Lesson plan

• N/A

We are learning about:

• The anatomy of the vulva and vagina
• How a person can maintain vulval hygiene
• How to notice when someone may need to seek medical advice about vulval health

• N/A

We will be able to:

• Explain the difference between the vulva and vagina
• Describe the normal variations of vulvas
• Describe vaginal discharge
• Describe the pressures that a person might experience to alter the appearance of the vulva through hair removal
• Explain when a person may need to seek support about vulval health

• N/A

• Ask students to create a mind map with “vulvas and vaginas” at the centre.
• They should write down what they already know around the mind map.

• No feedback is necessary here – the students will be able to reflect on their mind map at the end of the lesson.

• Explain to the class that you are about to play a 7 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

• N/A

• Play the ‘Vulval vexations’ 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.

Plus:
The doctors in this video show a photographic artwork of vulvas

• Go through the 7 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

• N/A

Ask students to read the situations on the slide and make suggestions for what the character might think or feel in that situation, and what they might do.

1. Keely has a new partner, who mentioned that they thought pubic hair was weird and laughed about people having it.
2. Ada’s discharge has changed colour a bit from what it normally looks like, they’re also feeling some itching around their vulva.
3. Charlie has seen an advert on social media for a product that says it’s going to keep their vagina “fresh and clean”.
4. Skye is in a science lesson where they’re learning about the body and there’s a diagram of the vulva in their textbook. They notice the labia in the diagram looks different to the shape and colour of their own labia.

Possible answers:

1. Keely may feel embarrassed and that they need to remove their pubic hair. They should speak to a trusted adult if they feel the partner’s behaviour is unhealthy.
2. Ada may feel uncomfortable and worried about their discharge. They should see a doctor if there’s a change from their normal discharge.
3. Charlie may feel pressure to get the product, or worried that their vagina is not “fresh and clean”. They could share their worries with friends or a trusted adult. Charlie could also use a trusted website like NHS.uk for tips on keeping a clean and healthy vagina.
4. Skye might feel embarrassed or worried about their vulva’s appearance. They should talk to a trusted adult about their concerns. They should also understand that all labia look different.

• Put students into groups of 4 or less
• Students should choose a scenario from the last activity and consider the following:

1. What might Keely say to their partner to help them understand their point of view? What could a partner say to Keely to be more reassuring?
   OR
2. What might Ada say to a parent if they were worried and needed to see the doctor?
   What might Ada say to her doctor?

• After a few minutes, get feedback from the groups

Possible answers:

1. Keely:
   1. Keely could explain how their partner’s comment made them feel uncomfortable and self conscious.
   2. They could explain the health benefits to pubic hair and their right to choose how to groom themselves.
   3. Keely’s partner could apologise and reinforce Keely’s right to choose.
2. Ada:
   1. Ada could explain that they’ve noticed a difference in their discharge and for peace of mind would like to see the doctor.
   2. Ada is also able to make an appointment with their doctor themselves and it can be kept private. Also see “Optional reading for teachers:” on slide 2 for “NHS information on making health appointments for under 16’s”.
   3. Ada should explain to their doctor what their discharge normally looks like, and how it has changed. They should also explain that they feel itchy and include details like when did it change.

• In the same groups, students should choose a scenario from the last activity and consider the following

3. What might a friend say to Charlie to reassure them – what else might the friend say about whether the product is needed or not?
   What might Charlie say or do to challenge the post on social media?
   OR
4. What might Skye’s friend say in response to reassure her?
   What could the science teacher say during the lesson to reassure all students about the diagrams that are sometimes included in textbooks?

• After a few minutes, get feedback from the groups

Possible answers:

3. Charlie:
   1. A friend might say never clean inside your vagina. Internal washing can upset your body’s natural balance and cause infections. Vaginas are self-cleaning and do not need special products. You should only wash the outside with water or plain soap.
   2. They also may suggest that if Charlie is worried about their vulva that they should speak to their doctor.
   3. Charlie could report the post on social media to the platform and also make sure to mark the content as inappropriate.
4. Skye:
   1. Skye’s friend could say that their vulva differs from the diagram too and that they are sure other people in the class feel the same too.
   2. The science teacher should say that diagrams in text books are only one example of how something might look – in reality everyone is different and will look different.

• Ask students to revisit their mind map from the beginning of the lesson.
• They should make any changes or add any new learning in a different colour pen.

• N/A

• The students will now need their final assessment sheet from last lesson
• 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…

• N/A

• Answer the questions collected during the lesson from the anonymous question box

• 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 questions e.g.

Q) Is it ‘normal’ to have an outie or innie?
A) As the doctors explain in the video – it’s about 50/50. Important thing to remember is that every vulva looks different.

Q) Is it true that vulvas/vaginas smell like fish?
A) A healthy vulva/vagina should not smell strongly. If it does smell strongly, it may be a sign that you have an infection. Any changes in discharge (including smell or colour) should be checked by a doctor. Also see “Optional reading for teachers:” on slide 2 for “NHS information on vaginal discharge

• 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…

• 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.

• Ask students to create a script for a public health advert promoting healthy vulvas and vaginas
• Students should dispel myths and common misconceptions about the vulva and vagina

• This activity is optional. You may wish to skip this slide or set the task for home learning
• If you do this activity now then give each student a copy of the Vulval vexations fact sheet

• Give each student a copy of the Vulval vexations 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

• N/A