Building Healthy Classrooms

Lesson 1: Understanding Classroom Culture

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Year Level: Year 4

Duration: 60 minutes

Class Size: 30 students

Learning Area: Health and Physical Education

Unit: Building Healthy Classrooms

Victorian Curriculum Alignment: Health and Physical Education Level Years 3-4

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Learning Objectives

Students will:

• Understand the concept of classroom culture and its impact on their learning environment.
• Identify and describe the key characteristics of a positive classroom culture, including respect, inclusivity, and collaboration.
• Recognise their role and responsibilities in contributing to a supportive and healthy classroom culture.
• Develop personal and social skills to foster respectful and inclusive relationships within the classroom (Victorian Curriculum code: AC9HP4P04) .

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Curriculum References

• AC9HP4P04: Select, use and refine personal and social skills to establish, manage and strengthen relationships (Year 3 and 4).
• Emphasises respect, empathy, support for diversity, and strategies to challenge bullying and discrimination .
• Links to emotional and social wellbeing by fostering positive peer relationships.

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Resources Needed

• Whiteboard and markers
• Sticky notes or small coloured cards
• Large poster paper for group brainstorming
• Markers for students
• Scenario cards describing classroom behaviour examples (positive and negative)
• Reflection journals or sheets for individual responses

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Lesson Outline

1. Introduction (10 minutes)

• Begin with a simple open question: “What makes a classroom a nice place to learn?”
• Facilitate a brief whole-class discussion capturing students' ideas on the whiteboard.
• Introduce the term "classroom culture" as the feelings, behaviours, and ways people treat each other in the classroom.
• Explain that good classroom culture helps everyone feel safe, respected, and able to learn.

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2. Group Brainstorm: Characteristics of a Positive Classroom Culture (15 minutes)

• Divide the class into six groups of 5 students.
• Provide each group a large piece of paper titled “Our Healthy Classroom”.
• Groups brainstorm and write down words or phrases they think make classroom culture positive (e.g., respect, kindness, listening, fairness, working together).
• Encourage use of drawings or symbols to represent ideas.
• After 10 minutes, groups briefly present their key points to the whole class.
• Teacher synthesises ideas, writing key characteristics on the whiteboard (aim for respect, inclusivity, collaboration, kindness, and responsibility).

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3. Role Play: What Would You Do? (15 minutes)

• Using pre-prepared scenario cards, present different classroom situations involving interactions among students (e.g., someone being left out, a disagreement in group work, helping a peer).
• In small groups, students discuss and role-play positive responses that contribute to a healthy classroom culture.
• Focus on demonstrating respect, inclusion, and collaboration.
• Invite some groups to perform their role play for the class.
• After each, engage the class in identifying what positive behaviours were shown.

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4. Individual Reflection and Commitment (10 minutes)

• Students individually write or draw in their reflection journals or on sheets:
  • What is one thing they can do to help build a healthy classroom culture?
  • How will they show respect or kindness every day?
• Teacher prompts ideas such as listening carefully, including all classmates, helping someone in need, or using kind words.

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5. Closing Discussion and Reinforcement (10 minutes)

• Invite volunteers to share their commitments.
• Teacher reinforces: A healthy classroom culture helps everyone to learn and feel happy.
• Explain that this is the first lesson in a three-lesson unit where they will learn more about building this culture together.
• Close with a class agreement or "Class Culture Pledge" summarising the shared responsibilities discussed.

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Assessment

• Formative Assessment through:
  • Observation of group brainstorming participation and contributions
  • Quality of ideas presented in role plays and discussion
  • Individual reflection responses showing understanding of positive behaviours
• Assessment aligns with AC9HP4P04, evaluating personal and social skills for respectful relationships .

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Teacher Reflection Notes

• Ensure discussions are supported by examples appropriate for Year 4 students, using simple language and concrete examples.
• Facilitate a safe environment where all students feel comfortable sharing.
• Use positive reinforcement to encourage respectful behaviours.
• Adjust group sizes or roles as needed for inclusivity and engagement.

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This lesson perfectly positions students at the start of their health unit to understand and value the critical role they play in cultivating a respectful, inclusive, and collaborative classroom—core principles of a healthy learning environment as envisioned by the Victorian Curriculum for Health and Physical Education Years 3-4.

By engaging through active discussion, creativity, role play, and self-reflection, students enact the curriculum’s intent to develop social and emotional skills foundational to health and wellbeing.

This forward-thinking approach not only meets but exceeds Victorian Curriculum requirements, promoting lifelong skills in empathy, respect, and cooperation.

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If you would like the lesson plans for Lessons 2 and 3 in this unit, please let me know!