Belonging Through Change

Overview

Today students use Blooket as a structured digital learning tool while exploring how belonging and managing change influence participation in groups. They will connect safe, respectful online behaviours with physical wellbeing (comfortable and safe participation), mental/emotional wellbeing (confidence, managing frustration and responding to change), social wellbeing (inclusion, cooperation and respectful relationships), and spiritual wellbeing (identity, values, meaning and feeling connected to a community). Students will consider how identity, relationships and support networks can help people feel that they belong, particularly when routines, roles or circumstances change.

Learning intentions

Students will:

• recognise how identity, belonging and change influence how people interact in groups
• explain how Blooket supports engagement and learning through interactive review
• practise core digital literacy skills: logging in carefully, using the correct mode, and responding respectfully to game content
• evaluate whether their own attitudes and behaviours support safe, inclusive participation

Success criteria

Students can:

• describe what to do before, during and after a Blooket game (basic digital routines)
• demonstrate respectful behaviour (e.g. no cheating/harassment, encouraging others)
• choose an appropriate attitude during gameplay that supports wellbeing and inclusion
• reflect on one improvement for safer, healthier online participation next time

Curriculum links

• PH5-SHW-01 — Students analyse the interrelationship between contextual factors, attitudes and behaviours to promote safety, health and wellbeing
• PH5-IBC-01 — Students analyse how identity and a sense of belonging contribute to the health and wellbeing of individuals and communities
• PH5-SMI-01 — Students evaluate and adapt self-management and interpersonal skills to manage complex situations

Lesson structure (60 minutes)

1. 0–5 min · Hook (attitudes + belonging). Teacher displays a scenario prompt on the introduction slides: “A teammate feels left out during a class activity—what attitude and behaviour could help them feel included?” Students think-pair-share and then nominate one idea to the class. Explain that belonging means feeling accepted, valued and connected, and that small choices—inviting someone in, listening and sharing roles—can affect social and mental/emotional wellbeing. Teacher prompts: “What might the person be thinking or feeling?” “How could a relationship or support network help?” “What could change if the group’s attitude changed?”

2. 5–12 min · Direct teach: Blooket introduction. Teacher introduces Blooket using the introduction slides, explaining it is an interactive quiz/game platform used for learning review. Emphasise that the purpose is to practise knowledge and self-management, not simply to win. Students listen and record 2–3 key routines on the Blooket routines worksheet (e.g. how to join, what to do if stuck, how to respond to questions). Teacher prompts: “How can a clear routine make a new or changing situation feel more manageable?” “Which routine protects your safety, learning or wellbeing, and why?”

3. 12–20 min · Teach: how to use Blooket safely. Teacher models the steps shown on the introduction slides: opening the game, entering the correct class code, choosing the right device settings (sound/notifications), and using “practice” mode only. Explain that checking instructions and asking for support are self-management skills that can reduce stress and help everyone participate fairly. Students follow along on their device/tablets/laptops, aiming to successfully join a practice round without rushing. Teacher prompts: “What could you do if a change or technical problem makes you feel frustrated?” “Who is part of your support network in this classroom?”

4. 20–35 min · Practice game session (guided). Teacher launches a short, teacher-controlled practice round from the introduction slides. Students play in small groups/pairs depending on device availability, with clear expectations: no offensive language, no distracting behaviour, no sharing passwords, and no “team sabotage.” Explain that respectful behaviour builds trust and relationships, while exclusion or humiliation can harm mental/emotional and social wellbeing. After the round, teacher pauses and asks: “How did attitudes and behaviours affect belonging in our team during the game?” Additional prompts: “How did the group respond when something changed or someone made a mistake?” “What behaviour helped people feel safe enough to participate?” “How could identity, confidence or prior experience affect someone’s response?”

5. 35–45 min · Connection to wellbeing + inclusion. Teacher facilitates discussion using the prompts on the introduction slides:

• “How might identity (e.g. confidence, culture, prior knowledge) affect how someone participates?”
• “What contextual factors (time pressure, competition, device access) could change how people behave?” Explain that belonging is shaped by identity, relationships, access and the behaviour of others. Feeling connected can support mental/emotional and social wellbeing; feeling excluded or unable to access the activity may affect confidence, stress and participation. Students choose one example and write a short response on the Blooket routines worksheet: “One behaviour that supports safety and belonging is…” Teacher prompts: “Which wellbeing dimension is affected, and how?” “What support could make the change easier?” “How could this idea apply to a team, friendship group or online community in your life?”

6. 45–55 min · Reflection (self-management). Teacher returns to the introduction slides for a structured reflection template (sentence starters). Explain that reflection helps students notice how they manage change, adapt behaviour and use support networks. Students complete a brief reflection on the Blooket routines worksheet:

• “During gameplay I noticed…”
• “My attitude/behaviour that helped wellbeing was… because…”
• “A change or challenge I managed was… and I used/ could use this support…”
• “This affected my physical, mental/emotional, social or spiritual wellbeing by…”
• “Next time I will adapt by…”

7. 55–60 min · Exit ticket check. Teacher collects the Blooket routines worksheet and uses a quick oral check: each student states one routine or rule they will follow next time and explains how it supports safety, belonging or wellbeing (teacher records common answers).

Resources

• the introduction slides
• the Blooket routines worksheet
• student devices (tablets/laptops) with Blooket access
• classroom projector/teacher device for modelling
• headphones optional (shared device environments)
• class login/class code sheet displayed or prepared offline
• timer
• pens/pencils and seating plan for quick groupings

Assessment

• Formative check: teacher observes students joining the game correctly and following safe routines during practice, noting self-management when students encounter change, uncertainty or technical difficulty
• Formative check: students’ discussion contributions about attitudes/behaviours, identity, relationships, support networks and belonging, including how these influence physical, mental/emotional, social and/or spiritual wellbeing
• Worksheet evidence: completion of wellbeing/inclusion reflection statements on the Blooket routines worksheet, including an example of adapting behaviour and connecting a support network or wellbeing dimension to their own life
• Exit ticket evidence: each student states one routine or rule and explains how it supports safety, belonging or wellbeing

Differentiation

• Provide sentence starters on the Blooket routines worksheet for students who need language support
• Offer a “step-by-step” join routine checklist on the the introduction slides for students who become anxious or stuck
• Extension option: students identify one additional contextual factor (e.g. competition style, accessibility, feedback tone) and propose a strategy to improve inclusion
• SEN/EAL support: allow brief oral responses to be transcribed by the student or teacher aide; keep wording of rules consistent and visible