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Lesson plan – Family Planning Association

Lesson 1: Penis pressure

Lesson plan

This slide is for teacher use / lesson preparation only

  • Lesson length: 70-80 minutes
  • Lesson starts on slide 4
  • The timings here are a guide - adjust as required to cover the needs of your class
Slide 4: Ground rules

 1 minute
  • The slide contains a suggested set of ground rules. They are there to protect both you and students from unnecessary emotional discomfort when teaching these subjects.
  • Ground rules could include:
    • Listen to and respect each other
    • One person speaking at a time
    • Openness but no personal stories
    • No such thing as a silly question
    • During discussions we have the right to pass
    • We won’t laugh at, judge, or make assumptions about anyone else in the group
Teacher notes:
  • N/A
Slide 5: Learning objectives

 2 minutes
We are learning about:

  • How to maintain penile health and hygiene
  • How condoms are used
  • How pressures and myths can affect a person’s feelings and expectations around sex
Teacher notes:
  • N/A
Slide 6: Intended learning outcomes

 2 minutes
We will be able to:

  • Describe features of penile health and the hygiene practices that support this
  • Describe or demonstrate safe use of a condom
  • Analyse why someone may experience ‘performance pressure’ and explain how this may affect them
Teacher notes:
  • N/A
Slide 7: Baseline assessment

  5 minutes
  • Ask students to answer the following questions as best they can on a piece of paper or in their books.
    • What is penile health and how can someone maintain this?
    • How and why do people use condoms?
    • What factors might influence how someone feels about their penis or sexual performance?
Teacher notes:
  • No feedback is necessary here – the students will be able to reflect on their answers at the end of the lesson.
Slide 8: Core activity one: You’re about to watch ‘Penis pressure’ – the film

 2 minutes
  • Explain to the class that you are about to play a 6 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
Teacher notes:
  • N/A
Slide 9: Core activity one: ‘Penis pressure’ – the film

  6 minutes

Teacher notes:
  • 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.
Slide 10 – 29: Core activity one: Quiz time 

 15 minutes
  • Go through the 10 question quiz
  • Ask the question on the slide and give students a chance to write down their answer
  • The next slide will show the correct answer
  • You should read through the answers and any additional information as a class
  • Students should make any corrections or additions in a different coloured pen
Teacher notes:
  • Note for question 5 – the studies around how long sex should last was only discussed with heterosexual couples and only focussed on the time taken until male ejaculation.
Slide 30 – 31: Core activity two: Create a storyboard

 10 minutes
  • Ask students to create a storyboard showing step-by-step how a condom should be used.
  • They should include:
    • Steps for using a condom
    • Illustration for each step
Teacher notes:
  • For students who require further support – talk through the flowchart on slide 31 and ask them to copy the flowchart and add illustrations to this.
Slide 32: Core activity three (optional): Practice with condoms

 10 minutes
This optional activity requires condoms and a condom demonstrator. If you are not able to complete this activity, move on to slide 33.

  • Ask students to practice putting condoms onto the demo-models if you have these.
  • If you do not have access to the demonstrator, you could potentially use alternative props like a banana.
Teacher notes:
  • Remind students to use their storyboards for support if needed.
  • Students who have visual impairment may require additional support in this lesson to help them recognise when a condom is inside out by how it feels. You should ensure that you or a teaching assistant are able to support them.
Slide 33: Core activity four: Exploring sources of influence

 5 minutes
  • Ask students to consider the below influences on the amount of pressure a person feels about their sexual performance:
    • Social media
    • Pornography
    • Their partner
    • Stereotypes about masculinity
    • Films and TV
    • Adverts for sexual health products
  • They should draw a vertical line and write “less influence” at the bottom and “more influence” at the top
  • They should then write the above sources along the line depending on how much influence they feel the source has
Teacher notes:
  • N/A
Slide 34: Revisit the baseline assessment: The end of the lesson is close…

 5 minutes
  • Ask students to review their answers to the baseline assessment:
    • What is penile health and how can someone maintain this?
    • How and why do people use condoms?
    • What factors might influence how someone feels about their penis or sexual performance?
  • They should make any changes or add any new learning in a different colour pen.
Teacher notes:
Answers could include:

  • Penile health:
    • Penile health is how healthy the penis is.
    • Someone can help maintain penile health by making sure the penis is regularly washed including cleaning off any smegma.
  • Condoms:
    • Condoms are used to prevent both pregnancy and the transmission of sexually transmitted infections.
    • People use condoms during sexual acts and must make sure condoms are used properly in order to be effective.
  • Influencing factors:
    • How they feel about the size and length of their penis, how long they last before ejaculation, if they have watched pornography, if they watch pornography regularly, their relationship with their sexual partner all may affect sexual performance.
Slide 35: Course assessment: What I knew before the lesson…

 2 minutes
  • Give each student a print out of the ‘Final assessment’ sheet
  • Ask students to complete the statements on their final assessment worksheet in the ‘Before the lesson’ column. i.e. for:
    • Before the lesson, I thought…
    • Before the lesson, I knew…
    • Before the lesson, I believed…
Teacher notes:
  • N/A
Slide 36: Course assessment: Question time

 5 minutes
  • Answer the questions collected during the lesson from the anonymous question box
Teacher notes:
  • You may wish to answer the questions in the question box at the start of the next lesson once you’ve had a chance to review them.
  • If there are no questions then you could give a couple of common questions e.g.
    • Q) Is there a ‘normal’ penis size?
      A) No, everyone is different
    • Q) Do you still need to clean a penis if you don’t have a foreskin?
      A)       People who are circumcised (have had their foreskin removed) are less likely to get a build up of smegma. Either way the important thing is to still regularly clean the penis daily with warm water, or warm water and a mild soap. This might feel a bit sensitive or sore at first.
Slide 37: Course assessment: What I know after the lesson…

 2 minutes
  • Ask students to return to their ‘Final assessment’ sheet
  • Ask students to complete the statements in the ‘After the lesson’ column beginning:
    • After the lesson, I think…
    • After the lesson, I know…
    • After the lesson, I believe…
Teacher notes:
  • You’ll need to collect the ‘Final assessment’ sheets or students will need to keep them safe. The sheets will be needed at the end of each of the 5 ‘Core Sexual Health Facts’ lessons.
Slide 38: Penis pressure – Lesson completed

 2 minutes
  • Give each student a copy of the Penis pressure fact sheet
  • Ask students to read through the fact sheet at home – it can help clarify any questions from the lesson
  • Tell students they can read more about the topics discussed today. Useful websites are listed on the fact sheet.
Teacher notes:
  • N/A
Lesson completed
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