Get Up and Grow wellbeing lesson plan
Get Up and Grow gives Australian teachers a ready-to-teach wellbeing lesson for Years 3 and 4 that introduces how exercise supports both physical and mental health. Students explore the connection between movement, energy, sleep, hygiene and how they feel each day. Through structured discussion and practical activities, students build simple habits and language for looking after their body and mind, and recognise small choices that support their wellbeing at school and at home.
Physical Wellbeing & Healthy Living
Snapshot
Get Up and Grow
This lesson gives teachers a structured way to introduce the link between movement, hygiene and wellbeing using practical, age-appropriate examples.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding how exercise supports physical and mental health
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise activities that count as movement or exercise, such as walking, playing and active games
recognise everyday hygiene habits that support physical health
recognise that exercise can affect how they feel, not just how their body works
Understand
understand that physical activity can support mood, energy and focus
understand that hygiene and self-care routines are part of looking after their body
Practise
practise identifying simple ways to include movement in their day
practise describing how exercise or rest makes them feel
practise talking about healthy habits without judging others' choices
Who this lesson is for?
Get Up and Grow is designed for students in Years 3 and 4 who are building early understanding of how movement, rest and hygiene relate to their overall wellbeing. It suits students who are ready to talk about healthy habits in a general, non judgemental way, rather than focusing on individual performance or appearance.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
class discussions about healthy habits and self-care
whole-class health education programmes
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing physical wellbeing topics Use when students are beginning to learn about the link between exercise, hygiene and how they feel.
Building classroom culture around healthy habits Use when reinforcing everyday routines such as movement, rest and hygiene as part of class expectations.
Supporting a Health or PDHPE unit Use alongside broader physical health teaching to introduce the wellbeing side of exercise and self-care.
Reinforcing previous learning Use when revisiting healthy habits after earlier lessons on physical health or self-care.
Preparing for a change in routine Use before changes such as new sport seasons, timetable changes or holidays that affect movement and rest patterns.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion connecting physical activity with mental health.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from understanding early that exercise is not only about fitness or sport, it also supports how they feel and think each day. Building this understanding helps students see movement, rest and hygiene as everyday choices that support their wellbeing, rather than tasks to get right or wrong. Get Up and Grow supports a proactive approach to physical wellbeing by giving students simple, practical language for talking about exercise, energy and self-care. This helps normalise healthy habits as part of everyday school and home life, without focusing on appearance or performance. For teachers, the lesson offers a straightforward way to connect physical health teaching with broader wellbeing goals, supporting students to build habits and understanding they can carry beyond the classroom.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Body awareness Students notice how movement, rest and hygiene affect how they feel.
Self-care habits Students identify simple daily habits that support their physical health.
Emotional awareness Students connect physical activity with mood, energy and focus.
Healthy decision making Students consider small choices that support their wellbeing.
Respectful communication Students talk about healthy habits without judging others' choices.
Help-seeking Students recognise when to ask a trusted adult about health or wellbeing questions.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind students to keep examples general rather than describing their own or others' bodies, weight or appearance
Frame discussion around habits and choices, not individual performance or ability
Check that examples used reflect a range of home situations and access to sport or activity
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe
During delivery
Use everyday examples such as walking, playing, resting and hygiene routines like handwashing
Keep language factual and non judgemental when discussing food, movement or body-related habits
Give students time to share ideas through discussion or simple reflection
Avoid comparing students' fitness, ability or body size
Supporting safe discussion
Encourage students to use general examples rather than personal or family details
Remind students that everyone's habits and routines can look different
Direct any questions about personal health needs to a trusted adult after the lesson
Adaptation options
Use partner or small group discussion for students who prefer talking through ideas before sharing
Adjust examples to reflect activities available to your cohort
Spend more time on hygiene routines if students need extra reinforcement
