Promoting School Exercise wellbeing lesson plan
A secondary wellbeing lesson for Years 8 to 10 that helps Australian teachers introduce the idea of an active school culture through a structured, ready-to-teach lesson. Students explore what makes movement and exercise feel accessible and enjoyable for different people, and consider how school life can support healthy habits for everyone. The lesson keeps the focus on everyday school contexts, helping students recognise the value of regular movement, respect different levels of ability and interest, and identify practical ways to encourage a more active school community.
Physical Wellbeing & Healthy Living
Snapshot
Promoting School Exercise
This lesson gives teachers a structured way to introduce healthy movement habits and an inclusive, active school culture. Feedback: 4.1/5 average rating from 400 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building an active, inclusive school culture around movement and healthy habits
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 movement and activity at school
identify factors that can make physical activity feel welcoming or discouraging
recognise that students engage with exercise differently depending on ability, confidence and background
Understand
understand why regular movement supports everyday wellbeing
understand how inclusive attitudes can help more students feel comfortable being active at school
Practise
practise suggesting simple, realistic ways to encourage a more active school culture
practise using respectful language when discussing different levels of ability or interest in physical activity
practise identifying small, achievable changes to support healthy movement habits
Who this lesson is for?
This lesson is designed for secondary students in Years 8 to 10 who are building independence around their own health habits and starting to think more critically about school culture and community.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
whole-class discussions about school culture and belonging
units exploring diversity, identity and inclusion in everyday school life
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 the topic of active school culture Use when students are new to thinking critically about movement, participation and school wellbeing.
Supporting inclusion in sport and PE Use when reinforcing respectful attitudes towards different abilities, confidence levels and interests in physical activity.
Building classroom or year group culture Use to open discussion about how the whole school can feel more active and welcoming.
Complementing a Health or PDHPE unit Use alongside broader units on healthy lifestyles, habits or physical wellbeing.
Reinforcing respectful communication about diversity Use when discussing how culture, identity and background can shape a person's experience of exercise.
Preparing for a school wellbeing or activity focus Use before introducing new movement initiatives, sport events or participation drives.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Regular movement supports everyday wellbeing, but not every student feels equally comfortable being active at school. Confidence, ability, culture and past experience can all shape how a student relates to exercise and participation. Promoting an active school culture is not only about encouraging more movement. It is also about helping students recognise that inclusion and respect make it easier for everyone to take part, regardless of skill level or background. This lesson supports a more positive approach to physical activity by helping students think practically about what makes movement accessible, enjoyable and fair for the whole school community.
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
Healthy habits Students consider practical, everyday ways to build regular movement into school life.
Inclusion Students think about how differences in ability and confidence affect participation in physical activity.
Respect for diversity Students consider how culture and background can shape a person's relationship with exercise.
Self-awareness Students reflect on their own attitudes towards movement and activity.
Communication Students practise respectful language when discussing different levels of ability or interest.
Community mindedness Students identify small changes that could help build a more active school culture.
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 personal stories about other people's bodies, health or ability
Frame discussion around general examples and scenarios rather than individual students
Make clear the focus is on school culture and inclusion, not comparing fitness or ability levels
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, everyday examples such as recess activity, PE participation or getting to school
Avoid language that moralises about food, weight or body shape
Give students time to share ideas about inclusion without singling anyone out
Reinforce that people engage with exercise differently, and that this is normal
Supporting safe discussion
Encourage privacy and respectful discussion rather than personal disclosures
Ask students to use general examples rather than naming classmates
Redirect any comments that focus on individual bodies or appearance
Adaptation options
Use small group discussion for classes that need more structure
Use whole-class discussion for confident groups ready to share ideas openly
Spend more time on inclusion and diversity if the cohort would benefit from deeper discussion
