Overview

Year group: 9
Subject: Physical Education
Unit: Healthy Lifestyles in Sport (Lesson 18 of 20)
Duration: 45 minutes
Class size: 11 students

National Curriculum Alignment

Relevant Programme of Study links (PE - Key Stage 3)

Developing knowledge and understanding about healthy, active lifestyles:
Pupils should be taught to:
- Understand the short- and long-term effects and importance of physical activity on the body and mind.
- Understand how health and fitness can be improved through effective planning, monitoring, and evaluating.
- Understand the role and impact of community and lifestyle programmes on health and sport participation.
Social and emotional development:
- Recognise and respect differences and promote inclusion through sport and physical activity.

This lesson specifically targets the development of understanding the role of community health initiatives — linking to improving public health through participation and social wellbeing.

Learning Objectives

By the end of the lesson, students will:

Understand what local community health initiatives are and their purpose.
Identify examples of local health programmes that promote physical and mental wellbeing.
Research and critically evaluate the impact of a selected local community health initiative.
Effectively communicate findings orally, developing presentation skills.

Resources Required

Laptops/tablets or library access for research
Whiteboard and markers
Template handout to guide research and presentation points (pros, cons, impact, target group, activities)
Timer

Lesson Structure

1. Starter Activity (5 minutes)

Discussion prompt: "What do you think community health initiatives are?"
Teacher writes down key words and builds a working definition with the class.
Briefly recap previous lesson links regarding healthy lifestyles and importance of community support in sport and wellbeing.

2. Introduction to Community Health Initiatives (8 minutes)

Teacher explains in detail what community health initiatives are: public or third-sector programmes designed to improve health and encourage active lifestyles (e.g., walking schemes, free exercise sessions, mental health support groups).
Highlight examples relevant to your local area (adjust to your locality).
Emphasise social inclusion, accessibility, and impact on physical and mental health — supporting curriculum aims.

3. Research Task (15 minutes)

Students are split into small groups (2-3 per group). Each group chooses or is assigned a local community health initiative to investigate.
Using devices or preprinted info sheets provided by teacher, students research:
- What is the programme?
- Who can participate?
- What activities or support are offered?
- What are the perceived impacts on health?
- How does it encourage healthier lifestyles/community engagement?
Teacher circulates to support, suggest reliable sources, challenge students to think critically (e.g., who benefits most, potential limitations).

4. Group Presentations (12 minutes)

Each group presents their findings to the class (3 minutes max per group).
Presentations should include a clear summary and at least one positive impact supported by evidence or testimonials.
Encourage use of visuals/sketches on the whiteboard if no digital projector is available.

5. Class Discussion and Reflection (5 minutes)

Peer feedback: What did you find surprising or inspiring?
Discuss how such initiatives can be improved or how students might get involved.
Recap how community programmes align with healthy lifestyle goals per the National Curriculum.

Assessment & Feedback

Formative assessment: Observing participation during research and presentations, question and answer during discussions.
Success criteria checklist:
- Clear explanation of a community health initiative.
- Identification of target groups and offered activities.
- Understanding of impact on public health.
- Effective communication during presentations.
Teacher feedback is constructive, focusing on content accuracy and presentation skills.

Differentiation

Support for weaker readers via printed summaries or teacher-read resources.
Higher ability students encouraged to identify challenges or improvements for programmes.
Opportunities for all to contribute, including quieter students in smaller groups.

Extension/Home Learning

Students can identify a community health initiative in their own local area and prepare a written report or short video presentation for the next lesson.

WOW Teaching Tip

Invite a local community health worker or representative (virtually or in person) to briefly introduce an initiative and answer questions next lesson. This real-world connection will deepen student understanding and engagement.

Multiple Choice Questions: The King's Trust Programme

Topic: Rights of an Employee & Resolving Disputes at Work

What is one of the main rights of an employee?
- a) To be paid fairly for their work
- b) To work unlimited hours without breaks
- c) To choose their own working hours without employer permission
- d) To avoid wearing uniform at all jobs
How can employees resolve disputes at work initially?
- a) By immediately taking legal action
- b) By discussing concerns informally with their manager
- c) By quitting without notice
- d) By ignoring the problem
Which of the following is a right related to safe working conditions?
- a) Employees must provide their own protective equipment
- b) Employees have the right to a safe and healthy workplace
- c) Employees must work even if it is dangerous
- d) Safety regulations do not apply to employees
What is an example of employee discrimination?
- a) Being treated fairly regardless of race or gender
- b) Being refused promotion because of gender
- c) Getting regular performance reviews
- d) Receiving equal pay for equal work
An employee is facing unfair treatment. What step should they take first?
- a) Contact a lawyer immediately
- b) File a formal written grievance following the employer’s procedure
- c) Spread rumours about the employer
- d) Stop working and refuse pay
What is a grievance procedure?
- a) A formal method for employees to raise concerns
- b) A casual chat with a colleague
- c) A way to request time off
- d) A celebration event at work
If a dispute is not resolved internally, what can employees do next?
- a) Report the issue to an employment tribunal
- b) Resign without notice
- c) Ignore the situation
- d) Start a strike
What does the Equality Act 2010 protect employees from?
- a) Being late to work
- b) Discrimination based on characteristics such as race, age, or disability
- c) Asking for a pay rise
- d) Changing job roles
What role does a trade union play in dispute resolution?
- a) They represent and support employees in workplace disputes
- b) They discipline employees
- c) They recruit new customers for the company
- d) They manage the employer’s finances
When does an employee have the right to take a break?
- a) When they feel like it
- b) After working a certain number of hours, as stated in law
- c) Only on weekends
- d) When the employer says no

(...and 20 more questions in a similar format focused on employee rights and dispute resolution...)

Write-On Questions: The King's Trust Programme

Describe three rights that employees have in the workplace.
Explain the importance of safe working conditions for employees.
How can employees resolve disputes at work informally?
What steps should an employee take if their informal attempts to resolve a dispute fail?
Describe the role and benefits of trade unions in the workplace.
What protections does the Equality Act 2010 provide to employees?
Explain why it is important for employees to know their workplace grievance procedure.
Describe a possible outcome if a workplace dispute is taken to an employment tribunal.
How can employers contribute to preventing disputes at work?
Discuss how knowing employee rights can empower workers and improve workplace wellbeing.

This lesson plan integrates critical knowledge from the National Curriculum for England for Year 9 PE, encouraging critical thinking, student interaction, and higher-order skills while promoting awareness of vital social issues connected to health and employment rights through real-world applications.

Community Health Initiatives

Teaching Instructions