Lesson plan

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We are learning about:

• The factors that can influence choices about contraception
• Emergency contraception options
• How to overcome concerns about accessing sexual health services

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We will be able to:

• Describe some of the factors that may affect the type of contraception that is most suitable for someone
• Describe types of emergency contraception and why someone may need to use these
• Identify some concerns about accessing sexual health services and strategies for overcoming these

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• Respond to students’ questions from the question box from the last two lessons

• Be sure to have reviewed these questions and prepped your answers in good time

• Before this activity, cut out the 8 character quotes from Worksheet 2.3.i: Character quotes and place these on tables around the classroom
• In pairs, students should read the character quotes placed around the room
• On their sticky notes, students should then write the type of contraception they think is best for each character and leave the sticky note on the relevant table

• There may be more than one suitable type of contraception per character but students only need to leave one suggestion per character
• Answers are provided on the next slide

• Go through the answers on the slide and discuss any different answers on the tables and their suitability

Additional reasoning and information you could read out to your class:

1. Condoms
   They could also discuss other contraceptives.
2. Condoms or the copper IUD (coil)
   The copper IUD (coil) is not affected by other medications.
3. Condoms, contraceptive pills, copper IUD (coil) or hormonal IUD (coil)
   If someone has a fear of needles there’s still a range of contraception to choose from.
4. They could set reminders to take contraceptive pills and also to make appointments for getting more pills
   They could also use Long Acting Long-term Contraception (LARCs) like the copper IUD (coil), hormonal IUD (coil) or implant.
   They could also use a contraceptive injection if over the age of 18. Under 18s are advised to avoid the injection due to how it can weaken a young person’s bones.
5. Copper IUD (coil), hormonal IUD (coil) or implant
   A person’s periods and fertility will go back to “their normal” as soon as any of the above are removed.
6. Hormonal IUD (coil), implant or either type of contraceptive pill
   Each of the above can help reduce period pain. However, each type of contraceptive can affect people differently. So if one type isn’t helping as much as hoped – the person can try another.
7. Avoid the contraceptive injection
   Under 18s are advised to avoid the injection due to how it can weaken a young person’s bones.
   Evidence also shows the contraceptive injection is associated with an increase in weight in some people.
8. Condoms, copper IUD (coil), hormonal IUD (coil) or either type of contraceptive pill if prescribed for a year’s worth.
   They could also use a contraceptive injection if over the age of 18 and if the home-contraceptive injection is available

• Read through the information on the slide
• Ask students if there any important points on contraception choices they could add to this slide

• A missing point could be that you should be patient and willing to try different options since different contraceptives affect people differently. It may take a little while to find the best option for you.

• If the characters are at a sexual health clinic or GP what other sexual health questions could they ask?
• They should add their suggestions to a sticky note and leave this with each character.

Apart from condoms – the characters could ask about:

• The pros and cons of each type of contraceptives?
• If any of the contraceptives are riskier for their personal circumstances?
• How long before the contraceptive works?

Additional questions could include:

Character A – they could ask about having an STI check.

Character C – they could reiterate their fear of needles and ask about alternative contraception. As most contraceptives don’t involve needles many contraceptives don’t include having an injection so you should let your doctor know that you don’t like needles and they can help you make the right choice.

Character D – they could ask about how long the different LARCs and courses last e.g. for the hormonal IUD (coil) – depending on the type used, a hormonal IUD (coil) can work for 3, 5 or 8 years. It can still be taken out sooner if the person wants.

Character F – while some contraceptives can help relieve period pain – different contraceptives affect people differently. Therefore they could ask how long they should try each type of contraceptive before trying another. They could also ask about the easiest order to try a few different types of contraception.

Character G – as with character F above – different contraceptives affect people differently. Therefore they could ask how long they should try each type of contraceptive before trying another. They could also ask about the easiest order to try a few different types of contraception.

