Understanding Self-Management

WALT

We Are Learning To identify self-management skills.

Success Criteria

• Define self-management in our own words.
• Discuss why self-management is important for our wellbeing.
• Recognise examples of self-management skills in everyday life.

Curriculum Links

• NSW Health and Physical Education K-6 Syllabus:
• PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups.
• PH3-CWT-01: Creating written texts supports understanding of health, safety and wellbeing.

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Lesson Duration

45 minutes Class size: 30 students

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Resources

• Visual aids/posters with key concepts and images of self-management skills.
• Whiteboard and markers.
• Chart paper and markers for group tasks.
• Student exercise books for reflections/writing.
• Scenario cards for role-play.

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Lesson Breakdown

Introduction (10 minutes)

1. Engage & Connect Begin with a question to the class: “What do you think self-management means?” Take a few quick responses. Write keywords on the board.

2. Explain WALT and Success Criteria Clearly state:

• WALT: We are learning to identify self-management skills.
• Success Criteria: By the end of this lesson, we’ll be able to define self-management and explain why it’s important.

3. Define Self-Management Provide a student-friendly definition: Self-management means being able to control your feelings, thoughts, and actions so you can make good choices and solve problems.

4. Visual Aids Presentation Show posters/images depicting self-management (examples: managing anger, planning homework, asking for help). Discuss briefly each example.

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Activity 1: Group Discussion and Scenario Role-Play (15 minutes)

1. Form small groups of 4-5 students.
2. Give each group a scenario card showing a common school or home situation involving emotions or challenges (e.g., feeling frustrated with homework, needing to wait your turn, calming down after disagreement).
3. Ask groups to discuss:

• What is the problem?
• What self-management skills could help in this situation?

4. Groups role-play their scenario showing self-management in action.
5. After each, discuss as a class how the skills used helped solve the problem.

Differentiation:

• Visual learners benefit from scenario cards and visual posters.
• Auditory learners engage through group discussions and role-plays.

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Activity 2: Individual Reflection and Writing (10 minutes)

1. Ask students to write/draw in their exercise books:

• One self-management skill they think is important.
• Why it helps them or could help in their life.

2. Optional prompt: “When have you used self-management before?”

Support:

• Provide sentence starters for students who need help (e.g., “One self-management skill I use is... because…”).

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Conclusion and Recap (5 minutes)

• Invite a few students to share their reflections.
• Recap the lesson: What is self-management? Why is it important?
• Highlight that building self-management helps us be stronger, calmer, and better friends and learners.

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Assessment for Learning

• Observations of group discussions and role-plays for understanding.
• Review of written reflections to check comprehension and ability to apply the concept.
• Informal Q&A during recap.

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Next Steps

• Prepare students for upcoming lessons on communication skills and resilience building.

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Overview of the Unit: Building Resilience and Communication

Lesson No.	Title	WALT	Success Criteria	Curriculum Link
1	Understanding Self-Management	Identify self-management skills.	Define self-management and discuss its importance.	PH3-IHW-01, PH3-CWT-01
2	Recognising Emotions	Identify and name different emotions.	Describe different emotions and how they affect us.	PH3-IHW-01
3	Managing Emotions	Develop strategies to manage emotions.	Apply self-management strategies to handle emotions.	PH3-IHW-01
4	Effective Communication	Use clear communication to express feelings and needs.	Demonstrate active listening and expression skills.	PH3-CWT-01
5	Building Positive Relationships	Recognise qualities of positive friendships.	Identify how to maintain respectful friendships.	PH3-IHW-01
6	Problem Solving Skills	Use problem solving steps effectively.	Apply steps to solve simple conflicts or challenges.	PH3-IHW-01
7	Coping with Stress	Identify ways to cope with stress and challenges.	Share coping strategies for stressful situations.	PH3-IHW-01
8	Setting Personal Goals	Set achievable personal and learning goals.	Write SMART goals related to health and wellbeing.	PH3-CWT-01
9	Asking for Help	Recognise when and how to seek help.	Practice asking for help appropriately.	PH3-IHW-01
10	Review and Reflect	Reflect on growth in resilience and communication skills.	Discuss personal progress and set future learning goals.	PH3-IHW-01, PH3-CWT-01

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This detailed lesson plan and unit overview supports a scaffolded approach to building resilience and communication in Year 5 students through the NSW Health curriculum, with clear connections to learning outcomes and thoughtful differentiation to engage diverse learners.