Wellbeing Foundations

Overview

In this first lesson of the unit “Empower Yourself: Health Choices,” students begin building a shared understanding of wellbeing. They use the Frayer model to activate prior knowledge and then refine ideas about what wellbeing means, what it looks like, and what it is not.

Learning intentions

• Students will define wellbeing in their own words using key features and examples.
• Students will identify characteristics of wellbeing (emotional, mental, physical and social aspects).
• Students will distinguish wellbeing from non-examples (things that may feel good briefly but harm wellbeing).
• Students will reflect on which online/offline activities support or reduce their wellbeing.

Success criteria

• I can explain wellbeing as more than “happiness” and describe at least two features.
• I can give clear examples and non-examples of wellbeing in everyday situations.
• I can use the Frayer model to sort ideas accurately and justify my choices.
• I can discuss how choices affect my own wellbeing using respectful language.

Curriculum links

• Wellbeing online — About the benefits of limiting time spent online, the risks of excessive time on devices, and how positive/negative content can affect mental and physical wellbeing.
• Mental wellbeing — How to critically evaluate which activities contribute to overall wellbeing.
• Mental wellbeing — Understanding how to overcome barriers to enjoyable activities using coping strategies (linked to later lessons; introduced here as an idea that wellbeing can be built).
• Mental wellbeing — Avoid labelling normal feelings as mental health conditions (establishes respectful discussion norms for the unit).

Lesson structure (60 minutes)

1. 0–5 min · Starter: Concepts quick-check. Teacher writes four words on the board: “stress, happiness, health, wellbeing,” then asks students to vote with fingers (0–4) for which word they think best matches “wellbeing.” Students share one-word reasons in pairs, then contribute one idea to class discussion.

2. 5–12 min · Whole-class teach: What wellbeing is. Teacher explains that wellbeing includes how we feel, how we cope, how we think, our physical health, relationships, and sense of safety; it can change over time. Students take brief notes and complete a “Wellbeing ≠ only happiness” sentence starter: “Wellbeing is… because…”

3. 12–22 min · Model the Frayer approach. Teacher shows a completed mini Frayer model for “wellbeing” with: definition, characteristics, examples, and non-examples; stresses “non-example” does not mean “bad person,” just not wellbeing-focused. Students discuss in groups: which box is hardest and why, then agree on group rules for respectful examples.

4. 22–35 min · Main task: Frayer model sorting. Teacher provides each student with a Frayer model template and a word-bank of statements to sort (mixed examples/non-examples), including both offline and online contexts (e.g., chatting with friends, doomscrolling, getting enough sleep, ignoring signs of stress, kind comments vs cruel content). Students independently complete their own Frayer models, choosing at least 2 items per box, then add one short justification sentence under “characteristics.”

5. 35–45 min · Pair-share: Check and challenge. Teacher circulates and prompts: “What makes this an example?” and “What would make it a non-example instead?” Students swap models with a partner and use a simple feedback frame: “One thing that’s clear is… One thing to improve is…”

6. 45–53 min · Class discussion: Online impact starter. Teacher asks three questions linked to wellbeing online:

• “How could too much screen time affect your mental or physical wellbeing?”
• “How might positive or negative content change your mood or confidence?”
• “What choices could help you limit harm and increase support?” Students respond via short “traffic light” answers (green/amber/red) for example statements, then explain one choice out loud.

7. 53–60 min · Exit ticket: Evaluate an activity. Teacher gives an exit ticket with one scenario: “After school you have 60 minutes. Option A: scroll short videos and check messages constantly. Option B: play sport / call a friend / watch something enjoyable mindfully.” Students circle the option that best supports wellbeing for most people and write one reason using “wellbeing includes…” and one coping strategy idea (e.g., take breaks, set a timer, choose calming content, or start with a challenging activity later with a support plan).

Resources

• Frayer model templates (one per student)
• Teacher Frayer model (projected or on paper)
• Word-bank cards or a printed list of example/non-example statements (offline and online)
• Scenario strip for exit ticket
• Board/marker and timer

Assessment

• Teacher observation during sorting (accuracy of examples vs non-examples and clarity of definitions)
• Peer feedback checks using the “clear/improve” frame
• Exit ticket to assess critical evaluation of activities and students’ ability to link choices to wellbeing

Differentiation

• Support: sentence starters for each Frayer box (e.g., “A characteristic of wellbeing is…,” “An example is…,” “A non-example is…”)
• Support: provide a smaller word-bank with fewer items and a ready-made “kind comments” vs “cruel content” distinction
• Challenge: ask students to add a “because…” justification that links the activity to mental, physical, or social wellbeing
• SEN/EAL: allow drawing or using first-language support during planning, then require a single English sentence for each box; offer oral rehearsal time before writing