Unlocking Creativity wellbeing lesson plan
A secondary wellbeing lesson for Years 7 and 8 that helps Australian teachers introduce creativity as a practical, learnable skill through a structured, ready-to-teach lesson. Students explore what creativity actually means, how it connects to self-identity and academic habits, and how they can build confidence in their own creative thinking. The lesson gives teachers a calm, structured way to open up discussion about creativity without relying on talent-based ideas or comparison between students.
Goal Setting, Mindset & Self-Worth
Snapshot
Unlocking Creativity
This lesson gives teachers a structured way to introduce creativity as a practical mindset skill rather than a fixed talent. Feedback: 4.4/5 from 17 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring creativity as a learnable skill connected to self-identity and mindset
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 creativity is a skill that can be developed rather than a fixed talent
identify examples of creative thinking in everyday school subjects and personal interests
recognise their own creative strengths and preferences
Understand
understand how creativity connects to self-identity and personal values
understand how creative thinking can support academic habits such as problem solving and persistence
Practise
practise describing their own creative thinking in simple, specific language
practise reflecting on a situation where they approached a task or problem creatively
practise setting a small, achievable goal to build a creative habit
Who this lesson is for?
This lesson is designed for Year 7 and 8 students who are developing a stronger sense of identity and beginning to reflect on their own strengths, habits and mindset.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
goal setting and mindset programmes
self-identity 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 creativity as a mindset skill Use when students need simple language for understanding creativity as something that can be developed rather than a fixed talent.
Building classroom culture Use when reinforcing a classroom culture that values different types of thinking and problem solving.
Supporting self-identity work Use when students are exploring their own strengths, interests and sense of identity as part of broader personal development.
Reinforcing academic habits Use when connecting creative thinking to persistence, problem solving and approaching schoolwork in new ways.
Introducing goal setting Use when students are beginning to set small, personal goals connected to a skill or habit they want to build.
Preparing for transition Use when students are moving into new subjects, electives or learning contexts and may benefit from thinking flexibly about their own strengths.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students often think of creativity as something you either have or do not, rather than a skill that can be practised and developed. This can limit how confident they feel trying new approaches, especially in subjects where they do not see themselves as naturally strong. Helping students understand creativity as a learnable habit gives them a more flexible way of thinking about their own abilities. It supports a classroom culture where different ways of thinking, problem solving and self-expression are seen as valuable, not just one fixed type of talent. This lesson supports students to build early language for reflecting on their own thinking and identity. It gives them a practical starting point for connecting creativity to everyday learning, rather than treating it as a separate or abstract idea.
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 reflect on their own creative strengths and preferences.
Growth mindset Students consider creativity as a skill that can be developed rather than fixed.
Self-identity Students connect creative thinking to their own interests and sense of identity.
Confidence Students practise describing their thinking in simple, specific language.
Reflection Students think back on a time they approached a task creatively.
Goal setting Students set a small, achievable goal linked to a creative habit.
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 that discussion should stay general and not require them to share personal information they are uncomfortable with
Ask students not to name classmates or make assumptions about who is or is not creative
Frame the lesson around building a skill, not comparing students against each other
During delivery
Use everyday examples such as problem solving, group work or trying a new approach to a task
Give students time to reflect individually before sharing with the class
Reinforce that there is no single right way to be creative
Allow students to respond through discussion or written reflection depending on confidence and comfort
Supporting safe discussion
Keep examples general rather than tied to specific students
Encourage respectful listening when students share reflections
Let students opt to keep some reflections private if the activity allows for this
Adaptation options
Use partner discussion for quieter groups
Use whole class discussion for confident groups
Spend more time on the goal setting reflection if students need extra support identifying a personal habit to build
