Grade

Year 6 (Upper Primary)

Focus Areas

• Personal, Social and Community Health
• Physical Activity and Participation (secondary)

Strands

• Personal, social and community health

Sub-Strands and Content Descriptors

• AC9HP6P01: Explain how identities can be influenced by people and places, and how we can create positive self-identities

• Elaborations:

  • Explaining how role models influence self-identity (e.g., sporting role models, social media influencers, family)
  • Exploring connection to people, places and culture, including First Nations Australians
  • Investigating influence of family, peers, media, gender stereotypes on identity development

• General Capabilities Cross-Curriculum Priorities:

  • Critical and Creative Thinking: Analysing influences on identity
  • Personal and Social Capability: Recognising how relationships affect self-identity
  • Ethical Understanding: Considering fairness and respect in identity formation
  • Aboriginal and Torres Strait Islander Histories and Cultures: Connection to Country and community roles

Teaching Strategy/Activity

Inquiry-Based and Strengths-Based pedagogies integrated with ICT
Students will investigate and reflect on factors influencing personal identity, employing collaborative discussions and digital multimedia tools. Students make connections to their own experiences and the community, including First Nations perspectives.

HPE Pedagogical Approach

• Inquiry-based: Students explore how identities are shaped through question-led investigation and discussion about role models, media, family, and culture.
• Strengths-based: Emphasising positive self-identity development by recognising individual and cultural strengths.

Cross-Curricular Links

• English: Communicating ideas about identity through oral and digital presentations
• Technologies: Using digital tools to create multimedia presentations
• Civics and Citizenship: Respecting diversity and identity in communities

Use of ICT

• Students use tablets or laptops with presentation software (e.g., PowerPoint, Google Slides) to create a digital collage or slideshow illustrating influences on their identities.
• Teacher may also use video clips or online resources showing diverse role models and First Nations storytelling about connection to country.

Assessment Strategy and Recording Instrument

• Formative assessment: Observation and notes on student participation in discussions and activities.
• Summative assessment: Students’ digital presentations serve as an assessment artifact demonstrating understanding of identity influences.
• Recording instrument: Rubric assessing understanding of identity influences, communication skills, and cultural respect (see attached rubric).

Learning Intentions (WALT)

• We are learning to explain how different people, places and cultures influence our identity.
• We are learning to identify positive role models and cultural connections that help us develop a positive sense of self.

Success Criteria (WILF)

• I can describe examples of role models and places that influence identity.
• I can create a digital presentation that shows how my identity is influenced by others and culture.
• I can explain how First Nations connections to Country shape identity.

HPE Teaching Strategies

• Use open-ended questioning to prompt critical thinking about identity.
• Scaffold inquiry by modelling how to collect and share examples.
• Incorporate storytelling to build empathy and cultural awareness.

Learning Environment

• Classroom with access to digital devices and projection system.
• Space arranged for group collaboration.

Resources, including ICT

• Tablets or laptops with presentation software
• Whiteboard and markers for brainstorming
• Selected videos/examples of role models and First Nations perspectives (pre-loaded by teacher)
• Printed worksheets for note-taking and reflection (attached)

Assessment and Reporting Strategies

• Teacher collects formative observation notes focused on student communication, participation, and understanding.
• Rubric scored on student digital presentations evaluating:
  • Understanding of identity influences (role models, family, media, culture)
  • Ability to use ICT to communicate ideas effectively
  • Respect and inclusion of First Nations perspectives
• Assessment evidence stored digitally and contributed to reporting portfolios.

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Lesson Stages

Stage 1: Introduction (10 minutes)

Teacher’s Actions

• Greet students and introduce the topic: "How do we become who we are?"
• Show a short video clip featuring diverse role models and First Nations stories about identity.
• Ask prompting questions:
  • "Who are some people that help shape who you are?"
  • "How do places or cultures connect to who we are?"
• Explain the activity: students will investigate and create a digital presentation about influences on their identity.

Student Actions

• Watch video attentively.
• Share brief ideas with a partner about who influences them.
• Listen and prepare to start inquiry activity.

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Stage 2: Body of Lesson (40 minutes)

Teacher’s Actions

• Distribute worksheet prompts to guide inquiry: Who influences me? How do places or culture connect to me?
• Provide instruction on the digital tool to use for the presentation.
• Circulate to support, ask probing questions, and scaffold ICT use.
• Facilitate inclusion by assisting students who need help expressing ideas or using devices.
• Emphasise strengths-based thinking: focus on positive identity attributes.
• Highlight respectful inclusion of First Nations connections to identity.

Student Actions

• Work individually or in pairs to brainstorm and research examples for each prompt on the worksheet.
• Use tablets/laptops to create digital presentations with images, text and (optional) audio about identity influences.
• Share examples with peers and receive feedback.
• Ask questions and seek support as needed.

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Stage 3: Conclusion (10 minutes)

Teacher’s Actions

• Invite some students to share their presentations or key learning ideas with the class.
• Lead a reflective whole-class discussion:
  • "What surprised you about what influences identity?"
  • "Why is it important to celebrate positive identities?"
  • "How do First Nations Australians’ connection to Country shape identity?"
• Summarise learning intentions and success criteria.
• Explain how their presentations will be used to assess learning.

Student Actions

• Present their work confidently (volunteers).
• Reflect and respond to class discussion questions.
• Self-assess learning against success criteria.

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Attachments

• Identity Influences Worksheet (printable)
• Presentation Rubric (for assessment recording)

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Summary for Relief Teachers

This Year 6 lesson focuses on personal and cultural identity, aligned to the Australian Curriculum AC9HP6P01. Students develop critical inquiry skills and digital literacy while exploring positive self-identities influenced by role models, family, media, and First Nations connection to Country. The lesson follows inquiry-based and strengths-based pedagogies using multimedia presentations as an assessment artifact. It integrates cross-curricular capabilities including personal and social capability, ethical understanding, and ICT. The lesson is suitable for 25 students in a classroom setting with digital device access.

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If you would like, I can provide the printable attachments for worksheets and the rubric now.