Personal Health Goals

Overview

Students create a simple personal health plan that includes healthy eating and physical activity goals for everyday life. They practise choosing actions they can do, then share their plan with a partner.

Learning intentions

• WALT develop a personal health plan by setting goals for healthy eating and physical activity.
• WALT choose at least two actions that help their body feel strong and energised.
• WALT explain how their choices support their health and wellbeing.

Success criteria

• I can name one healthy food or drink choice and explain why it helps my body.
• I can name one physical activity I will do regularly and explain how it helps me.
• I can record my goals on a simple plan using pictures and/or words.
• I can share my plan politely and listen to a partner’s plan.

Curriculum links

• Health and wellbeing: making healthy choices for everyday health (nutrition and physical activity).
• Personal and social capability: communicating ideas and working respectfully with others.
• Literacy across learning: using everyday language to explain choices and goals.

Lesson structure (40 minutes)

1. (5 minutes) Check-in and lesson focus Gather students on the mat. Use a quick “thumbs” prompt: “Are you ready to make a health plan?” Revisit the unit idea: healthy choices everyday. Introduce today’s WALT: create a personal health plan with nutrition and activity goals.

2. (8 minutes) Warm-up: Healthy choices sorting Display picture cards (or use the board) of foods and drinks plus simple activity pictures (running, dancing, walking, playing ball, water, milk). Students sort into two groups: “Everyday healthy” and “Sometimes.” Ask guiding questions: “Which ones help our bodies grow?” “Which ones can we choose more often?” Keep it brief and age appropriate for Year 1–2.

3. (7 minutes) Teach: What a goal looks like Model a simple plan template on the board:

• Healthy eating goal (one picture + one word or short sentence)
• Physical activity goal (one picture + one word or short sentence)
• “I will do this on…” (choose a day/time: morning, lunch, after school) Demonstrate with an example: “I will drink water at lunch” and “I will play outside after school.”

4. (10 minutes) Create: Personal health plan Students work at desks with a prepared template and word bank/picture bank. They select:

• 1 healthy eating action (e.g., fruit/vegetables, water, wholegrains, milk as preferred)
• 1 physical activity action (e.g., walk, dance, sport, playground games)
• a simple schedule line (“Every day”, “After school”, “On weekdays”) Teacher circulates, prompts with sentence starters, and supports students who need it.

5. (6 minutes) Share in pairs: “My goal is…” Students practise sharing using a speaking frame: “My healthy eating goal is… because…” and “My activity goal is… because…” Partners respond with a listening cue: “I heard you say…” Encourage respectful, friendly talk.

6. (4 minutes) Reflect: Stick and say Students place their plan on the class “Health Goals Wall” or hold it up for a quick gallery walkthrough. Ask: “One thing you feel proud of today is…” Offer calm closure and remind them these goals are for their everyday life.

Resources

• Personal health plan template (picture-supported, with lines for a word or short sentence)
• Picture cards for foods/drinks and physical activities
• Word bank (e.g., water, fruit, veg, milk, walk, play, dance, run, outside) and simple sentence starters
• Coloured pencils/crayons, markers, scissors (if cutting images)
• “Health Goals Wall” or display board with magnets/paper clips
• Timer and classroom visuals for transitions
• Partner talk prompts cards (optional, for EALD support)

Assessment

• Teacher checks completed templates for the presence of one nutrition goal and one physical activity goal, and whether students can state a reason in simple terms.
• Observation during pair-share: ability to communicate goals using a frame, pictures, and/or words.
• Quick reflection prompt: students identify a proud moment or next step.

Differentiation

• Provide templates with more scaffolding: pre-drawn circles/boxes for choosing pictures, and limited choices (2–4 options) for students who need extra support.
• Offer an additional “sentence starter strip” and a guided checklist (“I chose… I will do it…”) for neurodivergent learners; allow movement breaks during creation.
• For EALD students: use sentence stems with picture cues and encourage drawing as the primary response; pair with a supportive buddy.
• Extension for advanced learners: add a third goal (e.g., sleep/handwashing as a health behaviour) or include “because it helps my body…” with more detail (two reasons: energy + strength).

Extension (optional)

Create a simple vision board reflecting health goals and aspirations: students add an image and one short sentence about what they want to feel (e.g., “strong”, “happy”, “full of energy”) and link it to their health plan goals.