Building a Healthier Community

Overview

In this lesson, Year 1–2 students explore what a “healthy community” means. They consider how people can look after physical health and mental wellbeing, and how communities can support everyone.

Learning intentions

• WALT: Understand the parts of a healthy community.
• WALT: Recognise ways communities can support physical health.
• WALT: Recognise ways communities can support mental wellbeing.
• WALT: Share ideas respectfully with others.

Success criteria

• I can name three characteristics of a healthy community.
• I can give one example of physical health support in my community.
• I can give one example of mental wellbeing support in my community.
• I can listen to others and build on their ideas.

Curriculum links

• Personal, social, health and economic education: learning about health and wellbeing, including physical health, mental wellbeing, and safe routines.
• Relationships and health education: recognising feelings and wellbeing, and understanding how support can help us.
• PSHE skills: discussing matters in a respectful, supportive way and learning to cooperate.

Lesson structure (60 minutes)

1. 0–5 min: Welcome and WALT

• Teacher says: “Today we will learn about what makes a healthy community.” Show the WALT on a display.
• Quick check-in: students choose a face card (happy/okay/worried) and place it in a “How I feel today” area.

2. 5–12 min: Picture talk (physical health)

• Use a simple diagram with 3–4 picture prompts (e.g., clean park/playground, healthy food, exercise, sleep).
• Teacher asks: “What helps people stay well in our community?” Students point or share one idea.

3. 12–20 min: Diagram sorting (mental wellbeing)

• Show a second diagram with bullet-point labels and pictures (e.g., kind people, safe feelings, talking to an adult, calm places).
• Students sort picture cards into “Physical health” and “Mental wellbeing” (teacher support as needed).

4. 20–28 min: Interactive brainstorming (whole group)

• Use a class “Healthy Community Web” (paper or board).
• Prompts:
• “What does a healthy community look like?”
• “How do we help people feel safe and cared for?”
• Teacher models one sentence stem: “A healthy community has…”
• Encourage turn-taking: 1 idea per student, using a talking object to support focus.

5. 28–40 min: Small-group activity (make the list)

• In groups of about 2–3, students complete a “My Healthy Community” sheet with three large answer boxes.
• Each group must write or draw three characteristics, one physical and two can include mental wellbeing and caring actions.
• Dyslexia-friendly support: students use icons/bullet stickers and short sentence frames (e.g., “We have…”, “People…”, “We feel…”).

6. 40–50 min: Role-play and discussion

• Teacher sets up 2 short scenarios (teacher acts; students respond):
• Someone looks sad at school: “Who can help? What can we do?”
• A community event with litter/unsafe area: “What should we do to help people stay safe and healthy?”
• Students practise a supportive response using a stem: “We can help by…”

7. 50–60 min: Share, assess, and exit ticket

• Groups share their three characteristics. Teacher records key ideas on the class web.
• Exit ticket (quick): students circle or point to one “healthy community” card and say one word about why it helps.

Resources

• Face cards for feelings (happy/okay/worried) and a “check-in” pocket chart
• Two dyslexia-friendly diagrams:
• “Physical health helps” with picture prompts and bullet labels
• “Mental wellbeing helps” with picture prompts and bullet labels
• Picture card sets for sorting (physical health and mental wellbeing)
• Talking object for turn-taking
• “My Healthy Community” worksheet with three large boxes and sentence stems
• Sticky notes or sticker icons (helping, safe, kind, exercise, food, talking to adults)
• Role-play scenario prompt cards
• Exit ticket cards (healthy community picture prompts)

Assessment

• Teacher observation during sorting and brainstorming: can students identify physical and mental wellbeing support?
• Group worksheet: evidence that students produce three characteristics of a healthy community.
• Exit ticket: checks understanding of one health-related community support.

Differentiation

• Support (interactive brainstorming for all levels):
• Offer sentence frames and single-word options (e.g., “safe”, “kind”, “clean”, “talk”).
• Use picture sorting first, then optional writing later.
• Provide a peer buddy for turn-taking and shared recording.
• Support for attention and regulation (for ADHD needs):
• Short, timed activities; clear “start/stop” signals.
• Use the talking object and visual timers.
• Extension (advanced learners):
• Students add a “How can we help?” action for each characteristic (e.g., “We can share our toys kindly” / “We can help tidy up”).
• Students explain why one action supports both physical health and mental wellbeing.
• EAL/SEN:
• Use visuals and consistent vocabulary displays (e.g., “safe”, “kind”, “clean”, “talk”).
• Allow drawing or pointing as the primary response where needed.

Extension (optional)

• Students research a healthy community initiative (with adult support at home or in a guided way in school).
• Example prompts: a local food bank, school charity event for wellbeing, park clean-up, community sports club.
• Present with a simple “Who? What? How it helps our community” poster using pictures and 3 bullet points.