null Puberty part 2

Puberty part 2

Year level: 7 or 8


Students explore the physical, emotional and social changes associated with puberty.

Learning Focus

Being healthy, safe and active

Year 7: Management of emotional and social changes associated with puberty through the use of: coping skills; communication skills; problem solving skills and strategies (ACCPS071).

Year 8: The impact of physical changes on gender, cultural and sexual identities (ACCPS070).

Key Understandings

  • Puberty positivity - positives of puberty and ways to cope with the challenges associated with puberty.

  • Emotional and social changes of puberty and how to manage them.


  • Access to internet
  • Laugh and Learn video - puberty part 2
  • 3 hoops (or pieces of butchers paper)
  • Stick notes or scrap paper
  • Preferred media for large and small group work and individual work (e.g. paper and textas or iPads/tablets)

General Capabilities

No General Capabilities values have been selected.

No Australian Curriculum values have been selected.

Blooms Revised Taxonomy

No Blooms values have been selected.

Inquiry Learning Phase

No Inquiry Learning phase values have been selected.

Teaching and Learning Activities

Before you get started

Introduction: Laugh and learn videos - puberty part 2

  1. Say:

"Many of you have probably covered much of this information in primary school. This session is going to look at what you would like to have known about puberty when you first started learning about it. As with all things, there are positive and there are challenges about puberty."

  1. Watch Laugh and learn video - puberty part 2 (2min 19sec)

  1. Ask the following questions:

  • What do you think of the use of humour in this video?
  • Does it help get information across?
  • What is the message/information you got from this video?

Think-pair-share: Puberty positivity

  1. Think-pair-share: Discuss the positives of puberty (Puberty positivity). 

Possible answers: getting older and more mature; having greater independence; body changes are interesting; able to do different things; getting taller and stronger.

Students may like to use the following resources for reference: 

Girls & Puberty/Boys & Puberty (How to order hardcopies.)

Relationships, sex and other stuff (How to order hardcopies.)

Get the Facts - puberty

Get the Facts - puberty animation

  1. Share ideas with whole class and discuss.

Guess my category: Changes during puberty

  1. Acknowledge some of the negatives that many people associate with puberty.

  2. Guess my category: Place three hoops on the group (or butchers paper, or record electronically) to represent the categories 'physical', 'emotional', and 'social/relationships' but do not tell the students what they respresent (i.e. do not label the categories). 

  3. Ask students to write a challenge associated with puberty onto sticky notes. Read each sticky note to the class and place them into the relative hoop. 

  4. Ask:

  • How have I grouped these answers? or Why have I grouped the answers this way?

  • What labels would you give each group?

  • Do any of the groups overlap? (Hoops can then be joined to form a Venn diagram and sticky notes regrouped accordingly)

  • Do some groups have more sticky notes than others? Why do you think this is? (Society? Parents? Culture? Pressure?)

Possible responses

*Trigger warning* Students may raise sensitive topics in this session. Teachers will need to be prepared for potential responses related to things such as gender identity, sexual identity, religious beliefs, cultural beliefs, etc). 




Getting first period

Mood swings/mood changes

Changing relationships with friends

Waiting for first period


Best friend moves to a different school
Period cramps Anxiety Best friend has a boyfriend/girlfriend (and not time for me)
Managing periods at school or when out Selfishness Friend smoking/drinking/using drugs and I don't like it
Sweat/body odour Become self-involved I fancy my best friend
Developing breasts (or not developing breasts, size of breasts) Withdrawn Nasty things were posted about me online
Voice breaking Isolated Not fitting in (i.e. not having the 'right' clothes, phone, etc)
Growing pains Emotional Challening family boundaires
Getting taller (or not getting taller) Fear of being judged Too much independence/not enough independence
Pimples and acne No one understands me I'm not allowed to date boys/girls
Pubic hair (growing early, growing late, growing too much, not growing enough, etc) My parent's don't 'get' me I have a curfew
Making decisions about whether to remove hair or not  Exam pressure I have to work/do chores
Weight gain Negative body image (dieting, eating disorders, self-harm) I'm not allowed to cut my hair, get a piercing, shave my legs, etc
etc Confusion Not allowed to go out without an adult
  Sexual feelings Restrictions on screen time/internet/phone use
  Shy Restrictions on clothing (e.g. Mum says I can't leave the house like that. e.g. cultural clothing)
  etc Fancing someone and not being able to talk to them
    All my friends have boyfriends/girlfriends. I don't
    Dealing with rejection
    Navigating new relationships
    Breaking up
    Questioning sexual identity (e.g. Am I gay?)
    I sent a naked pic
    A private image I sent got shared without consent


Mind map: Positive coping strategies

  1. Say: 

"It is important for people to have a range of positive coping strategies to help with the potential challenges of puberty. No one person will feel exactly the same as others and no one strategy will work for everyone, so lots of different ideas are needed. Lots of skills that you already have can be used to think about how you can deal with these potential challenges - seeking help, problem solving, and communication. We are going to come up with lots of ways that you or someone you know might find useful."

  1. In pairs, students to be given one challege of puberty. Use the mindmap strategy to brainstorm some ways of dealing positively with the challenge allocated. (PC options: Word SmartArt Tools; Canva - Education - Mindmap; Table app: Popplet). Model an example and have students offer some postive coping strategies. 

  1. Other possible copings strategies
  • Talking to a teacher/school nurse/school pyschologist/chaplain/doctor
  • Getting enough sleep
  • Turning off phones/devices and going outside
  • Using Kids Helpline
  • Meditation/Yoga
  • Remembering that puberty doesn't last forever - you will get though it!
  • Getting questions answered on Get the Facts website
  1. Share and display the mindmaps.

Reflection: What I wish I had know about puberty BEFORE puberty!

  1. Using preferred medium, students complete the following sentence:

'Puberty! I wish I had known that....because...'


Puberty! I wish I had known that I could talk to Headspace when I was feeling low because I didn't realise there were so many organisations like Headspace that offer help for free.

Puberty! I wish I known that I didn't need to worry about hair growing in weird places because now I think it's cool.

*Trigger warning* Some students may disclose personal information when using 'I' statements. Some students may find this 'I' statement too personal or confronting. Consider if this following alternate wording is better for your students or offer them the choice.

'Puberty! One thing I would tell someone that is about to start going through puberty is....because...'

  1. Share in small groups.


  1. Discuss the following in small groups or record in a journal.
  • How easy was it to think of the positives of puberty? Why?
  • Why does puberty have so much misinformation around it?
  • What are two coping strategies that appeal to you and why do you like them?
  • What's one positive thing about puberty that you would say to a younger person?

Take home message

  1. Remind students of the take home message:

Puberty positivity! There are many positives about puberty - and also some challenges. Most people find sharing their thoughts and concerns with others helps them to deal with puberty in a positive way. 

  1. Remind students that there are lots of free services that offer help to young people over the phone, online chat and in person if they need help. See Websites - Students for a list of reliable websites and services for young people.

  2. Remind students that Get the Facts has a completely confidential 'Ask a question' service they may wish to use. All questions are answered by a qualified health professional with a week. 

Assessment task

Health promoting schools framework

Background teacher note: Health promoting schools framework

Partnerships with parents

Partnerships with schools staff

  • Invite the school health professionals and pastoral care staff (school nurse, school pyschologist, chaplain, boarding house master, etc) to a class or an assembly to introduce them to the students. Have them talk to the students about their role and how they can help. For example:
    • If you get your period at school and need help, you can go to...
    • If you are worried about something and need to talk, you can go to...