Let's Get Moving PSHE lesson plan
A primary PSHE lesson for Years 1 and 2 that helps UK teachers introduce healthy, active lifestyles through a structured, ready-to-teach lesson. Pupils learn to recognise everyday habits that support movement, rest and self-care, and begin to understand how these choices help their bodies feel well. The lesson keeps the focus practical and age-appropriate, helping younger pupils build simple, positive language for talking about staying active and healthy.
Physical Wellbeing & Healthy Living
Snapshot
Let's Get Moving
The lesson gives teachers a structured way to introduce healthy, active lifestyles in a way that suits younger primary pupils.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Building healthy movement habits and understanding an active lifestyle
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise everyday activities that help the body stay healthy and active
recognise that rest and sleep are part of a healthy lifestyle
recognise simple habits that support personal wellbeing, such as hygiene and healthy eating
Understand
understand why regular movement and physical activity are good for the body
understand that healthy habits can look different for different people
Practise
practise talking about activities they enjoy that help them stay active
practise identifying healthy choices in everyday situations
practise simple language for describing how movement makes them feel
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 and 2 who are beginning to learn about healthy habits, movement and self-care. It suits pupils who are developing an early understanding of their bodies and daily routines, and who benefit from simple, concrete examples rather than abstract health concepts.
It is suitable for:
primary PSHE lessons
wellbeing and relationships education
pastoral care, circle time or form time
health and physical wellbeing topics
whole class introductions to healthy living
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil 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 healthy lifestyles Use when pupils are learning about movement, rest and self-care for the first time.
Building classroom culture around wellbeing Use when reinforcing habits such as staying active, resting well and looking after personal care.
Starting a physical wellbeing topic Use when beginning a broader unit on health, movement or self-care.
Reinforcing healthy routines Use when revisiting daily habits like movement, sleep and hygiene throughout the term.
Supporting transition into new routines Use when pupils are adjusting to new school routines, timetables or daily structures.
Creating a structured PSHE discussion Use when you want a calm, teacher led discussion about healthy, active living.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Understanding how movement, rest and healthy habits fit together gives pupils an early foundation for looking after themselves. Building this understanding early helps pupils see physical wellbeing as a normal, everyday part of school and home life rather than something separate or complicated. This lesson supports a positive classroom culture around health by helping pupils talk confidently about staying active, resting and looking after their bodies. It encourages pupils to see healthy choices as things they can practise regularly, rather than one-off achievements. For younger pupils, simple and repeated exposure to this language helps build habits that can be reinforced across the school year.
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
Body awareness Pupils notice how movement and rest affect how their body feels.
Healthy habits Pupils learn simple choices that support an active, healthy lifestyle.
Self care Pupils practise language for describing routines like sleep and hygiene.
Confidence Pupils talk openly about activities they enjoy and find achievable.
Communication Pupils practise describing healthy choices in simple, everyday language.
Personal responsibility Pupils begin to understand their role in looking after their own wellbeing.
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
Prepare simple examples of everyday movement and rest that suit your class
Keep language neutral and avoid comparing pupils' activity levels, weight or bodies
Consider any pupils with medical needs, mobility differences or additional support requirements
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe
During delivery
Use inclusive language that reflects different family routines and abilities
Focus on effort and enjoyment rather than performance or achievement
Give pupils time to share activities they enjoy without comparing pupils to one another
Keep discussion practical and avoid moralising about food, weight or appearance
Supporting safe discussion
Remind pupils not to compare their bodies, weight or ability to others
Encourage pupils to describe their own routines rather than commenting on classmates
Use general examples rather than personal disclosures where possible
Adaptation options
Adjust examples to reflect a range of abilities and home circumstances
Use partner talk or drawing for pupils who are less confident speaking aloud
Extend discussion on rest and hygiene habits if pupils need more support building routines
