Understanding Risk-Taking

Unit: Navigating Risks in Health

Lesson 1 of 8
Year Level: Year 9
Duration: 40 minutes
Class Size: 25 students
Subject: Health (Western Australian Curriculum)

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Learning Objectives

By the end of the lesson, students will be able to:

1. Define the concept of risk-taking and distinguish between positive and negative risks.
2. Understand how personal identity influences decisions related to risk-taking.
3. Reflect on their own attitudes toward risk using the 'Risk-O-Meter' activity.
4. Develop strategies to evaluate risks in everyday health and safety situations.

These learning intentions align with the Western Australian Health Curriculum content descriptor:

• AC9HP10P08: Plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk【6:AC9HP10P08】.

• AC9HP8P08 (as scaffold for Yr 9 reasoning): Refine protective behaviours and evaluate community resources to seek help for themselves and others【2:AC9HP8P08】.

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Curriculum Alignment

Western Australian Health Curriculum Content Descriptions:

• AC9HP10P08: Students learn to plan, rehearse and evaluate strategies for managing risk in their health, safety, and wellbeing.
• Emphasises evaluating personal and peer influences and strategies to minimise harm from risky behaviours.

General Capabilities developed:

• Critical and creative thinking
• Personal and social capability
• Ethical understanding

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Materials Required

• 'Risk-O-Meter' activity sheets (prepared before class)
• Whiteboard/flipchart and markers
• Sticky notes or index cards
• Pens or pencils

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Lesson Sequence

Time	Activity	Teacher Instructions	Student Engagement
0 – 5 min	Introduction & Warm-up	Briefly introduce the concept of risk and risk-taking. Ask: “What risks do you think young people face in daily life?”	Students brainstorm and share examples aloud. Teacher notes examples on the board, categorising as 'positive' or 'negative'.
5 – 15 min	Risk-O-Meter Activity	Hand out the Risk-O-Meter activity sheets. Explain the risk continuum:

• Left: Low risk / positive risk (e.g., trying a new sport).
• Right: High risk / negative risk (e.g., texting while driving).
  Ask students to write down examples of risks they've experienced or observed and place them on the Risk-O-Meter. Then share. | Students individually identify and position risks on their sheets, then discuss in pairs or small groups. Share insights with class. |
  | 15 – 25 min | Exploration of Positive vs Negative Risks | Lead class discussion clarifying definitions of positive and negative risks. Discuss examples and consequences for health and wellbeing. Introduce the idea that some risks can be healthy and developmental. | Students identify examples of positive risks (e.g., standing up for a friend, joining a new club) and negative risks, reflecting on why they are risky. |
  | 25 – 35 min | Personal Identity & Risk Decisions | Facilitate discussion on how personal factors influence taking risks: personality, peer influence, values, culture. Ask: "How does who you are affect your choices about risk?" | Students reflect individually then share examples where their identity shaped a risk decision. Discuss peer pressure and self-awareness. |
  | 35 – 40 min | Summary & Exit Ticket | Summarise key points on risk categories and personal identity influence. Introduce the upcoming lessons building on this groundwork. | Students complete a brief “exit ticket” on a sticky note answering: “What is one positive and one negative risk you might face? How might your identity influence your choice?” |

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Differentiation & Support

• Provide sentence starters or risk examples for students who need scaffolding.
• Allow students to work in pairs during Risk-O-Meter activity to support engagement.
• For advanced learners, prompt critical thinking with “Are some negative risks sometimes worth taking? Why or why not?”

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Extension and Homework

• Ask students to keep a "Risk Journal" for the week, noting any risks they encounter or take and reflecting on their decisions and influences involved. They will share this in Lesson 2.

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Assessment

Formative assessment through:

• Observation of participation and quality of examples in class discussion and Risk-O-Meter activity.
• Review of exit tickets to gauge understanding of positive/negative risk and identity influences.

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Additional Teacher Notes

• The 'Risk-O-Meter' is a dynamic tool to discuss nuance of risk, avoiding over-generalisation.
• Emphasising personal identity enables culturally inclusive conversations and connections to First Nations perspectives on community and self.
• This lesson sets foundation for managing risk in contexts such as digital environments, substance use, relationships and physical activity (covered in later lessons).

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Professional Tips to 'Wow' Your Class

• Use real-life scenarios or anonymised local examples relevant to students (sports, social media, friendships).
• Encourage students to co-create a class Risk-O-Meter poster to display for reference throughout the unit.
• Include cultural perspectives: for example, discuss the role of community in shaping safe risk-taking choices in different cultures, including First Nations Australian contexts.
• Embed reflective questioning often to develop personal and social capabilities for understanding health risks.

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If you would like, I can also assist with your basketball, soccer and social training roster planning or propose ideas for supporting your house (sports) captains in their roles to enhance student leadership in the sports program!