Healthy Lifestyle Choices

Overview

This 45-minute PSHE session is designed for Year 3 students (ages 7-8) and follows the Curriculum for Excellence (CfE) Health and Wellbeing framework. The lesson will engage learners in understanding what makes a healthy lifestyle through an interactive presentation, group discussion, and hands-on activities, ensuring a dyslexia-friendly and inclusive approach.

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Curriculum for Excellence Links

Experiences and Outcomes (Es & Os):

• HWB 2-28a: I recognise how friendships can help me feel safe and secure and how I can support my friends.
• HWB 2-33a: I understand that eating, drinking, and physical activity affect my health and wellbeing.
• HWB 2-35a: I understand the importance of personal hygiene and how it contributes to a healthy lifestyle.
• HWB 2-06a: I can identify and use different sources of help when I am feeling unwell or unsafe.

Organisational Purpose: The lesson is designed to nurture responsible and health-conscious individuals in line with CfE goals, encouraging pupils to make informed choices.

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WALT (We Are Learning To)

• Understand what contributes to a healthy lifestyle.
• Identify different elements of health including diet, exercise, hygiene, and rest.
• Discuss ways to keep ourselves and our friends healthy and safe.

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Success Criteria

By the end of the lesson, learners will be able to:

• Name at least three factors that contribute to a healthy lifestyle (e.g., exercise, balanced diet, hygiene).
• Explain why these factors are important for their wellbeing.
• Share one personal action they can take to improve or maintain their health.
• Participate actively in group discussions and activities.

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Resources

• Interactive slideshow with images and minimal text, designed with dyslexia-friendly fonts and colour contrasts
• Visual aids: pictures representing food groups, exercise activities, hygiene habits
• Healthy lifestyle checklist handouts (dyslexia-friendly format)
• Large poster paper and markers
• Whiteboard and pens
• ‘Feel Good’ cards (positive behaviour reward cards)

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Lesson Structure

1. Starter Activity (5 minutes)

Activity: "Healthy or Not?" Picture Sorting

• Pupils are shown images (e.g., fruits, candy, running, watching TV, washing hands) and asked to physically sort them into "healthy choices" and "unhealthy choices."
• This gets pupils physically moving and thinking.

Differentiation:

• Provide paired work so struggling learners can discuss their choices.
• Use clear, labelled picture cards for visual learners and those with reading difficulties.

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2. Introduction through Presentation (15 minutes)

Activity: Interactive Healthy Lifestyles Presentation

• Present the slideshow explaining:
  • What a healthy lifestyle means (good food, regular activity, sleep, hygiene)
  • Why each is important for keeping us energetic and happy
• Use pictures, simple language, and real-life examples that are familiar to 7-8 year olds.
• Embed quick Q&A pauses to scaffold learning and maintain engagement.

Dyslexia-Friendly Features:

• High contrast backgrounds with sans serif fonts
• Minimal text per slide (key words + images)
• Allow pupils to listen rather than just read

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3. Main Activity (15 minutes)

Activity: Group Poster Creation – "Our Healthy Habits"

• Pupils are split into small groups (4–5 children).
• Each group receives a poster sheet and marker pens.
• Task: Create a poster that shows different healthy lifestyle habits, using words and drawings from the presentation.

Differentiation:

• Provide word banks for spelling support and key vocabulary reminders.
• Groups include mixed abilities for peer support.
• Visual learners can focus on drawings; others can write keywords or sentences.

Extension:

• Advanced pupils write short sentences explaining why aspects are important or add facts learned during the presentation.

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4. Sharing and Reflection (7 minutes)

Activity: Gallery Walk & ‘Feel Good’ Sharing

• Groups display their posters around the classroom.
• Pupils walk around, view others’ work, and give a positive comment using ‘Feel Good’ cards focusing on healthy choices they want to try.
• End with a reflective circle: "One thing I will do to stay healthy is…"

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5. Plenary (3 minutes)

• Teacher summarises key points.
• Quick verbal quiz or thumbs-up/thumbs-down to check understanding of healthy habits.

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Assessment

• Formative: Observation during group work and discussion — Can pupils identify healthy habits?
• Summative: Completion of the group poster illustrating understanding of healthy lifestyle choices.
• Verbal reflections indicating personal connections to healthy living.

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Differentiation Strategies

• Use visual, auditory, and kinesthetic learning activities.
• Pair pupils strategically so those with additional support needs are scaffolded.
• Scaffold questioning to various levels of cognitive challenge.
• Offer dyslexia-friendly resources with clear fonts and coloured backgrounds and word banks.
• Allow choice within the main activity (drawing vs writing).

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Extension Activities for Advanced Learners

• Research and present additional facts about healthy lifestyles (e.g., sleep cycles, hydration).
• Create a 'Healthy Lifestyle' diary to track one week of habits.
• Design a short healthy living quiz for peers.

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Notes for Teachers

• Ensure language stays simple and clear.
• Encourage a non-judgemental, supportive environment where all contributions are valued.
• Use praise and the ‘Feel Good’ cards to motivate positive behaviour and sharing.
• Reinforce learning by relating healthy choices to pupils’ daily lives and routines.

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This lesson plan is crafted to actively involve pupils and make healthy lifestyles relevant and fun while embedding CfE Health and Wellbeing goals for Year 3 learners.