What's Good For You wellbeing lesson plan
A primary wellbeing lesson for Years 1 and 2 that helps Australian teachers introduce healthy habits and everyday choices through a structured, ready-to-teach lesson. Students learn to spot what helps and harms their health, including habits like eating a variety of foods, moving, sleeping and looking after personal hygiene. The lesson keeps the focus practical and age-appropriate, giving teachers a calm way to open a discussion about health without labelling any food, body or choice as good or bad.
Physical Wellbeing & Healthy Living
Snapshot
What's Good For You
The lesson gives teachers a structured way to introduce healthy habits and everyday choices in a simple, age-appropriate way.
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Spotting what helps and harms your health
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 everyday habits that help the body feel well, such as eating a variety of foods, moving and resting
recognise habits that can make it harder to feel well, such as missing sleep or skipping regular meals
recognise that different people have different routines and needs
Understand
understand that health is shaped by everyday choices rather than one single habit
understand that looking after the body includes rest, movement, hygiene and food
Practise
practise naming healthy choices they can make during the school day
practise talking about health habits using respectful, non judgmental language
practise simple self care routines such as handwashing or taking rest breaks
Who this lesson is for?
This lesson suits younger primary students in Years 1 and 2 who are building early understanding of healthy habits and self care routines. Students do not need prior knowledge of health concepts, as the lesson introduces ideas using familiar, everyday examples.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care or circle time sessions
healthy habits or lifestyle units
introducing self care and body awareness
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 healthy habits Use when students are beginning to learn about food, movement, sleep and hygiene as part of health education.
Building classroom routines around self care Use when reinforcing everyday habits such as handwashing, rest breaks or staying hydrated.
Starting a health or PDHPE unit Use when introducing a broader unit on healthy eating, lifestyle or physical wellbeing.
Supporting body awareness Use when students are learning to notice how their body feels and what helps them feel well.
Reinforcing previous health learning Use when revisiting healthy choices after a break, holiday or change in routine.
Preparing for transition Use when students are moving into new routines, such as a new year level, and need a refresher on healthy habits.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Young students are still building their understanding of what helps their body and mind feel well. Learning to notice everyday habits, such as food, movement, sleep and hygiene, gives them an early, practical foundation for making healthy choices. This lesson supports a proactive approach to health education. Rather than waiting for habits to become a concern, it helps students build simple language for noticing what helps and what makes things harder, without judgement about food, body or lifestyle choices. Building this awareness early supports students to feel confident talking about health and self care as a normal part of school life.
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 Students notice how habits such as food, movement and sleep affect how they feel.
Self care Students practise simple routines such as handwashing and rest breaks.
Healthy decision making Students consider everyday choices that support their health.
Respectful language Students talk about health and habits without judging others' choices.
Personal responsibility Students recognise their own role in looking after their body.
Social awareness Students recognise that different people have different needs and routines.
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 not to compare or judge other people's food, body or habits
Frame the discussion around general habits, not personal disclosures
Prepare simple, familiar examples that reflect a range of family routines
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe
During delivery
Use everyday examples such as eating a variety of foods, moving the body, resting and washing hands
Avoid labelling any food, body type or habit as good or bad
Give students time to share ideas through discussion or drawing
Keep language simple and age appropriate for Years 1 and 2
Supporting safe discussion
Encourage respectful language when talking about habits and routines
Remind students that families have different routines, and that is okay
Avoid singling out individual students' habits or circumstances
Adaptation options
Use drawing or matching activities for students who need visual support
Extend discussion for students ready to talk about why habits help the body
Focus on one or two habits in more depth for younger or less confident groups
