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Unit outcomes
Pupils who are secure will be able to:
- Identify nutrients on traffic light food labels.
- Compare traffic light food labels to make a healthier choice.
- Describe how active they are now and why adults stay active.
- Identify light, moderate and vigorous activity.
- Explain how physical activity supports the body and mind.
- Name a range of more complex feelings.
- Describe signs of more complex feelings in the body.
- Suggest helpful ways to respond to strong and complex feelings.
- Describe ways to look after mental health.
- Recognise signs that someone might need support with their mental health.
- Name trusted adults and professionals who can help with mental health and explain what they do.
Lesson 2: How active am I and how can I move more? and Lesson 3: What are the different types of physical activity and how do they affect us? allow for a visit from a health professional, such as a dietician or personal trainer, to share how physical activity supports the body and mind to support children’s learning in this unit.
Lesson 5: How can I respond to strong and complex feelings? requires access to a large space, such as a hall or outdoor area.
Prior learning
My healthy self: How can I make healthy choices?
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Teacher video: My healthy self overview
Lessons
Lesson 1: What do food labels really tell us?
Lesson 2: How active am I and how can I move more?
Lesson 3: What are the different types of physical activity and how do they affect us?
Lesson 4: How can I recognise complex feelings?
Lesson 5: How can I respond to strong and complex feelings?
Lesson 6: How can we tell when someone might need support with their mental health?
Key skills
Key skills
- Evaluating food
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Key knowledge
To know:
-
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Key vocabulary
active (Y1/2)
emotions (Y1/2)
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Equipment list
Equipment needed across all lessons in this unit.
This list does not include equipment which is usually readily available in the classroom (e.g pencils, A4 paper etc)
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Full equipment list for the subject
Quantities marked × will update. Items without quantities are unaffected
- Wonder box ×1
- Highlighters ×30
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A large space, such as a hall or playground
- Sticky notes
- Stopwatch / timer 1
- Colouring pencils ×30
- Regulation stations: leaf, stone, putty, squeeze ball and scrunched-up paper As needed
The equipment below is operational
- Digital device (internet-enabled) ×15
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Related content
Unit resources
Knowledge organiser – RSE & PSHE Y5: How can I support my mind and body as I grow?
Aimed at pupils, two pages providing key facts and definitions from the unit 'How can I support my mind and…
Vocabulary display – RSE & PSHE Y5: My healthy self: How can I support my mind and body as I grow?
A display version of the vocabulary for the unit 'How can I support my mind and body as I grow?'.
Unit resource: UKS2 Y5 Emotions and feelings
A poster showing the six main emotions and associated feelings.
Cross-curricular opportunities
Build on the learning
My healthy self: How do my choices today shape my future health?
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