My Wellbeing Map

Overview

A low-pressure, active introduction to Senior Cycle SPHE through the idea of holistic health. Students move, make individual choices, and gradually share ideas without needing to speak in front of the whole class. The lesson establishes respectful discussion routines and introduces the five-week focus on mental and emotional health.

Learning intentions

Students will:

• explore what holistic health means.
• identify factors that can support or affect wellbeing.
• recognise that health is influenced by interconnected physical, emotional and social factors.
• identify one area of wellbeing they can influence.
• practise respectful, optional participation in SPHE discussion.

Success criteria

• I can explain holistic health in my own words.
• I can identify several factors that influence wellbeing.
• I can describe how two areas of health can be connected.
• I can choose one realistic action that could support my wellbeing.
• I can listen and respond respectfully, even when I disagree.

Curriculum links

• Strand 1: Health and Wellbeing — exploring the determinants of good health.
• Strand 1: Health and Wellbeing — investigating ways to influence holistic health, including sleep, physical activity, food, social connections and positive self-image.
• Strand 1: Health and Wellbeing — developing strategies that support positive mental health.
• Official current IE Curriculum alignment could not be independently verified. The lesson is informed by the supplied Senior Cycle SPHE Health and Wellbeing 5 resource and its focus on holistic health, opening stimuli, reflection and signposting supports.

Lesson structure (80 minutes)

1. 0–8 minutes – Welcome, safety and hook Arrange nine chairs in a horseshoe, leaving a clear space. Open with the hook and lesson overview slides and ask: “If your phone battery is at 5%, what happens to how well it works? Could people feel ‘low battery’ too?” Students silently write one word or draw an image in response. Explain that students may pass, speak generally rather than personally, and take a short break if needed. Remind them of the school’s usual support routes and that SPHE is not counselling.

2. 8–20 minutes – Wellbeing corners Label four areas of the room: physical, emotional, social and environment/lifestyle. Read out neutral examples from the wellbeing corners slides, such as “having enough sleep”, “feeling listened to”, “time outdoors” and “belonging to a group”. Students walk to the area they think best matches each example. Emphasise that some examples fit more than one area. Students can point instead of explaining.

3. 20–32 minutes – Build the wellbeing web Give each student two sticky notes. Ask them to write or draw one factor that can support wellbeing and one factor that can make wellbeing more difficult. Place the notes on the board under the four headings. Use string or a marker to connect examples, for instance sleep–mood, friendships–confidence and stress–concentration. Use the holistic health visual to introduce the key idea: health is interconnected, not simply the absence of illness.

4. 32–47 minutes – Walk-and-choose activity Place four large question sheets around the room: “What helps people feel physically well?”, “What supports positive mental health?”, “What helps people feel connected?”, and “What can make wellbeing harder?” Students move around independently or in pairs, adding words, drawings or ticks. They may use the group discussion cards to select a sentence starter if they wish to comment. Keep the activity quiet and structured; invite students to contribute anonymously rather than requiring whole-class speaking.

5. 47–60 minutes – Making connections Distribute the wellbeing connections worksheet. Students choose two factors from the board and complete: “_____ can affect _____ because…” and “One example in everyday life might be…”. Model one example, such as: “Poor sleep can affect concentration because the brain and body have less time to recover.” Students may work alone, with a chosen partner, or dictate their ideas to the teacher.

6. 60–72 minutes – Personal influence line Mark a line across the room from “I can influence this a lot” to “I have little or no control over this”. Read examples such as bedtime routine, another person’s opinion, asking for help, school workload and weather. Students position themselves silently, or hold up one to five fingers from their seats. Discuss the difference between control, influence and support. Students complete the final worksheet prompt: “One small, realistic action I could try this week is…”

7. 72–80 minutes – Reflection and close Return to the reflection and support slides. Students complete three final prompts on the worksheet: “One idea I am taking from today…”, “One question I still have…”, and “My confidence in discussing wellbeing is 1–5.” Invite volunteers to share, but do not require personal disclosure. Revisit support routes and explain that the next lesson will explore factors that influence health in more detail.

Resources

• the introduction, activity instructions, visuals, discussion prompts and plenary slides
• the wellbeing connections worksheet
• the group discussion cards
• Four signs: physical, emotional, social, environment/lifestyle
• Sticky notes and pens
• Board and markers
• String or wool
• Four large sheets of paper
• Access to the school’s student support information

Assessment

• Listen to students’ explanations during the corners, wellbeing web and influence-line activities.
• Review the worksheet for accurate identification of wellbeing factors and a meaningful connection between two areas.
• Use the final confidence rating and reflection to identify students who need further explanation, reassurance or a private follow-up.

Differentiation

• Provide the worksheet with large print, generous spacing, short instructions and the option to draw, use keywords or give an oral response. Read all instructions aloud and allow extra processing time for dyslexic learners.
• Reduce pressure on quiet students through anonymous notes, movement choices, finger ratings and the right to pass. Permit students to work individually rather than in groups.
• Support EAL and students with additional needs using the four labelled areas, icons on the slides, sentence starters and a completed model. Check understanding privately rather than putting students on the spot.
• Extend confident learners by asking them to explain a chain of three connected factors, distinguish between influence and control, or suggest how a school community could support holistic health.