Exploring Identity and Belonging

Curriculum Context

• Subject: Health and Physical Education
• Year Level: Foundation
• Duration: 60 minutes
• Class Size: 20 students

Australian Curriculum Links (Version 9)

Content Descriptions:

• AC9HPFM02: Students experiment with ways to move their body safely and manipulate space (introducing comfort in self-expression and body awareness, relevant for identity).
• AC9HPFP05: Demonstrate protective behaviours, name body parts, and rehearse help-seeking strategies to stay safe (recognising bodily autonomy supports identity and self-awareness).
• Personal and Social Capability: Recognising and respecting similarities and differences between themselves and others.
• Foundation Year Health Focus: Identifying, discussing and comparing similarities and differences in individuals and groups; exploring how strengths and achievements contribute to personal identity; and recognising how belonging to social, school, and family groups influences identity and belonging.

(Focus: AC9HPFP05 & content around identity and social belonging at Foundation level, adapted for inclusion and engagement.)

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Learning Objectives

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

1. Identify and describe similarities and differences between themselves and their peers in an inclusive and respectful way.
2. Discuss personal strengths and achievements that contribute to their sense of identity.
3. Reflect on how their family, school, and other groups they belong to influence their identity and sense of belonging.
4. Participate actively in discussion and reflection activities that promote understanding and valuing diversity.

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Lesson Outline

1. Introduction and Warm-Up (10 mins)

• Welcome and Circle Time:
  Gather students in a circle. Welcome each child, greet them by name, and introduce the concept of identity and belonging using simple language:

  • “We all have special things about us that make us who we are.”
  • “Sometimes, we are the same as others. Sometimes, we are different. That’s okay!”

• Activity: "Me in a Mirror"
  Using a handheld mirror, each student looks at themselves and says one thing they like about themselves (e.g., I like my smile, my hands, my hair). Teacher models first to demonstrate openness and comfort.

Differentiation: For students who find speaking difficult, they can point to the mirror and the teacher can help by offering choices (e.g., "Do you like your smile or your hair?")

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2. Exploring Similarities and Differences (15 mins)

• Interactive Story or Picture Book:
  Read a story that celebrates diversity and individuality — focusing on characters who have different strengths and belong to different families and communities.

• Group Discussion:
  After reading, guide a discussion using visual prompts—images representing family groups, pets, hobbies, and celebrations.

• Questions to prompt student participation:

  • “Who here has a brother or sister?”
  • “Do you like the same foods as your friends?”
  • “What is something special you are good at?”
  • “What do you like doing at school or home?”

Activity Extension: Create a large poster with two headings: "Things We Have in Common" and "Things That Are Different." Use pictures or words provided by students.

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3. Personal Strengths and Achievements (15 mins)

• Strengths Chart Activity:
  Provide each student with a simple template a "My Special Strengths" page (pictures to colour or simple words if appropriate).

• Prompt: Invite students to draw or indicate things they are good at or achievements they are proud of (e.g., tying shoelaces, being kind, sharing toys).

• Peer Sharing: In pairs or small groups, students share one strength with each other.

Differentiation: Use symbols or emotive pictures for students with limited verbal skills; peers or teacher can assist.

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4. Sense of Belonging to Groups (15 mins)

• Group Venn Diagram Activity:
  Draw three overlapping large circles on a whiteboard or chart paper labelled: Family, School, and Friends.

• Class Brainstorming:
  Ask students:

  • “Who lives in your family?”
  • “What do we do at school together?”
  • “Who are your friends?”

Write or paste pictures representing their ideas in the circles.

• Discussion:
  Explain that belonging to these groups helps us feel happy and safe and helps shape who we are.

• Reflection Question:
  “How do these groups help us to be ourselves?”

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5. Closing Reflection and Help-Seeking Reinforcement (5 mins)

• Briefly revisit protective behaviours and the idea that they all have the right to be safe, respected, and to ask for help when feeling unsure or uncomfortable. Link this to their identity.

• Help-Seeking Song or Chant:
  Sing or chant a simple help-seeking affirmation together, such as "If I feel worried or sad, I tell a grown-up I trust."

• End the session with a positive group cheer celebrating everyone's uniqueness and strengths.

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Assessment Strategies

• Observation of Participation: Track engagement during circle time, story discussion, and pair sharing. Note how students express similarities/differences and strengths.
• Work Samples: Collect the "My Special Strengths" sheet for anecdotal evidence of understanding identity.
• Formative Feedback: Listen for respectful language used during discussions about differences and support given to peers.
• Teacher Reflection: Adjust support and scaffolding in future lessons based on participation and inclusivity.

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Resources and Materials

• Handheld mirrors
• Age-appropriate storybook/picture book celebrating diversity
• Large chart paper and markers
• "My Special Strengths" page templates with colouring materials
• Visual aids for group brainstorming (family photos, school objects, friendship symbols)
• Music or chant for help-seeking affirmation

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Differentiation and Inclusion

• Use visual supports, gestures, and simple language to aid understanding.
• Allow students to express through drawing or pointing if they find verbalising difficult.
• Pair students strategically to support shy or less verbal learners.
• Incorporate First Nations perspectives by recognising the importance of family and community connections in identity, respecting all cultural backgrounds represented in the class.

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This engaging and inclusive lesson plan carefully aligns with Foundation Health curriculum elements focusing on identity, similarity, difference, belonging, and personal strengths, delivering foundational social-emotional skills with hands-on activities and reflective discussion for young learners in Australia.