Living With Purpose wellbeing lesson plan
A secondary wellbeing lesson for Years 9 to 11 that helps Australian teachers introduce personal values, meaning and self-identity through a structured, ready-to-teach lesson. Students explore what matters most to them, consider how their values connect to their sense of identity, and practise reflecting on the kind of direction they want to build for their own lives.
Goal Setting, Mindset & Self-Worth
Snapshot
Living With Purpose
This lesson gives teachers a structured way to introduce values, identity and purpose with senior secondary students. Feedback: 4.1/5 from 19 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring personal values and building a sense of direction and meaning
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 their own personal values and what matters most to them
recognise how values can differ from person to person
recognise everyday choices that reflect a value, such as a decision about friendships, effort or time
Understand
understand how personal values can connect to a sense of identity
understand how values can help guide direction and decision making
Practise
practise naming and describing their own values in clear language
practise reflecting on how a value has influenced a recent choice or decision
practise connecting a personal value to a short term goal or intention
Who this lesson is for?
This lesson is designed for secondary students in Years 9 to 11 who are ready to think more deeply about identity, values and personal direction. It suits students who can engage in structured reflection and small or whole class discussion about personal meaning without needing to share private details.
It is suitable for:
secondary wellbeing lessons
PDHPE or Health teaching
pastoral care or advisory sessions
goal setting or mindset focused programmes
transition and future planning discussions
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 self-identity and values Use when students are beginning to explore personal values and what shapes their sense of identity.
Supporting subject or pathway decisions Use when students are choosing subjects, courses or extracurricular commitments and could benefit from reflecting on personal values first.
Reinforcing goal setting work Use when students have set goals and would benefit from connecting those goals to a clearer sense of purpose.
Running wellbeing or advisory sessions Use when you want a calm, structured discussion topic for wellbeing or advisory time.
Preparing for transition Use when students are moving toward senior secondary years and are starting to think about future direction.
Building reflective habits Use when you want students to practise regular self-reflection as part of a mindset or wellbeing programme.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Secondary students are often asked to make decisions about subjects, pathways and commitments before they have had much chance to think about what actually matters to them. Living With Purpose gives students a structured opportunity to slow down and consider their own values before those decisions are made. Understanding personal values is not about telling students what to value. It is about helping them build the language and self-awareness to notice what already matters to them and why. This lesson supports a classroom culture where reflection and self-understanding are treated as practical skills, not abstract ideas. Students build a habit of connecting values to choices, which can support more confident decision making over time.
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
Self-awareness Students identify personal values and consider what matters most to them.
Identity development Students reflect on how their values connect to their sense of self.
Reflection Students practise structured reflection on choices and the reasons behind them.
Decision making Students consider how values can guide everyday and longer term choices.
Agency Students recognise they can make choices that align with what matters to them.
Goal connection Students link a personal value to a short term goal or intention.
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 share private or personal stories about themselves or others in detail
Frame discussion around general examples and scenarios rather than personal disclosures
Make clear that there are no right or wrong values, only different priorities
Identify a trusted adult or support pathway students can access if reflection raises difficult feelings
During delivery
Use general examples of values, such as honesty, connection, achievement or creativity
Give students time to reflect individually before discussing as a group
Reinforce that students only need to share what they feel comfortable sharing
Keep discussion focused on values and choices rather than asking students to speak on behalf of any group
Supporting safe discussion
Encourage privacy and respectful listening during group discussion
Remind students not to name classmates when giving examples
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
Adaptation options
Use written reflection for students who prefer not to share aloud
Use small group discussion for classes that are less confident with whole class sharing
Extend the lesson by linking values more explicitly to existing goal setting or careers work
