Belonging Through Tech

Overview

Students explore how identity and belonging support health and wellbeing, and how respectful teamwork can strengthen participation in learning. They will be introduced to Kahoot as a digital engagement tool and use a short quiz to reinforce a current PDHPE topic related to inclusion and healthy identity.

Learning intentions

Students will:

• Learn how Kahoot works and how to respond responsibly in a digital quiz space.
• Practise teamwork by sharing roles (device, reader, time-checker, encouragement).
• Analyse how identity and belonging influence health and wellbeing in individuals and communities.
• Apply PDHPE knowledge through a short Kahoot quiz and explain their choices.

Success criteria

Students can:

• Join a Kahoot quiz correctly and follow game rules safely and respectfully.
• Work in teams using agreed roles and communicate encouragement without disrupting others.
• Select answers and justify them using PDHPE ideas about identity, belonging and wellbeing.
• Reflect on how digital engagement can support or harm inclusion.

Curriculum links

• PH5-IBC-01: Students analyse how identity and a sense of belonging contribute to the health and wellbeing of individuals and communities.
• PH5-SHW-01: Students analyse the interrelationship between contextual factors, attitudes and behaviours to promote safety, health and wellbeing (including respectful online/learning behaviours).
• PH5-SMI-01: Students evaluate and adapt self-management and interpersonal skills to manage complex situations (team roles, staying focused, handling competition).
• Digital citizenship focus aligns with safe, respectful participation expectations in classroom learning contexts.

Lesson structure (60 minutes)

1. 0–5 min · Hook and expectations. Teacher shows the learning intention on the board: “Belonging through tech—respectful participation matters.” Students do a quick think: “What helps you feel included when learning with others?”

2. 5–15 min · Direct teach: Kahoot and teamwork norms. Teacher demonstrates joining a Kahoot quiz, selecting answers, and how results display. Teacher explicitly models teamwork rules: one device per team, turn-taking, respectful language, and no shouting/teasing after answers. Students practise: in groups, open the Kahoot practice screen (or teacher demo) and rehearse pressing “A/B/C” style options.

3. 15–25 min · Gameplay familiarisation (practice round). Teacher runs a short “How it works” practice quiz with 5 very easy questions unrelated to PDHPE (e.g., day/time, classroom routine). Students: each group appoints roles—Device Manager, Reader (reads the question aloud), Encourager (tracks respectful behaviour), and Resolver (checks team agreement). They agree on an answer, then submit as a team.

4. 25–40 min · PDHPE Kahoot quiz (current topic). Teacher introduces the PDHPE link: identity and belonging. The teacher runs a short Kahoot quiz (8–10 questions) based on the topic taught recently, such as:

• recognising how belonging supports wellbeing
• examples of inclusive behaviours in school/community
• interpreting how identity can be expressed safely and respectfully
• contextual factors that influence inclusion (e.g., peer attitudes, cultural factors, growth/change). Students answer during the quiz; after each question (or every 2 questions), teacher pauses for 20–30 seconds to ask: “What idea from PDHPE helped you choose?”

5. 40–50 min · Team reflection: justify and connect. Teacher prompts a quick discussion: “Were your answers chosen as a team? How did your team support inclusion during the quiz?” Students complete a short written response (or sentence starters) for 2 questions they found hardest:

• “My team decided because…”
• “This links to belonging because…”
• “A safe/respectful digital behaviour is…”

6. 50–58 min · Formative check and class debrief. Teacher reviews common misconceptions shown by quiz results and corrects misconceptions with brief explanations. Teacher asks students to rate confidence (thumbs) for: understanding belonging/identity, and feeling prepared to use Kahoot respectfully. Students share one “team success” and one “improvement” for next time (e.g., better turn-taking, clearer role responsibilities).

7. 58–60 min · Exit ticket. Students submit a final quick response on paper or verbally:

• “One way digital learning tools can improve inclusion is…”
• “One behaviour that keeps quiz spaces safe and respectful is…”

Resources

• Teacher device with projector/interactive screen capability.
• Student devices (phones/tablets/laptops) or a rotation setup for 25 students.
• Kahoot login/setup and a prepared quiz with 8–10 PDHPE questions plus a 5-question practice set.
• Printed team role cards (Device Manager, Reader, Encourager, Resolver).
• Whiteboard/slide with classroom norms for digital quizzes (respect, no teasing, turn-taking).
• Student worksheet/sentence starters for reflection.
• Timer visible to support role duties and pacing.

Assessment

• Formative during practice: teacher observes correct joining, respectful behaviour, and team role use.
• Formative during PDHPE quiz: teacher reviews which questions had low accuracy to identify misconceptions about identity and belonging.
• Written reflection: checks ability to connect quiz answers to PDHPE ideas about wellbeing and inclusion.
• Exit ticket: checks understanding of inclusive, safe digital engagement behaviours.

Differentiation

• Support: provide sentence starters for reflection and a “linking phrase” bank (e.g., “Belonging helps wellbeing because…”).
• Support: allow teams to rehearse controls before the PDHPE quiz; offer clear visual cues for answers.
• Extension: for fast finishers, ask teams to write a short justification for one question using both an identity/belonging idea and a contextual factor (attitudes/behaviours).
• EAL/SEN: use simplified question wording in the quiz where appropriate; Reader role helps access; teacher pauses for clarifying instructions before key questions.
• Manage competition: emphasise improvement and teamwork rather than only leaderboard position to reduce pressure for sensitive students.