1. ‘Choose to be a well being’

2. WALT: identify the 5 aspects of wellbeing : think about our own wellbeing
WILF: I can understand that a high level
of wellbeing requires all 5 aspects to
be working well.
: I can talk about things that I can do for my own wellbeing.

3. Think about the word ‘wellbeing’
What does the word ‘wellbeing’ mean?
What other words could we use for ‘wellbeing’?
Remember the 5 aspects of wellbeing that we talk about at Oakhill Drive. Let’s take another look.
Brain
Relationships
Feelings
Body
Belonging/ Purpose
Purpose is to consolidate the meaning of wellbeing.
Well being is the state of being (feeling) comfortable, safe and happy.
Brainstorm other words that we can think about when we talk about wellbeing – relaxed, excited, good, excellent etc……..

4. We can work on our wellbeing ANYWHERE!
5 ways to SMILE on the way to school
This video uses some different words to talk about WELLBEING –
Smile
Move
Imagine
Learn
Enjoy
Smile – social (sharing our thoughts with friends, friends helping each other)
Move – physical
Imagine – emotional (it brings positive feelings)
Learn – cognitive
Enjoy – Spiritual (taking notice of what’s around, appreciating it and feeling peaceful)

5. SPECS = Birthday party!
STOP and think of the BEST birthday party you could imagine….
Think, pair, share your ideas.
Where would it be?
What would you do?
Who would be there?
What games would you play?
How long would it go for?
Slide 4
Students pair share their words and share their answers with class.

6. Friendships Body Feelings Brain Belonging
ES1 & Year 1 Activity Discuss each picture. Match the picture to the aspect of wellbeing
Friendships
Body
Feelings
Brain
Belonging
Discuss each picture and invite the students to help you match them to the correct aspect of wellbeing.

7. Our wellbeing is like a birthday party
Social (relationships) – Who is at the party?
Physical (body) – What are you doing at the party?
Emotional (feelings) – How do you feel at the party?
Cognitive (brain) - How did you plan the party?
Spiritual (belonging/purpose) - How do you feel about having the party?
What would happen if you took one of the aspects away?
Do we need to support all 5 SPECS to have a good sense of wellbeing? Why?
Slide 9
What would happen if we took one of the SPECS away?
What if we took away cognitive wellbeing – not planning a party = bad party, not as much fun, not enough food (links to physical)
What if we didn’t have any social wellbeing? – No one comes, then makes you feel unhappy (links to emotional)
What if there were no activities?
What if people weren’t having fun?
How would parents, or children feel if people didn’t say thank you or appreciate the party?
Do we need to support all 5 SPECS to have a good sense of wellbeing? Why?

8. SPECS = Can we make a ‘Wellbeing Pie’?
Every slice of a pie is important to make a complete meal.
Discuss - With the 5 specs of wellbeing we can make a wellbeing pie.
For us to feel comfortable, safe and happy we need to fill our bodies with every piece of the pie. It is son important that we always look after our;
Relationships and friendships
Our Bodies through exercise and eating healthy
Our Feelings
Our Brain (what it thinks affects how we feel)
- Our sense of belonging and purpose (who are we connected to in our everyday lives and why this is important)

9. Today we have looked at:
The five ASPECTS OF WELLBEING = SPECS
The way our wellbeing is like a pie with 5 slices
How our wellbeing in all connected and supports other aspects
It’s important that we look after ALL SPECS
to feel great! 
Slide 10
Watch Kid President video on gratitude and being thankful – note the things that relate to wellbeing.

10. Fill your Bucket with every piece of the wellbeing pie!
kItPlP_yL4g1ymtfQjQ1LPoQE_OR
What parts of this song relate to the pieces of the wellbeing pie?
View the ‘Fill Your Bucket’ Song
Can the children identify the messages from the song that relate to pieces of the wellbeing pie?
What is the song trying to teach us?
How did the song make you think about relationships/ friendships?
How did the song make you think about your body?
How did the song make you think about your feelings? Special words that were used?
How did the song make you think about your brain? What thoughts go into your brain when you look after yourself?
How did the song make you feel about belonging/ purpose? Did you think about how you could help others to feel good?

11. Lesson Reflection
What have you learnt from today’s lesson? THINK –PAIR-SHARE How will you look after your wellbeing? THINK-PAIR-SHARE How will you help others to look after their wellbeing? THINK-PAIR-SHARE
Discuss the what the student’s have learnt from today’s lesson.
Use formative assessment strategies to tune into the ideas students share with each other.
Are students able to articulate how they can look after their wellbeing?