Moving Makes Me Feel Good PSHE lesson plan
A primary PSHE lesson for Years 1 to 2 that helps UK teachers introduce the idea that moving our bodies helps us feel good, through a structured, ready-to-teach lesson. Pupils learn to notice how movement affects their mood and energy, explore simple ways to stay active during the school day, and begin to connect movement with other healthy habits such as rest and food.
Physical Wellbeing & Healthy Living
Snapshot
Moving Makes Me Feel Good
This lesson gives teachers a structured way to introduce movement and healthy habits in language that feels natural for younger pupils.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Understanding why staying active helps us feel good
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 that moving their body is something everyone can do in different ways
recognise that their body can feel different after being active compared to sitting still
recognise everyday opportunities to move during the school day
Understand
understand that staying active is part of looking after their whole body
understand that movement connects to other healthy habits such as rest, food and sleep
Practise
practise describing how movement makes them feel
practise identifying simple ways to be active at school and at home
practise talking about healthy habits using respectful, non judgemental language
Who this lesson is for?
This lesson is designed for younger primary pupils in Years 1 and 2 who are beginning to learn about movement, healthy habits and looking after their bodies. It suits pupils who are new to talking about physical activity and body awareness in a structured way.
It is suitable for:
primary PSHE lessons
relationships education and wellbeing sessions
pastoral care, circle time or form time
healthy lifestyles or healthy habits units
whole class introductions to physical wellbeing
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 physical wellbeing Use when pupils are new to talking about movement, activity and healthy habits.
Starting a healthy habits topic Use when beginning a wider unit on healthy eating, sleep or self-care.
Building classroom culture around wellbeing Use when reinforcing the idea that looking after our bodies is part of everyday life.
Reinforcing movement during the school day Use when pupils need reminders about simple, safe ways to stay active at school.
Supporting a wellbeing focus week Use when the school is exploring healthy lifestyles or physical wellbeing themes.
Preparing for PE or outdoor learning Use when introducing pupils to the idea of movement before a PE lesson or outdoor session.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Pupils benefit from understanding early that movement is something that supports how they feel, not only something linked to sport or exercise. Building this understanding in Years 1 and 2 helps pupils see activity as a normal, achievable part of everyday life. Encouraging movement early can support pupils to build simple, positive habits around their bodies, energy and mood. This lesson keeps the focus on choice and enjoyment, rather than performance or specific outcomes. By giving pupils a shared, simple vocabulary for talking about activity and healthy habits, the lesson supports a classroom culture where looking after our bodies feels normal and approachable.
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 their body feels during and after movement.
Self-care Pupils explore simple ways to look after their body through activity.
Emotional awareness Pupils consider how moving can affect their mood and energy.
Healthy habits Pupils connect movement with other everyday habits such as rest and food.
Communication skills Pupils practise describing how they feel using simple, respectful language.
Confidence Pupils build confidence talking about activity and healthy choices.
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 pupils that everybody moves in different ways and at different levels, and that this is normal
Avoid comparing pupils’ activity levels, body shapes or eating habits
Prepare simple examples of everyday movement pupils can relate to, such as walking or playing outside
Consider any pupils with medical conditions or mobility needs and adapt examples accordingly
During delivery
Keep discussion focused on how movement feels, rather than how much or how often pupils move
Use inclusive language that reflects different bodies, abilities and routines
Avoid framing food, weight or appearance as measures of health
Give pupils time to share how movement makes them feel, without pressure to compare with others
Supporting safe discussion
Remind pupils to use general examples rather than personal disclosures about their own or others’ bodies or habits
Keep the discussion focused on the whole class rather than individual pupils
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
Adaptation options
Use partner talk or drawing for pupils who are less confident speaking aloud
Extend discussion for classes ready to explore more healthy habits, such as rest or food
Simplify vocabulary further for pupils who are new to talking about wellbeing topics
