Understanding Change Identity

Year Level

Year 6

Duration

45 minutes

Class Size

25 students

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Unit: Understanding Identity and Change

Lesson 3 of 6: Understanding Change in Identity

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Curriculum Alignment

Western Australian Curriculum - Health and Physical Education (Years 5 and 6)

Relevant Content Descriptor:

• AC9HP6P01 - Explain how identities can be influenced by people and places, and how we can create positive self-identities .
• Elaborations include exploring how connection to people and places can influence personal and cultural identities over time and how family, peers, and media influence developing identities.

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Learning Objectives (WALT)

• We Are Learning To understand that identity can change over time due to life events and influences.

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Success Criteria

• Identify key life events that have shaped their own identity.
• Explain in a group discussion how identity can evolve.
• Create a visual timeline representing personal identity changes.

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Resources Needed

• Large sheets of paper for timelines
• Markers, coloured pencils (for colour-coding)
• Sticky notes or small cards for timeline events
• Visual timeline templates (for differentiation)
• Examples of life events (e.g. starting school, moving house, learning new skills)
• Chart paper or whiteboard for group discussion
• Picture prompts of historical figures (for extension)

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Lesson Breakdown

1. Introduction and Connecting to Prior Learning (10 minutes)

• Begin with a brief class discussion: "What is identity?" and "Can identity stay the same, or does it change?"
• Use questions to prompt: “Can you think of some events in your life that made you feel different or helped you learn something new about yourself?”
• Show a simple example of a timeline for a fictional character’s life events illustrating identity change.
• Link to curriculum by explaining how people and places influence identity over time (refer AC9HP6P01) .

2. Whole Class Discussion: Exploring Identity Change (10 minutes)

• Facilitate discussion on life events that influence identity such as moving schools, making new friends, achieving goals, family changes, or cultural events.
• Record responses on chart or whiteboard to create a shared pool of potential identity-shaping events.

3. Individual Activity: Personal Timeline Creation (17 minutes)

• Students create their own life event timelines to visually represent how their identity has changed over time.
• Provide two formats:
  • Blank timeline template for confident writers to write events and descriptions.
  • Visual timeline template with pictures and symbols for students who find writing difficult (Dyslexia-friendly with colour-coding to organise events chronologically).
• Encourage use of colour-coded sections for different types of events (family, school, cultural, personal achievements).

4. Sharing and Reflection (5 minutes)

• Invite volunteers to share parts of their timeline with the class or in small groups.
• Discuss similarities and differences in how identity changes among classmates.
• Reinforce the takeaway that identity is dynamic and shaped by a variety of experiences.

5. Extension Activity (to be completed outside of lesson or with advanced learners)

• Task: Research a historical figure and prepare a short presentation on how that person’s identity changed over time due to significant life events or experiences (reference to suggested research activity).

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Differentiation Strategies

• Visual timelines with pictures and symbols for students who struggle with writing or have dyslexia (colour-coded for clarity).
• One-on-one or small group support to help develop ideas and organise timeline events.
• Provide sentence starters or word banks for students needing assistance with expressive language.
• Advanced learners extend learning through research on a historical figure’s changing identity.

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Assessment for Learning

• Observe contributions to class discussion for understanding of identity change concepts.
• Review student-created timelines to assess identification of key events influencing identity.
• Check if students articulate how these events have influenced their sense of self.

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Dyslexia-Friendly Reading Options

• Use simple, clear fonts and layouts on printed resources.
• Highlight keywords in different colours on timeline templates to support sequencing comprehension.
• Use images and symbols to anchor understanding of concepts.

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Teacher Notes

• This lesson connects with foundational Health Understandings in the WA Curriculum focusing on personal and social identity development over time.
• Emphasise positive identity development and respect for diverse life experiences.
• Foster an inclusive classroom dialogue, recognising varying cultural backgrounds and personal histories.

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This detailed 45-minute lesson integrates key Western Australian Curriculum goals for Year 6 Health focusing on changing identity over time, making the abstract concept accessible and engaging with scaffolded supports and extension tasks to challenge advanced learners and support those with learning difficulties .