They could also tell their doctor about their weight concerns – and ask for recommendations and/or ask if any contraceptives should be avoided.

Character H – as with character D above – they could ask about how long the different LARCs and courses last e.g. for the hormonal IUD (coil) – depending on the type used, a hormonal IUD (coil) can work for 3, 5 or 8 years. Again – an IUD (coil) can be taken out sooner if the person wants.

They could also ask about home STI test kits.

• Explain to the class that you are about to play a 3 minute video with 2 doctors
• After the video, they’ll be asked to complete a quiz
• If students have any questions they should write them down and put them in the anonymous questions box

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• Play the ‘Accessing emergency contraception’ 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.

In the video, the doctors refer to a “copper coil”. This is now more commonly referred to as “copper IUD”. “IUD” stands for “intrauterine device”.

• Go through the 6 question quiz
• Ask the question on the slide and give students a chance to feedback possible answers
• The next slide will show the answer in bold

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• Read through the information on the slide

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• Read through the information on the slide
• Ask students if there any important points on emergency contraceptives they could add to this slide
  E.g. If a person needs emergency contraception they should consider if any STI tests are also needed.

• Emphasise to students that young people do not have to make decisions about contraceptives alone. Staff in sexual health services and GPs can help young people to access the type of contraceptive that’s right for them.
• Explain that – while it might not always feel like it, many parents and carers will want to help their children make the right decisions about contraceptive choices. Parents and carers may also be able to help by giving healthcare professionals additional medical information. Think about discussing the options with your parent(s) / carers.

• Split the class into groups of 3 – 4 students
• Give each group a set of concern cards and a set of advice cards from Worksheet 2.3.ii
• The groups should read each concern card and discuss what a friend might advise someone who was experiencing that scenario
• They should pick which advice card is most appropriate for each concern card
• After 5 minutes, get feedback from the groups about which advice they matched to which concern and discuss any differences between groups

• Challenge: If you want to stretch your class or certain groups, only give a set of concern cards to each group and allow them to come up with their own advice for each concern

• Read through the information on the slide
• Ask students if there any important points on accessing sexual health services they could add to this slide
  E.g. There is no need for embarrassment at clinics. Staff are very used to all scenarios – they are only concerned about helping you to make the best decision for you.

• Emphasise that staff at sexual health services will help young people to make decisions.
• Highlight that any information shared will be confidential, unless the member of staff is concerned about the young person’s safety, in the same way a teacher would have to report similar concerns.

• Ask students to return to their baseline assessment from lesson 1: Introduction to contraception
  • This is the students’ response to the social media post: “Curious about contraception! What do people use? How do I make sure I’m using it properly? Who can I ask about it?”
• They should make any changes or additions they would like to their answers, based on their learning during these 3 contraception lessons.
• Remind students of the topics each of the lessons have explored, including:
  • Types of contraception
  • The factors that may affect which contraception choice
  • Accessing emergency contraception
  • Overcoming concerns about accessing sexual health services
• Use students’ additions and changes to their advice to evidence their progress across the lessons.

• Advise students that if they have any remaining questions on this topic, they should submit them to the question box as they leave the classroom.
• Make sure these are answered at an appropriate time (i.e. the following lesson).

• Remind students that if they have concerns or would like to talk to someone about sexual health, contraception, or any of the topics explored in the lesson, they could talk to a trusted adult such as a parent or carer, their GP or a member of staff at a sexual health clinic.
• They can also speak to staff in school, such as a head of year or form tutor.
• If they’re concerned, for example about pressure to have sex, they can contact Childline: www.childline.org.uk 0800 1111
• They can also find out more from:
  • Childline: ChildLine.org.uk
  • NHS: NHS.uk/contraception
  • Brook: Brook.org.uk

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• Ask students to create a script showing how a young person could start a conversation with a parent, carer, or trusted adult to ask for help making decisions about contraception.

• This activity is optional. You may wish to skip this slide or set the task for home learning.