Self-Examination and Screening wellbeing lesson plan
A senior secondary wellbeing lesson for Years 10 to 13 that helps Australian teachers introduce self-examination and screening as part of early detection and healthy lifestyle habits, through a structured, ready-to-teach lesson. Students learn why regular self-checks and screening matter, how to talk about health concerns with confidence and respect for personal boundaries, and when to seek advice from a trusted adult or health professional.
Sex & Relationships Education
Snapshot
Self-Examination and Screening
This lesson gives teachers a structured way to introduce self-examination and screening using calm, age-appropriate language and a consent-led approach.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding the role of self-examination and screening in early detection of health issues
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 that regular self-examination and screening support early detection of health issues
recognise that noticing changes in the body can be a normal reason to seek advice
recognise self-examination and screening as part of a broader healthy lifestyle
Understand
understand why early detection can make some health issues easier to manage
understand that seeking health advice is a responsible and normal part of looking after wellbeing
Practise
practise language for asking questions about health concerns
practise identifying who to talk to when something feels concerning
practise approaching health topics with confidence and respect for personal boundaries
Who this lesson is for?
This lesson is designed for senior secondary students who are building independence in managing their own health and wellbeing.
It is suitable for:
senior secondary Health or PDHPE lessons
wellbeing or pastoral care sessions
advisory programmes
preparation for greater independence in managing personal health
healthy lifestyles or personal development units
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 preventive health habits Use when students are building understanding of healthy lifestyle habits and preventive health care.
Reinforcing help seeking confidence Use when students need practical language for raising health concerns with a trusted adult or health professional.
Supporting a Health or PDHPE unit Use when this lesson complements broader learning on healthy lifestyles, personal health or wellbeing.
Preparing students for greater independence Use as students take on more responsibility for their own health decisions, such as before leaving school.
Revisiting wellbeing priorities Use when reinforcing the importance of regular health checks as part of everyday wellbeing routines.
Creating a structured, calm discussion Use when you want a considered, teacher led conversation about health screening rather than an incidental chat.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Many young people are not used to thinking about self-examination or screening until later in life. Introducing this earlier helps students see early detection as a normal, manageable part of looking after their health, rather than something to think about only when a problem appears. This lesson supports students to build the confidence and language they need to notice changes, ask questions and seek advice without embarrassment. Talking about screening and self-checks calmly, in a classroom setting, helps normalise these habits before students need to rely on them independently. For schools, the lesson can support broader work on healthy lifestyles, personal development and help seeking, giving students practical tools they can carry into adulthood.
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 build understanding of why regular self-checks and screening matter for early detection.
Help seeking Students practise identifying who to talk to when they have a health concern.
Self advocacy Students build confidence to ask questions about their own health.
Communication skills Students practise respectful language for discussing health topics.
Independence Students consider how to take responsibility for their own wellbeing as they move toward adulthood.
Body awareness Students build understanding of noticing changes without focusing on appearance or comparison.
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 use general examples rather than sharing personal health information
Frame the discussion around health habits and help seeking, not personal disclosures
Make clear the lesson introduces general concepts, not medical instructions or diagnosis
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
Keep language calm, factual and non graphic
Focus discussion on why early detection matters rather than specific symptoms or conditions
Allow students to raise questions privately or after the lesson if they feel more comfortable
Reinforce that seeking advice from a parent, carer or health professional is a normal, responsible choice
Supporting safe discussion
Use general scenarios rather than personal examples
Avoid asking students to share individual health experiences
Direct specific health questions to a school health professional, parent, carer or trusted adult
Adaptation options
Spend more time identifying trusted adults or health services for students who need it
Use partner or small group discussion for students who are more comfortable talking in smaller settings
Provide written reflection options for students who prefer not to speak aloud
