My Life at 21 wellbeing lesson plan
My Life at 21 is a ready-to-teach senior wellbeing lesson for Years 10 to 13 that helps Australian teachers introduce structured reflection on personal values, self-identity and future direction. Students explore what matters to them now, consider how their values connect to their sense of identity, and practise thinking through the choices that may shape their life in the years ahead.
Goal Setting, Mindset & Self-Worth
Snapshot
My Life at 21
This lesson gives teachers a structured way to guide senior students through reflection on values, identity and future direction. Feedback: 4.0/5 from 28 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring personal values and identity to build clarity about future direction
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 personal values that are important to them
recognise how self-identity can shift and develop over time
recognise the connection between personal values and everyday choices
Understand
understand how personal values can guide decisions about the future
understand that clarity about identity and values can support confident decision making
Practise
practise identifying values that matter to them personally
practise reflecting on how their identity may develop into early adulthood
practise setting a simple personal focus area for their future direction
Who this lesson is for?
This lesson is designed for senior secondary students who are beginning to think more deliberately about their values, identity and future direction.
It is suitable for:
senior wellbeing or PDHPE lessons
pastoral care or advisory sessions
careers or life skills programmes
subject or pathway selection support
senior transition and future planning work
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 goal setting or future planning Use when students are starting to think about life after school and need a starting point for reflection.
Supporting subject or pathway selection Use when students are choosing subjects, courses or pathways and need clarity about what matters to them.
Building self-awareness in pastoral programs Use when advisory or pastoral time calls for structured reflection on identity and values.
Preparing for senior transition Use when students are moving toward the end of secondary school and post-school options.
Reinforcing earlier goal setting or mindset work Use when revisiting personal values after previous self-awareness or goal setting lessons.
Creating a structured wellbeing discussion Use when you want a calm, teacher-led discussion about identity and future direction without a specific trigger event.
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 structured time to think about who they are and what they value before big decisions about study, work or life direction arrive. Clarity about personal values and identity can support students to make decisions that feel more consistent with who they are, rather than reacting to pressure or uncertainty. This lesson supports a proactive approach to self-awareness, giving students language and a starting point for thinking about their future without requiring them to have all the answers.
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 how these show up in daily choices.
Identity development Students reflect on how their sense of self may continue to develop.
Values clarification Students distinguish between values that matter to them and outside expectations.
Future orientation Students consider how current choices may connect to their future direction.
Decision making Students practise linking personal values to practical decisions.
Reflective thinking Students build confidence in thinking through open-ended questions about themselves.
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 classmates or share other people's personal stories
Frame discussion around general reflection questions rather than personal disclosure
Let students know they can keep some reflections private if they prefer not to share
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 open, non-judgemental questions about values and identity
Give students time to think before discussing as a group
Allow students to respond through discussion, writing or quiet reflection depending on confidence
Avoid asking students to speak on behalf of a particular group or background
Supporting safe discussion
Encourage respectful listening when students share reflections
Remind students that values and identity can look different for everyone
Direct students to a trusted adult if reflection raises difficult personal feelings
Adaptation options
Use written reflection for quieter students
Use paired or small group discussion for confident groups
Spend more time on future direction questions for students nearing the end of secondary school
