Mindfulness Moments

Overview

This is Lesson 3 of 9 in the unit "Fun First Days!" designed for Year 1 students (ages 5-6). The session introduces mindfulness through age-appropriate breathing exercises and guided imagery. It supports the National Curriculum’s emphasis on personal, social, health and economic education (PSHE) by enhancing children’s self-regulation, attention, and emotional wellbeing.

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National Curriculum Link

Subject: Personal, Social, Health and Economic Education (PSHE)
Key Stage: KS1 (Years 1-2)
Relevant Programme of Study:

• Health and wellbeing
• Pupils should understand how to recognise and name different feelings, and begin to develop simple strategies to manage their feelings.
• Developing self-awareness and the ability to regulate emotions through calm and focused practices.

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Learning Objectives (WALT)

• WALT recognise the feeling of calmness through mindfulness.
• WALT practise simple breathing exercises to help focus and soothe our minds.
• WALT use guided imagery to imagine relaxing places and feelings.
• WALT build vocabulary linked to feelings and concentration.

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Success Criteria

Pupils will:

• Be able to describe how their body feels before and after mindfulness exercises (e.g. ‘calm’, ‘relaxed’).
• Demonstrate participation in breathing and imagery activities.
• Use new vocabulary to express feelings or focus (e.g., "quiet", "calm", "breathe", "relax").
• Show improved listening and attention during mindfulness moments.

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Resources Needed

• Soft cushions or mats for sitting comfortably
• A calm, quiet corner or dimmed lights
• Visual aids: simple illustrated flashcards of emotions and breathing steps
• A short, gentle audio track or teacher’s calm voice for guided imagery
• “Calm Down” cards with simple breathing instructions (for dyslexia-friendly reading: clear font, large print, minimal text)
• Optional: small handheld objects (e.g., smooth stones) for grounding

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Lesson Structure (60 minutes)

1. Welcome & Recap (10 minutes)

• Greet children warmly, discuss briefly prior lessons about ‘fun first days’.
• Recap vocabulary learned so far related to feelings and focus (e.g., happy, excited, calm, listen). Use flashcards.
• Introduce today’s focus on ‘mindfulness’ – explain in simple terms: “mindfulness helps us feel calm and ready.”

Activity:

• Quick ‘feelings check-in’ around the circle: “How do you feel right now?” Encourage use of known vocabulary.

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2. Introduction to Breathing Exercises (15 minutes)

• Explain breathing helps calm our bodies.
• Model “balloon breathing”: Pretend to blow up a big balloon slowly (inhale) and let the air out slowly (exhale). Use visual of a balloon flashcard.
• Practice as a group, gradually encouraging slower, deeper breaths.
• Introduce the vocabulary: breathe in, breathe out, slow, calm, quiet.

Activity:

• Lie or sit back on cushions, quietly breathe ‘balloon breaths’ for 3 minutes.
• Invite children to notice what happens to their bodies (rising tummy, calm feeling).

Differentiation:

• Support children with SEND by providing tactile prompts (e.g., holding a balloon or stone to squeeze and release with breaths).
• For children who find stillness difficult, offer a ‘breathing buddy’ soft toy to guide breathing rhythm.

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3. Guided Imagery Exercise (15 minutes)

• Reset calm environment with soft music or silence.
• Teacher leads a gentle story: “Imagine you are in a sunny garden with colourful flowers and soft grass…”
• Use descriptive, sensory-rich language encouraging children to picture, hear birds, feel warmth on skin.
• Pause for breathing moments during story, prompting children to focus on breath and peaceful imagery.

Vocabulary focus: imagine, sunny, garden, soft, warm, calm, peaceful

Activity:

• After guided imagery, children share what they imagined in pairs or small groups to build vocabulary and speaking skills.

Extension:

• Advanced learners can draw their imagined places and label using new vocabulary.

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4. Reflection and Calm Down Strategies (15 minutes)

• Discuss: “How do you feel now? What did the breathing and imagining help with?” Revisit success criteria language.
• Introduce “Calm Down Cards” showing breathing steps and mindfulness tips for children to use anytime.

Activity:

• Children personalise a small mindfulness card with a simple drawing depicting their favourite calming technique.

Dyslexia-friendly Adaptations:

• Use clear, sans-serif fonts (e.g., Comic Sans or Arial) with spacing on cards.
• Include picture cues alongside words to support understanding.
• Allow children to express verbally or by drawing if reading/writing is challenging.

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5. Plenary and Feedback (5 minutes)

• Quick circle time: “Show me your calm face!” and “Give a thumbs up if you feel different now.”
• Praise participation and courage to try new ways of relaxing.
• Give brief preview of next lesson in the unit for anticipation.

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Additional Differentiation Strategies

• Use simple, repeated instructions with visual prompts for EAL learners.
• Allow movement breaks for those who need to stretch before mindfulness times.
• Pair children strategically to encourage peer support during sharing phases.

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Assessment Opportunities

• Observations of participation and engagement with breathing and imagery.
• Use of vocabulary related to feelings and mindfulness during discussion and reflection.
• Informal questioning about how pupils recognise and practise mindfulness strategies.

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Extension Ideas

• Create a ‘Mindfulness Corner’ in the classroom with sensory objects and calm-down tools for independent use.
• Introduce simple yoga poses combined with breathing for mindfulness in future lessons.
• Encourage children to teach their families a breathing exercise at home, reinforcing learning beyond school.

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Summary

This lesson provides Year 1 pupils with foundational skills in mindfulness that support wellbeing and self-regulation. Through multi-sensory breathing exercises and vivid guided imagery, children develop vocabulary and gain practical strategies for concentration and calmness that will support learning throughout the school year. The lesson is carefully scaffolded and differentiated to engage all learners in a hands-on, inclusive, and joyful experience.