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KS2 Hand Hygiene

Hand hygiene has been shown to reduce the incidence of absenteeism in schools as good hand hygiene reduces the spread of microbes and infection. Our Hand Hygiene lesson supports children to understand the importance of handwashing, giving step by step instructions in an engaging format. This lesson perfectly complements the Health and Prevention element of the new RSHE curriculum for KS2.

Last Updated: 13 August 2021
English Antibacterial, Bacteria, Contagious, Harmful, Hygiene, Infected, Infectious, Micro-organism, Microbes, Transfer
  • Overview

What will you learn:

In this lesson, students carry out an experiment to observe how microbes can spread from person to person simply by shaking each other's hands. They will also have to decide which method is best for hand washing. Picture scenarios to lead class discussion on what might be making two children ill.

Activities include:

  • "Horrid hands" experiment to observe how microbes can spread from person to person by shaking hands.
  • Experiment or fair test to determine which handwashing method is best at removing microbes.

Learning Objectives:

  • Understand that infection can be spread through unclean hands.
  • Understand that handwashing can prevent the spread of infection.
  • Understand when and how to wash hands.
  • Understand why we should use soap to wash our hands.


  • Basin
  • Hand soap
  • Paper towels
  • Cold or warm water
  • Oil based Glo Gel and UV lamp or cooking oil and cinnamon

Curriculum Links:

  • Science: Working Scientifically, Living things and their habitats
  • English: Reading & Comprehension
  • RSHE: Health & Prevention
  • Design & Technology: Cooking & Nutrition
  • Art & Design: Painting, Recording observations
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e-Bug is a free educational resource, operated by Public Health England, which contributes to the government’s ongoing action plan to tackle antimicrobial resistance. e-Bug resources make learning about microbes, antibiotics and the spread and treatment of infection, engaging and accessible.


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