Exploring Physical Wellbeing

National Curriculum Links

This lesson supports the Personal, Social, Health and Economic (PSHE) education statutory requirements for Key Stage 4 (Year 10) in England. Specifically, it aligns to these areas:

• Health and Wellbeing: Understand and develop strategies to maintain physical and mental health and wellbeing (NC Framework 2014).
• Learning Objective Reference:
  • PSE3/KS4.1 - Recognise factors that influence physical health and wellbeing, such as lifestyle choices, diet, exercise and their impact.
  • PSE3/KS4.3 - Reflect on personal habits and consider how to maintain a balanced, healthy lifestyle.

---

Lesson Overview

Lesson 3 of 8 in Unit: Wellbeing: Mind and Body
Duration: 90 minutes
Class Size: 15 students
Age Group: Year 10 (14-15 years old)
Lesson Title: Exploring Physical Wellbeing

---

Learning Objectives

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

1. Define physical wellbeing and articulate why it is essential for overall health.
2. Identify lifestyle choices that impact physical health positively and negatively.
3. Analyse their own lifestyle habits in relation to physical wellbeing.
4. Develop realistic strategies for improving or maintaining physical health.

---

Resources Needed

• Whiteboard and markers
• Projector and slides (prepared visual aids)
• Handouts with lifestyle self-assessment questionnaires
• Flipchart paper and coloured markers for group work
• Case study cards describing different lifestyle scenarios
• Audio clip with professional advice on physical wellbeing (optional)

---

Lesson Structure

Introduction (10 minutes)

• Starter Activity: Ask students to brainstorm what physical wellbeing means and record answers on the whiteboard.
• Provide a clear, age-appropriate definition: Physical wellbeing involves maintaining the body through healthy habits—such as nutrition, exercise, sleep, and avoiding harmful substances—to enable full participation in everyday life.
• Connect ideas to mental and emotional wellbeing briefly, emphasising holistic health.

Main Activity 1: Lifestyle Choices and Physical Health (20 minutes)

• Present key lifestyle factors impacting physical wellbeing: diet, exercise, sleep, hydration, substances (alcohol, smoking, drugs), and stress management.
• Use visual slides with statistics relevant to UK youth (e.g., impact of poor diet, inactivity).
• Discuss briefly national health guidelines (UK Chief Medical Officers' guidelines on physical activity and diet).
• Class discussion: How do these factors affect physical wellbeing? Prompt with examples.

Main Activity 2: Self-Reflection & Personal Assessment (20 minutes)

• Distribute a lifestyle self-assessment questionnaire (covering eating habits, exercise frequency, sleep patterns, substance use).
• Students individually complete the questionnaire honestly.
• In pairs, students share reflections on where they are doing well and where they could improve.
• Guided questions to focus discussions:
  • What habits have a positive effect on your physical health?
  • Are there any habits that might be harmful or risky?
  • How do these habits affect your daily life, energy, mood, and school performance?

Group Activity: Healthy Lifestyle Strategies (20 minutes)

• Divide students into three groups. Each group is given a different case study depicting a young person facing physical wellbeing challenges (e.g., lack of exercise, poor diet, disrupted sleep).
• Each group discusses and writes down at least 3 practical, evidence-based strategies that the individual could adopt to improve their physical wellbeing.
• Groups present their strategies to the class.
• Encourage input from peers and teacher feedback, linking back to national guidelines.

Plenary (10 minutes)

• Students complete an exit ticket answering:
  • Define physical wellbeing in your own words.
  • List two lifestyle habits you plan to improve and explain why.
• Review key messages on the importance of physical wellbeing and lifestyle choices.
• Remind students this is a foundational step in the broader unit “Wellbeing: Mind and Body.”

---

Assessment Opportunities

• Formative assessment through questioning, paired discussion feedback, and group presentations.
• Exit tickets to assess individual understanding.
• Self-assessment questionnaire as a reflective tool for personal learning.

---

Extended Task (Optional Homework)

• Students keep a 3-day diary recording physical wellbeing-related behaviours (food, activity, sleep, mood).
• Write a short reflective paragraph identifying patterns and possible improvements.

---

Multiple Choice & Short Answer Questions for 'The King's Trust' Programme (Bonus Section)

As per teacher’s request, these questions cover rights of an employee and how employees can resolve disputes at work. These are for a separate topic but helpful.

30 Multiple Choice Questions

1. What right protects employees from unfair dismissal?
   A) Contractual right
   B) Employment tribunal right
   C) Right to redundancy pay
   D) Right to annual leave
   Answer: B

2. Who can an employee contact if they believe they have been discriminated against?
   A) Human Resources
   B) Equality Advisory Service
   C) Employment tribunal
   D) All of the above
   Answer: D

3. What is the legal minimum notice period an employee must give before leaving a job, if not specified?
   A) 1 week
   B) 2 weeks
   C) 1 month
   D) No notice is required
   Answer: A

...(continue to 30 covering topics on employee rights such as Working Time Regulations, Health and Safety, grievance procedures, ACAS involvement, etc.)

10 “Write-On” Questions

1. Describe three rights an employee has regarding their working hours.
2. Explain the steps you would take to resolve a dispute with your employer about pay.
3. How does the grievance procedure help employees?
4. What measures can employers implement to ensure workplace health and safety?
5. Identify two reasons an employee may legally take maternity or paternity leave.
6. Describe the role of ACAS in employment disputes.
7. Explain what 'unfair dismissal' means and give an example.
8. How can employees protect their rights if they are subjected to workplace bullying?
9. What rights do employees have if they want to request flexible working?
10. How does the Equality Act protect employees from discrimination at work?

---

If needed, I can provide the complete multiple choice question set and their answers in a separate document or format.

---

Final Notes for the Teacher

This lesson plan focusses strongly on self-reflection and student engagement through discussion and group work, encouraging ownership of health behaviours aligned with PSHE statutory guidance. It is designed to spark meaningful conversations about physical wellbeing in relatable ways. The additional employer rights Q&A supports cross-curricular awareness and can be adapted to suit your King's Trust programme needs.

Please do not hesitate to ask if you want interactive digital version ideas or differentiated tasks for SEND learners!