel discussions.
• Exit ticket: accuracy of facts + ability to state help-seeking/signposting action.

Differentiation

• Provide sentence stems and word banks for all written tasks; accept short answers where reading/writing is a barrier.
• Use visuals and card-sorting to reduce reliance on extended reading.
• For SEN/SEMH regulation: offer a “quiet option” response (individual first, then pair) and allow partner choice.
• Extension: students create a “Myth → Fact” poster using one sentence stem and one accurate vocabulary word, plus a helpful question they would ask a trusted adult.