Getting the Family Moving wellbeing lesson plan
A secondary wellbeing lesson for Years 8 to 10 that helps Australian teachers introduce practical, ready-to-teach ideas about physical activity and healthy habits within the family unit. Students explore how movement, routines and shared activity can support wellbeing at home, and consider realistic ways to encourage family members to be more active together. The lesson keeps the focus on everyday habits rather than performance or appearance, helping students think through what is achievable for their own family situation.
Physical Wellbeing & Healthy Living
Snapshot
Getting the Family Moving
This lesson gives teachers a structured way to introduce family movement and healthy lifestyle habits without turning the discussion into a lecture on diet or exercise performance. Feedback: 4.0/5 from 218 student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Encouraging physical activity and healthy habits within the family unit
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 everyday opportunities for physical activity within family routines.
Recognise that families have different levels of time, resources and ability for staying active.
Recognise the connection between movement, rest and overall wellbeing.
Understand
Understand why shared family activity can support motivation and consistency.
Understand that healthy habits look different across families and do not follow one set formula.
Practise
Practise identifying realistic, low-cost ways to build more movement into family life.
Practise discussing healthy habits without judging or comparing family circumstances.
Practise setting a simple, achievable activity goal relevant to their own situation.
Who this lesson is for?
This lesson is designed for secondary students in Years 8 to 10 who are developing independence in managing their own health habits while still being influenced by family routines. It works well for students with a range of prior knowledge about physical activity, from those who are already active to those who are just starting to think about it.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
healthy lifestyles units
general classroom discussion on habits and routines
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 healthy lifestyles topics Use when students are starting a unit on physical activity, habits or personal wellbeing and need a relatable entry point.
Building classroom culture around healthy habits Use when reinforcing that healthy routines look different for everyone and are not about performance or appearance.
Supporting inclusion across different family circumstances Use when you want students to discuss habits respectfully, without assuming every family has the same time, money or ability to be active.
Reinforcing previous PDHPE or Health content Use after teaching about physical activity guidelines or lifestyle factors, to apply the ideas to real family situations.
Practising goal setting around habits Use when students are ready to set a simple, realistic activity goal connected to their own routine.
Creating a structured wellbeing discussion Use when you want a calm, practical conversation about movement and family wellbeing rather than an open ended chat.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Physical activity habits are often shaped by what happens at home, so students benefit from thinking through how their own family routines support or limit movement. Helping students see practical, low-cost ways to be active as a family builds skills they can use well beyond the classroom. This lesson supports a proactive approach to healthy lifestyles by focusing on habits rather than outcomes. Students learn that being active does not require special equipment, competitive sport or a particular body type, and that small, consistent changes can support wellbeing for the whole family. For teachers, the lesson offers a straightforward way to connect physical activity learning to real life without drifting into comparisons about weight, appearance or fitness levels.
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
Health literacy Students learn to identify realistic ways physical activity fits into daily family life.
Planning and goal setting Students practise setting an achievable, personally relevant activity goal.
Family communication Students consider how to talk about healthy habits with family members respectfully.
Self awareness Students reflect on their own routines around movement, rest and downtime.
Respect for difference Students recognise that family circumstances affect how activity is possible.
Motivation and consistency Students explore what helps habits stick over time, rather than one off effort.
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 not to name family members or share personal stories about other people
Frame the discussion around general examples and scenarios rather than personal disclosures
Make clear the focus is on habits and routines, not on weight, appearance or performance
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 general examples such as walking, active chores or playing sport together
Avoid language that suggests one type of body, activity level or family structure is better than another
Give students time to think through what is realistic for their own family situation
Reinforce that small, consistent changes matter more than intense or perfect routines
Supporting safe discussion
Keep examples general rather than asking students to describe their own family in detail
Redirect any comparisons about body size, fitness or family income back to general habits
Encourage students to speak to a trusted adult if a family situation feels difficult to manage
Adaptation options
Use partner or small group discussion for students who prefer talking through ideas before sharing
Use written or reflective tasks for students who are less comfortable speaking in front of the class
Adjust examples to suit students with different levels of access to sport, equipment or open space
