Family and Culture

Year 6 | Health | 45 minutes | Class of 25 students

Overview

In this second lesson of the unit "Understanding Identity and Change," students will explore how family and cultural backgrounds influence and shape their individual identities. Through sharing family stories and engaging in the creation of a personal family tree, students will connect deeply with their heritage and develop an understanding of diversity within their classroom community.

Curriculum Alignment

This lesson aligns to the Western Australian Curriculum: Health and Physical Education for Years 5 and 6, specifically:

Content Description:
AC9HP6P01 – Explain how identities can be influenced by people and places, and how we can create positive self-identities.
This includes exploring how family, peers, cultural practices, and connection to place influence cultural and personal identity .
General Capabilities:
Personal and social capability (recognising influences on identity, developing positive self-identity).
Intercultural understanding (appreciating own and others’ cultural identities).

Learning Intentions (WALT)

We Are Learning To:
Recognise the influence of family and culture on identity.

Success Criteria

I can explain how my family shapes who I am.
I can describe how cultural traditions contribute to my identity.
I can share a story about my family's traditions with my classmates.

Resources

Large sheets of paper and markers for family trees
Family story audio recordings (prepared beforehand or provided digital stories) to support dyslexic learners
Guided questions handout
Examples of family trees and cultural traditions (visual aids)
Projector and speakers (optional)

Lesson Structure

Time (mins)	Activity	Details	Differentiation
5	Introduction & WALT	- Introduce the lesson focus and learning intentions using simple, clear language.	- Use visual WALT and success criteria on the board.
10	Story Sharing: Family Traditions	- Students share short stories or traditions from their family. - Listen to one or two example stories via audio recording to support all learners, including those with dyslexia.	- Provide sentence starters or guided questions (e.g., "In my family, we ...", "A special tradition we have is ...").
15	Create Your Family Tree	- Each student draws their family tree, emphasising people who influence them (parents, grandparents, siblings, cultural figures). - Annotate with special family tradition notes.	- Allow the use of drawings or symbols for students who struggle with writing.
10	Pair Discussion: Compare Family Traditions	- Students pair up and share their family tree highlights and traditions. - Compare differences and similarities respectfully.	- For advanced students, encourage discussion of how traditions influence values and identity.
5	Reflection & Exit Ticket	- Students write or verbally share one new thing learned about how family and culture shape identity.	- Verbal sharing alternative for students with writing difficulties.

Differentiation Strategies

Students needing support: Guided questions handout, use of audio family stories, drawing instead of writing for the family tree.
Extension for advanced learners: Compare and contrast their family traditions with peers and reflect on how these differences shape identities. Students can prepare a short presentation on cultural diversity's role in personal identity.
Dyslexia-friendly options: Provide audio versions of family stories and ensure all written instructions are clear and concise with visuals. Use coloured paper/backgrounds if needed.

Assessment

Formative assessment through observation of student participation during sharing and discussion.
Review completed family trees for understanding of family influence on identity.
Exit ticket responses to check comprehension of learning intentions.

Teacher Reflection

How effectively did students engage with the concept of identity influenced by family and culture?
Were the differentiation strategies successful in supporting all learners?
Did students respect and celebrate diversity during paired discussions?
What adaptations can be made for deeper engagement or cultural inclusivity in future lessons?

This lesson will foster students’ appreciation for their own cultural identity and that of others, building empathy and social skills required for respectful community participation in line with the Western Australian Curriculum expectations .

If more lessons are needed, subsequent sessions may explore managing change (including puberty and cultural rites), connections to place, and identity evolution over time.

Teaching Instructions