Lesson plan

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We are learning about:

• The types of contraception available, including contraceptive pills and LARCs
• Advantages and disadvantages of different types of contraception
• How to use contraception effectively

• LARC stands for Long-Acting Reversible Contraception

We will be able to:

• Describe different types of contraception, including contraceptive pills and LARCs
• Compare different types of contraception
• Identify strategies to help someone use contraceptives effectively

• LARC stands for Long-Acting Reversible Contraception

• Split the class into 4 groups
• Assign each group a contraception type:
  • Contraceptive injections
  • Contraceptive pills
  • Implants
  • IUDs (also known as coils)*
• Each group should mind map everything they know about their assigned contraception type
• Students should include the pros and cons of that type of contraception

• No feedback is necessary here. There will be a chance to revisit the mind map at the end of the lesson and make any corrections / additions needed
• Note: IUDs are often referred to as ‘coils’

• Explain to the class that you are about to play a 7 minute video with 2 doctors
• After the video, students will work in pairs and complete parts of their fact file worksheet
• If students have any questions they should write them down and put them in the anonymous questions box

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• Play the ‘Getting the pill’ video

• Be sure to watch the video prior to the lesson.
• You should assess the video for suitability and appropriateness to your specific class and that the content aligns with all school policies.
• The video has a pretty abrupt end at 6 minutes, 30 seconds. This is correct.

• Ask students to return to their pairs and the fact file worksheet from the last lesson
• Ask pairs to answer the questions in the fact file section titled: Contraceptive pills
• After a couple of minutes, get feedback on answers

Contraceptive pills answers:

• What types of contraceptive pills are there?
  • Combined pill – also known as “the pill”
  • Progesterone only pill – also known as POP and mini pill
• Why is the pill not as effective in ‘real-life’ use compared to ‘perfect’ use?
  • In reality 7% of women taking the pill will still get pregnant because they are not taking the pill correctly e.g. forget to take a pill and then don’t follow the instructions on what to do when that happens.
  • Note the video says this is 9% but the latest studies show 7% – either answer is right for this lesson.
• How often should you take a contraceptive pill?
  • Take a pill every day for three weeks and then stop for a 7 day break
  • Take a pill every day for three months and then stop for a shorter break like 4 days

When you should take a contraceptive pill and how long you should take a break for can vary across the type of pill you are prescribed. It is important to always check the instructions on the pill packet to ensure you are taking it correctly.

If you miss a pill, you should always check the instructions in the pill packet to ensure you take the correct next steps.

• Ask students to rank the strategies on the slide for remembering to take a contraceptive pill from 1 – 5.
  • 1 is the most effective
  • 5 is the least effective
• Get feedback by asking students to vote for the most effective strategy
• Read aloud the strategy and ask students to raise a hand if they think that is the most effective strategy.
• Count how many students raise their hand for each strategy and announce the most popular strategy.
• Ask volunteers to justify why they agree or disagree with the class vote.

• You may wish to ask students to vote with their eyes shut so that the vote is not peer influenced.
• Remind students that remembering to take a contraceptive pill at the same time, every day will help to increase how effective it is.

• Read through the information on the slide

• Ensure pupils know that a strategy must be effective even on weekends or school holidays.

• Ask students to return to their fill the gap worksheet from last lesson
• Ask them to complete the section on “Contraceptive pills”
• After a few minutes, get feedback on the answers
• Challenge: Ask pupils to suggest any additional strategies a young person could use to remind them to take the pill

• Contraceptive pills answers:
  • 2
  • Forget
• Challenge: Possible strategies could include:
  • Leaving the pill pack where you can see it
  • Include taking the pill with part of your morning routine that doesn’t change like brushing your teeth
  • Using apps to remind you

• Explain to the class that you are about to play a 10 minute video with 2 doctors
• After the video, students will work in pairs and complete parts of their fact file worksheet
• If students have any questions they should write them down and put them in the anonymous questions box

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• Play the ‘Long-Acting Reversible Contraceptives’ video

• Be sure to watch the video prior to the lesson.
• You should assess the video for suitability and appropriateness to your specific class and that the content aligns with all school policies.

Update: Since this video was made, clinical updates mean that the contraceptive implant can now last for 5 years, instead of 3.
In the video, the doctors refer to a “copper coil” and “hormonal coil”. These are now more commonly referred to as “copper IUD” and “hormonal IUD”. “IUD” stands for “intrauterine device”.

• Ask students to return to their pairs and fact file worksheets
• Ask pairs to answer the questions in the fact files titled:
  • Implants
  • IUDs
  • Contraceptive injections

Implant answers:

• Some advantages of using an implant:
  • The most effective option – failure rate of 0.02% – 2 in 10,000 will get pregnant whilst using this contraception
  • Lasts for 5 years during which time you can forget about it
  • You don’t have to remember to take any pills
• What happens to fertility after the implant is removed?
  • Fertility returns back to normal as soon as the implant is removed
• How long might it take for periods to settle once the implant is inserted?
  • Most people take 3-6 months for periods to settle – before then – they can be irregular

IUD (coil) answers:

• What are the 2 main types of IUD?
  • Copper
  • Hormonal
• How long can IUDs work for?
  • Up to 10 years for the copper IUD (the hormonal IUD can last for up to 8 years)
• Some advantages of IUDs:
  • A hormonal IUD will lighten or stop periods all together – it’s used as a treatment for heavy periods
  • Lasts for a very long time

Injections answers:

• How long do injections work for?
  • 13 weeks / 3 months
• Some advantages of using injections:
  • Very effective as long as you remember to go and get your next injection
  • You don’t have to remember to take any pills
• Some disadvantages of injections:
  • Some evidence of weight gain
  • You still need to remember to get a new injection every 3 months
  • Not prescribed to people under 18 – it can weaken young people’s bones
  • Can take a while for fertility to get back to normal (3 to 6 months, sometimes longer)

• Ask students in their pairs to summarise key differences between LARCs and other contraceptives.

• Key difference include:
  • LARCs are more effective than other contraceptives because you don’t have to remember to use them
  • LARCs last longer
  • LARCs do not protect from sexually transmitted infections like condoms

• Read through the information on the slide
• Ask pupils if there any points missing about long-acting contraceptives on this slide

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• Ask students to return to their fill the gap worksheet
• Ask them to complete the sections on:
  • Implants
  • IUDs
  • Contraceptive injections

Worksheet answers:

• Implants
  • Remember
  • Normal
• IUD (coil)
  • Copper
  • 10
  • Lighter
• Contraceptive injections
  • 13
  • Calendar
  • Weight
  • Bleeding

• Split the class in to the same 4 groups from the beginning of the lesson
• Each group should revisit their mind map of the type of contraception they were assigned
• Any corrections or additions should be made in a different colour pen

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• Ask students to write down:
  • the most interesting fact they have learnt from the past two lessons
  • any questions they have
• They should then submit both of these to the question box.
• This means that all students are writing something and it’s more difficult for other students to tell which members of the class are submitting questions.

• Ensure you have read and prepared answers to students’ questions in time for lesson 3 Making the choice.

• Remind students that if they have concerns or would like to talk to someone about any topics covered in the lesson they should speak to a parent or carer, their GP, sexual health clinic or other trusted member of staff in school.
• They can also find out more from:
  • Childline: ChildLine.org.uk
  • NHS: NHS.uk/contraception
  • Brook: Brook.org.uk

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• You may wish to collect the mind map baseline assessment from today, the ‘Fact file’ sheets and the ‘Fill the gap’ sheets (or for students to keep them safe) for assessment of learning or to revisit in the future for embedded learning.

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