WELLBEING- LESSON 2- 

WHEEL TO WELLBEING


PART 1- (5 MINUTES)

Rationale

  • "students who thrive and flourish demonstrate stronger academic performance" (Norrish, Williams, O'Connor and Robinson, 2013).

  • elements of wellbeing can be developed through specific evidence-based actions (Seligman, 2011).

  • the wheel to wellbeing gives some tangible ways to improve wellbeing.

Learning objectives

By the end of this lesson, learners should:

  • understand the wheel to wellbeing and the 6 components

  • commit to taking action in one area to improve their wellbeing


PART 2- watch to introduce concept- (5 MINUTES)

Great introduction to the Six Ways to Wellbeing from Kent County Council. Have a look at their site at www.liveitwell.org.uk

PART 3- CREATE A WELLBEING WHEEL- (15-20 MINUTES)

Go to the “six ways to wellbeing” website here. In pairs, explore the website in order to complete the two points below.

  1. Use a full size page in your workbook and create your own wellbeing wheel (each person records this individually).

  2. Label each section, then scroll down the page and read about some of the actions people can take in each of the six areas. Then record 4 or 5 things people can do to enhance their wellbeing for each part of the wellbeing wheel (using the examples given as a starting point for your ideas).


PART 4- ACROSTIC POEM- (10 MINUTES)

  • Form pairs or groups of three.

  • Create an acrostic poem for the word "WELLBEING". The word selected for each letter should resemble either an action that enhances wellbeing, or something that describes a sense of wellbeing.

  • Teachers to facilitate sharing with the class. If students are incomplete, they could listen for the ideas of others, in order to complete their own acrostic poem.


PART 5- COMMIT TO WELLBEING- (5-10 MINUTES)

  • Decide on one area of your wellbeing (from the wheel to wellbeing) that you would like to focus on improving over the next couple of weeks.

  • Record the specific action you will take in this area and also when and where you are going to do it?

  • You should use what you learned in Module 2 to complete the T.A.O.P. process in your workbook for setting and striving for this wellbeing target.