Positive Self-Perception

Learning Area / Topic

Health — Self-Perception and Personal Qualities

Grade

Year 2

Time

60 minutes

SCSA Curriculum Links

Health and Physical Education

• AC9HP2P01: Describe their personal qualities and those of others, and explain how they contribute to developing identities
• AC9HP2P03: Identify how different situations influence emotional responses
• AC9HP2P05: Identify and demonstrate protective behaviours and help-seeking strategies to help themselves and others stay safe

Student Prior Knowledge

• Basic understanding of self and others in social contexts
• Awareness of simple emotions like happy, sad, angry
• Ability to communicate positively with peers
• Some experience recognizing personal qualities or traits, possibly through stories or classroom discussions

Key Vocabulary / Concepts / Terminology

• Resilient: Able to recover quickly from difficulties
• Perseverance: Trying your best and not giving up
• Supportive: Helping and encouraging others
• Encouraging: Giving hope and confidence to others
• Honest: Telling the truth and being trustworthy
• Accepting: Welcoming differences and being kind to everyone
• Responsible: Taking care of your actions and duties
• Growth Mindset: Believing that abilities can improve with effort and learning

Learning Objectives

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

• Identify and use positive words to describe personal qualities and strengths in themselves and others
• Demonstrate understanding of self-perception through expressing positive traits about classmates
• Show respect and appreciation for their peers through positive feedback
• Reflect on how positive perceptions contribute to a supportive classroom environment

Preparation

• Soft ball or beanbag for the positive words toss game
• Post-it notes enough for each student to receive one with a classmate’s name
• Whiteboard and markers for modelling positive words with definitions
• Chart paper or display area to put up the list of positive words and meanings
• Timer or clock for activity management

Teaching Strategies and Times

0:00–0:10 — Warm-Up: Positive Words Toss Game

• Arrange students in a seated circle.
• Explain the game: "We will toss this ball to each other. When you catch it, say one nice or positive thing about the person who threw it to you."
• Model a few examples, encouraging simple, genuine compliments related to personality or behaviour.
• Encourage attentive listening so students feel valued.
• Purpose: Engage thinking about positive traits and create a safe, encouraging circle.

0:10–0:20 — Teacher Modelling: Positive Words & Meanings

• On the whiteboard, write each key vocabulary word and a simple definition.
• Verbally explain each word with examples related to school/classroom behaviours (e.g., “Being resilient means when you find something tricky, you keep trying.”).
• Invite students to share if they know someone who shows that trait or if they have experienced it themselves.
• Reinforce the value of recognising positive qualities in ourselves and others.

0:20–0:45 — Main Activity: Secret Strength Note

• Each student receives a post-it note with the name of a classmate.
• Instructions: Write or draw one thing that the person is really good at—a strength or positive quality (use teacher-provided list for support).
• Circulate, providing quiet support and prompting students who need help thinking of something.
• When finished, collect notes for the end of day reading.

0:45–0:55 — Sharing and Reflection (To be done at end of day or next day)

• Read out loud the positive notes without naming who wrote them, just naming the recipient.
• Encourage clapping or positive reactions for everyone.
• Facilitate a short discussion about how it feels to hear nice things and why it’s important to see good qualities in others.

0:55–1:00 — Wrap-Up and Affirmation

• Recap the words learned today and their meanings.
• Highlight how recognising strengths helps us to feel good about ourselves and helps others feel cared for.
• Remind students to try to use positive words often during the week.

Student Activities / Responses

• Actively participate in the toss game sharing positive feedback
• Listen to definitions and ask questions about new words
• Write or draw positive traits on post-it notes about their peers
• Reflect and respond during the sharing of positive notes

Strategies for Diverse Learners

Learner Type	Strategy
Lower Level Learners	Provide a word bank with simple examples and pictures; pairs or small group discussion support; allow drawing picture strengths instead of writing.
Students with ADHD	Use clear, concise instructions; break tasks into smaller steps; give movement breaks between activities; seat close to teacher for redirection support; use timers for task management.
EAL (English as a Additional Language)	Use visual supports and gestures; pre-teach vocabulary; pair with English-speaking buddy; allow oral responses or drawing.

Evaluation / Monitoring Student Learning

• Observe participation and engagement in the toss game for verbal expression of positive traits.
• Review post-it notes for understanding of positive qualities and correct usage of vocabulary.
• Listen during reflection for students’ ability to articulate how positive self-perception and recognising others’ strengths impact feelings and behaviour.
• Provide anecdotal notes on individual student's verbal contributions and social interactions during activities.

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This lesson embeds foundational concepts from the Western Australian Curriculum, particularly learning codes AC9HP2P01 (describing personal qualities) and AC9HP2P03 (identifying how situations influence emotions), by actively promoting positive self-identity and interpersonal respect in Year 2 students through varied, age-appropriate, and interactive learning experiences.