Understanding Wellbeing

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Curriculum Alignment

Learning Area: Health and Physical Education
Level: Year 4 – F–10 Australian Curriculum (Version 9.0)
Strand: Personal, Social and Community Health
Sub-strand: Mental health and wellbeing
Content Description:

• ACPPS035: Identify and practise strategies to promote health, safety and wellbeing.
• ACPPS039: Identify how emotional responses influence interactions with others.

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WALT (We Are Learning To)

• Define the concept of "wellbeing"
• Identify ways to look after our own wellbeing
• Recognise how wellbeing affects our feelings, actions and friendships

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Success Criteria

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

✅ Explain in their own words what 'wellbeing' means
✅ Identify at least three things that support their personal wellbeing
✅ Describe how emotions can impact their relationships in group discussions or writing
✅ Suggest simple wellbeing strategies that are helpful and age-appropriate

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Time: 55 Minutes

Class Size: 17 students
Room: Classroom with flexible seating options and access to whiteboard/projector

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Lesson Overview

This Year 4 lesson introduces students to the concept of wellbeing in an age-appropriate and engaging way, using practical examples, emotional literacy, movement, and reflection tasks. The lesson includes inclusive teaching strategies, explicitly supports students with dyslexia, and provides thoughtful opportunities for high achievers.

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Materials Required

• Whiteboard and markers
• 'Wellbeing Wheel' poster (teacher-created visual aid)
• Calm music for mindfulness (e.g. instrumental, no lyrics)
• Pre-printed task sheets in dyslexia-friendly font (Comic Sans or OpenDyslexic)
• Coloured pencils/markers
• Butcher's paper or A3 card sheets for group activities
• Short scripted story for role-play (see below)
• Sticker dots or mini sticky notes for check-in/out activities

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Lesson Breakdown

❗Warm-Up Activity (10 minutes)

Activity: Wellbeing Check-In Circle

• Students sit in a circle.
• Teacher introduces a simple check-in: "Use one word or emoji to describe how you're feeling today."
• Give students time to think, share voluntarily.
• Teacher models language like: "I'm feeling 🌞 because I had a tasty breakfast today."

Purpose: Sets a safe tone, introduces mindfulness of feelings, and encourages emotional vocabulary use.

Tip: Offer a visual feelings chart for students needing extra support with vocabulary.

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🧠 Introduction to Wellbeing (10 minutes)

Whole-Class Discussion

• Teacher writes the word "Wellbeing" on the board.
• Ask: "What do you think wellbeing means?"
• Write key words on the board around 'Wellbeing' – include ideas like happiness, sleep, friends, calm, exercise, and food.

Display visual "Wellbeing Wheel” with 6 areas:

1. Physical health (food, sleep, movement)
2. Emotional health (feelings, expression)
3. Social connections (friends, support)
4. Mindfulness/Reflection
5. Safety
6. Sense of purpose

Mini-Brainstorm - Think, Pair, Share

• Students silently think: "What helps me feel good and safe?"
• Pair with a partner to share one idea.
• Share selected answers with the whole class.

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🧩 Activity 1 – Building Your Own Wellbeing Wheel (15 minutes)

Task Instructions:

• Students receive a blank 6-section wheel template with titles pre-written in dyslexia-friendly font.
• Students draw or write one thing they already do in each section to support their wellbeing.
• Examples will be modelled on the board first.

Differentiation:

• Provide printed picture cards with matching vocabulary for students requiring more support.
• Pair EAL students or those with learning difficulties with helpful buddies.
• Offer scribing support where needed.

Extension:
Advanced students can write short reflections on why they chose their strategies (“Walking my dog helps me because I get fresh air and it's relaxing.”)

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🎭 Activity 2 – Role Play: Feelings and Friendships (10 minutes)

Set-Up:

• Brief discussion: "Can our feelings sometimes affect our interactions with others?"

• Teacher reads a short scripted scenario:

  "Emma forgot her homework and felt upset. During lunch, she shouted at her friend. Afterwards, she felt worse."

• In small groups (3–4), students role-play better ways to address feelings like this.

Examples explored:

• Taking deep breaths
• Talking to a trusted adult
• Saying how you feel instead of shouting

Group Reflection:

• Groups present back one thing Emma could try next time.
• Teacher captures responses on the whiteboard.

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🌿 Mindfulness Moment & Debrief (5 minutes)

• Play calm instrumental music.
• Lead students through a simple 2-minute breathing exercise: "Breathe in for 4... hold... out for 4."
• Students close eyes or focus on a spot.

End with class reflection:
"What is one thing you learned today that could help you feel better if you're upset?"

Students place a coloured sticker dot or sticky note in one of six wellbeing areas they want to try improving.

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Differentiation Strategies

• For Students with Dyslexia:
  • All printed materials use Comic Sans or OpenDyslexic font
  • Diagrams and visuals used wherever possible
  • Oral instructions repeated and simplified when needed
• EAL (English as an Additional Language):
  • Pair with supportive peers
  • Use visual vocab boards (feelings chart/emotion wheel)
• Students with ADHD or sensory needs:
  • Access to movement breaks during reflective sections
  • Use of fidget tools permitted within reasonable classroom management
• High-achieving students:
  • Create a "Wellbeing Action Plan" for home and school with written goals or create a wellbeing poster for school display

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Assessment for Learning (AFL)

• Informal observation during small-group discussion and participation
• Review of completed Wellbeing Wheels
• Student contributions during reflection circle and role play

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Extension Activities (Home Link)

Take-home Reflection Sheet:
"My Top 3 Wellbeing Boosters" – students write or draw three things they do at home that make them feel good, with help from a parent or carer.

Optional Activity: Start a "Wellbeing Diary" – students record how they feel at the end of each day for a week.

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Teacher Reflection (Post-Lesson Prompt)

• Which students engaged most deeply with the concept of wellbeing?
• Did all students feel safe sharing their thoughts?
• How can I build more wellbeing vocabulary next term?

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End of Lesson Plan
💡 "When children understand how to care for their wellbeing, they build lifelong habits of resilience and empathy. One lesson can plant the seeds."