Self-Examination and Screening PSHE lesson plan
A secondary PSHE lesson for Years 10 to 13 that helps UK teachers introduce self-examination and screening as part of early detection and healthy lifestyles, through a structured, ready-to-teach lesson. Pupils learn why regular self-examination and screening matter, how to approach these topics with confidence rather than embarrassment, and when to seek support from a GP, school nurse or trusted adult.
Sex & Relationships Education
Snapshot
Self-Examination and Screening
The lesson gives teachers a structured way to introduce self-examination and screening as part of everyday healthy habits, without needing specialist health training.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building confidence and knowledge around self-examination, screening and early detection of health issues
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise self-examination and screening as normal, routine parts of looking after their health
recognise that early detection of health issues can make a difference to outcomes
recognise that feelings of embarrassment or uncertainty about these topics are common
Understand
understand why regular self-examination and screening are encouraged as part of a healthy lifestyle
understand that privacy and personal choice are important when it comes to health checks
understand who they can approach for advice or support, such as a GP, school nurse or trusted adult
Practise
practise talking about health and screening topics using clear, respectful language
practise identifying when and how to seek support if they have a health concern
practise separating fact from myth when discussing self-examination and screening
Who this lesson is for?
This lesson is designed for secondary pupils in Years 10 to 13 who are developing greater independence in managing their own health and wellbeing.
It is suitable for:
secondary PSHE lessons
relationships and health education
pastoral care or form time sessions
healthy lifestyles or personal development units
preparation for greater independence in health decisions
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing healthy lifestyles topics Use when pupils are beginning a broader unit on health, wellbeing or personal development.
Building health literacy Use when pupils need practical knowledge about self-examination and screening as part of everyday health habits.
Reinforcing help-seeking behaviour Use when pupils need reminding of who they can speak to about health concerns, such as a GP or school nurse.
Supporting a wellbeing focus period Use when your school is running a wellbeing week or health awareness activity and needs a structured lesson to sit alongside it.
Preparing pupils for greater independence Use as pupils approach adulthood and begin taking more responsibility for their own health decisions.
Revisiting personal development priorities Use when reinforcing existing PSHE or relationships education content on healthy habits and self-care.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Understanding self-examination and screening early gives pupils practical knowledge they can carry into adulthood, rather than leaving these habits to chance later in life. Early detection of health issues often depends on people feeling able to notice changes in their own bodies and knowing when and how to seek advice. Building this awareness during secondary school helps normalise self-examination and screening as routine, rather than something unfamiliar or awkward to discuss. This lesson supports a calm, factual approach to health literacy, helping pupils feel more confident asking questions and seeking support when they need it.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Health literacy Pupils learn broad, factual information about self-examination and screening.
Body awareness Pupils consider the value of noticing changes in their own bodies over time.
Help-seeking Pupils identify who they can approach for advice, such as a GP or school nurse.
Confidence Pupils practise discussing health topics without embarrassment or avoidance.
Personal responsibility Pupils reflect on their role in maintaining their own health as they grow more independent.
Respect for privacy Pupils recognise that health choices are personal and should be respected.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils not to share personal health experiences or discuss classmates' bodies
Frame discussion around general information and scenarios rather than personal disclosure
Identify the GP, school nurse or pastoral contact pupils can approach with questions
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe
During delivery
Use clear, factual and non-graphic language when discussing self-examination and screening
Keep the tone calm and matter-of-fact rather than clinical or alarming
Allow pupils to respond through discussion, written reflection or partner talk depending on confidence
Avoid singling out individual pupils to share personal views or experiences
Supporting safe discussion
Emphasise privacy rather than confidentiality when discussing personal health choices
Remind pupils that health decisions are personal and should be respected
Signpost where pupils can go for further information or support outside the lesson
Adaptation options
Consider single sex groupings if this suits your cohort and school context
Use written or paired reflection for pupils who are less comfortable with open discussion
Spend more time on support pathways if pupils need extra reassurance about who to speak to
