Men’s Health Foundations

Overview

Students explore what “men’s health” means, common health issues that affect men and boys, and why preventative health matters. This first lesson establishes a shared understanding and a framework for planning, justifying, and evaluating personal and community wellbeing strategies across the 20-lesson unit.

Learning intentions

• Students will identify common health issues that can affect men and boys and describe how these can impact wellbeing.
• Students will explain the purpose of preventative health and how early action can reduce harm.
• Students will plan simple personal health actions and justify why they suit them and their context.
• Students will critique health information by checking accuracy, relevance, and bias.

Success criteria

• I can name at least three common men’s health issues and describe one impact on wellbeing for each.
• I can explain preventative health using an example (screening, vaccinations, lifestyle choices, help-seeking).
• I can choose one personal health action, justify it, and describe a realistic next step.
• I can identify at least one strength and one limitation of a piece of health information.

Curriculum links

• VC2HP10P10: Students plan, justify and critique strategies to enhance their own, others’ and community’s health, safety, relationships and wellbeing.
• VC2HP10P09: Students critique health information and services and evaluate how messaging influences health decisions and behaviours.
• VC2HP10P01: Students evaluate factors that shape identities and how individuals influence the identities of others, including norms and stereotypes that affect help-seeking.

Lesson structure (55 minutes)

1. 0–5 min · Welcome & framing. Teacher writes “What does men’s health include?” on the board, then shares today’s aim and norms for respectful discussion. Students quickly do a think: “What do men/boys need to be well?” and jot 2 ideas.

2. 5–15 min · Mind map: common issues. Teacher presents a short, factual overview (no graphic details) of common health concerns (e.g. mental health, cardiovascular health, diabetes risk, alcohol/drugs harm, injury risk, sexual health, cancer awareness/screening, physical activity). Students in pairs add 6–8 keywords to a class mind map and circle the three they think are most relevant to year 10 wellbeing.

3. 15–25 min · Preventative health carousel. Teacher sets up 4 stations with prompt cards:

• Vaccination and check-ups
• Lifestyle habits (movement, nutrition, sleep)
• Screening/early detection
• Help-seeking and support services Students rotate, label each station with one “before it becomes a problem” example, and one question they would ask to stay informed.

4. 25–35 min · Information critique mini-task. Teacher gives each group a short excerpt (teacher-created) from a fictional “health post” with intentional issues (e.g. exaggerated claims, missing evidence, unclear sources, or one-size-fits-all advice). Students complete a 4-point critique checklist:

• Does it sound evidence-based?
• Who is it written for and is it relevant to everyone?
• What might be missing or biased?
• What would you verify or where would you look next?

5. 35–47 min · Personal strategy planning (guided). Teacher models a simple planning template on the board:

• My health action (one behaviour for the next 2–4 weeks)
• Why it helps (preventative health link)
• What might get in the way
• My support plan (who/what service, and how I’ll access it) Students choose one action from their carousel ideas (e.g. schedule a check-up, improve sleep routine, reduce sugary drinks, plan weekly physical activity, practise safer relationships communication, identify a trusted support person, or learn about screening options appropriate to age). They must write one justification sentence.

6. 47–52 min · Share & refine (line-of-best-fit). Teacher draws a continuum: “Strongly preventative” to “More reactive.” Students place their actions on the continuum line in pairs, then give one “because…” feedback comment focused on preventative purpose and feasibility.

7. 52–55 min · Exit ticket. Teacher collects a brief exit ticket: one men’s health issue + one preventative action + one verification step for health information.

Resources

• Teacher-created short health information excerpts (2–3 versions with different intentional flaws)
• 4 station prompt cards for preventative health categories
• Class mind map poster or digital board
• Personal strategy planning template (printed or digital)
• Critique checklist handout (4 questions)
• Continuum line drawn on board or taped on floor
• Exit ticket slips/paper

Assessment

• Formative: teacher observes pair mind map contributions and checks for accurate health issue language.
• Formative: group critique checklist shows students can identify missing evidence, relevance limits, or bias.
• Summative-in-mini-form: exit ticket confirms students can name an issue, explain preventative health, and state one verification/support step.

Differentiation

• Provide sentence starters for the planning template (e.g. “This is preventative because…”, “A barrier could be…”, “I can get support from…”).
• Offer a choice of health actions so students can select options that suit their circumstances and comfort level (within school-appropriate boundaries).
• For students needing support, allow them to use the carousel examples verbatim and then add a personalised “why it helps” reason.
• Extension: for students ready for more challenge, ask them to identify one stigma stereotype that might reduce help-seeking and propose one inclusive, respectful way to encourage reaching out.