Exploring Identity

Year Level

Prep (Foundation Year)

Subject

Health

Duration

45 minutes

Class Size

30 students

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Curriculum Alignment

Western Australian Curriculum: Health and Physical Education

• Content Descriptor:
  • Recognise and describe personal identity, including their own culture and family background, as factors that influence their sense of self.
• Achievement Standard:
  • Students describe themselves and others, and recognise how family and culture contribute to identity.

In particular:

• Understand their own heritage and how culture, language, and background help shape identity.
• Explore that everyone is unique, and identities are made up of things like family, interests, preferences, culture, and community.

References for early years foundation health curriculum themes emphasize identifying self and others, family roles, heritage, and feelings, which align with these objectives.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Understand what identity means and relate it to themselves, their family, and culture.
2. Share ideas about things that make them unique or special (e.g., favourite things, family members, cultural background).
3. Express feelings about what makes them feel proud of who they are.
4. Begin to respect the differences and similarities in identities within the class community.

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Resources Needed

• Large paper or chart paper for a "Our Identity Tree"
• Crayons, markers, stickers
• Pre-prepared family photos or cultural artefact images (optional, for sharing)
• "All About Me" worksheet with simple prompts (e.g., "My favourite food...", "My family...")
• Storybook about identity and family diversity (e.g. an age-appropriate story involving different cultures or families)
• Mirror (for self-reflection activity)

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Lesson Structure

1. Introduction (5 minutes)

• Gather students in a circle.
• Begin with a simple question: “Who are you?” Discuss with students that this question is about their identity — who they are inside and outside.
• Introduce the word “identity” using simple language:
  • "Identity is all the special things that make you, YOU!"
• Show a mirror to each child briefly, inviting them to say their name and one thing that makes them special (e.g., “I am Sarah, and I love drawing.”)

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2. Read Aloud & Group Discussion (10 minutes)

• Read an engaging picture book focused on identity, family, or cultures.
• Pause to ask simple questions:
  • “What makes this character special?”
  • “Can you tell me one thing that you like that is special about you?”
• Highlight diversity positively–different families, languages, interests, and feelings.

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3. “Our Identity Tree” Activity (15 minutes)

• Create a large tree on chart paper displayed at front or side of classroom.
• Explain each leaf is for one thing that makes us special.
• Each student draws or writes one thing about themselves on a leaf (with help if needed) — family, favourite food, language spoken at home, a special hobby, or a feeling linked to who they are. Stick the leaves on the tree.
• Encourage students to notice similarities and differences on the tree.

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4. "All About Me" Worksheet (10 minutes)

• Give each student a simple worksheet with prompts:
  • My name is...
  • I live with...
  • I like...
  • My family is special because...
  • Something I am proud of...
• Students draw or write with support.
• Invite some students to share with the class or a partner.

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5. Conclusion & Reflection (5 minutes)

• Circle time reflection. Ask students:
  • “What did we learn about identity today?”
  • “Why is it good to be different?”
• Reinforce acceptance, kindness, and pride in one’s identity.
• End with a positive affirmation: “We are all special just the way we are!”

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Assessment and Evidence of Learning

• Observe students’ participation in discussions and activities.
• Review completed “Our Identity Tree” leaves for understanding of personal identity components.
• Evaluate “All About Me” worksheets for recognition of family, individuality, and cultural aspects.
• Listen for respectful attitudes expressed about diversity and similarities.

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Teaching Considerations

• Scaffold language for children with English as an Additional Language or Dialect (EAL/D). Use visual supports.
• Be sensitive and inclusive of diverse family structures and cultural backgrounds.
• Use affirming language to build self-esteem.
• Engage families, if possible, by inviting students to bring a family photo or something special representing their culture for a future lesson extension.

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Extensions and Cross-Curricular Links

• Literacy: Create personal “identity” books with drawings and simple sentences.
• Arts: Collaborative class mural celebrating diversity and identity.
• Languages: Introduce simple greetings from languages represented in the class to connect language and identity.
• Social Skills: Practise sharing, listening, and valuing others’ stories about their identities.

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This lesson plan provides a meaningful, supportive, and engaging introduction to the concept of identity for Prep students, aligned with the Western Australian Curriculum Health Framework's underlying focus on understanding self, family, culture, and community influences on identity.