Exploring Our Values

Overview

This is Lesson 2 of 9 in Building Resilience Through Values. Today students identify personal values, evaluate how these values influence choices, and create a collage that visually represents their core beliefs.

Learning intentions

• WALT identify personal values (e.g., honesty, respect, kindness, responsibility) and explain what each value means to them.
• WALT evaluate how values influence choices in everyday situations at school and online.
• WALT use a values-words-and-images collage to show their core beliefs clearly.

Success criteria

• I can name at least 3 personal values and describe what they mean in my life.
• I can explain one choice I made (or could make) and link it to a value.
• I can create a collage that includes clear evidence of my core values (words, images, or symbols).
• I can reflect on how my values help me respond constructively when things are challenging.

Curriculum links

• Health (Self-care): exploring healthy habits and emotional regulation strategies through understanding what influences choices and resilience.
• Health (Self-care): acknowledging that emotional responses affect decision-making, and that building resilience includes using strategies and support.
• Health (Self-care): examining respectful environments and connections between wellbeing and choices in relationships and communication.
• Health (Personal and social responsibility): developing ways to communicate respectfully and make safe, healthy choices.

Lesson structure (45 minutes total)

1. 0–5 min · Hook (Values Quick Sort). Teacher sets up 8–10 values on the board and reads a short scenario (e.g., “You see someone being left out”). Students quickly decide: Which values would help me respond well? and share one reason with a partner.

2. 5–15 min · Direct teach (Values → Choices link). Teacher introduces a simple “Values to Choices” model: Value → What I think matters → What I might do → How it helps me (and others). Teacher demonstrates with one class example, then students complete a guided practice worksheet with two scenarios (school and online). Students write a short “If… then…” statement for each scenario linking a value to a possible choice.

3. 15–25 min · Guided discussion (Evaluate values in action). Teacher displays three dilemmas and prompts deeper evaluation:

• “Two values are both important—what would you do first?”
• “How might your choice affect your emotions and others’ feelings?” Students use sentence starters to discuss in groups of 3–4, then record one best strategy as a group (e.g., “Choose the response that supports respect and safety first”).

4. 25–39 min · Making (Values collage). Teacher explains collage requirements and models layout options:

• 3–6 core values represented in the collage
• At least one visual symbol per value (picture, drawing, magazine cut-out, or simple icon)
• One written “because” sentence for each value (or pairs of values if space is tight) Students work silently for the first 3 minutes to plan, then create their collage. Teacher circulates to check for value-choice reasoning, respectful wording, and clarity.

5. 39–45 min · Share + exit ticket (Reflect). Teacher invites 3–4 volunteers to share one value and the choice link. Students complete a quick exit ticket:

• “My top value today is…”
• “One choice it would guide for me is…”
• “When I feel stressed, this value helps me by…”

Resources

• Values word bank card set (teacher-made or printed)
• Scenario cards (school and online, age appropriate)
• Values collage templates (A4 or half A3 paper) or scrapbook pages
• Magazines/newspaper cut-outs, scissors, glue sticks
• Colour pencils/markers, pens
• Sticky notes (for quick “values” decisions during hook and discussion)
• Exit ticket slips or a class form on paper
• Safety reminder for sharing stories (no naming private classmates)

Assessment

• Teacher observation during the Hook and Guided discussion: listen for students making clear value-to-choice links.
• Worksheet check: ensure students can explain how a chosen value guides a decision in a scenario.
• Exit ticket evidence: collect whether each student can identify a value, connect it to a choice, and describe how it supports resilience or constructive coping.

Differentiation

• Provide sentence starters for students who need support:
• “A value that helps me is…”
• “If I was in that situation, I would…”
• “This helps because…”
• Offer a “core values list” plus blank space so students can add their own value words (supports inclusion and individuality).
• For students needing challenge: include an extension prompt on the worksheet: “Describe a time when your values were tested. What did you do?”
• For EAL learners: allow values descriptions using drawings or icons first, then short written phrases; pair with a supportive peer for discussion.
• For students with fine-motor needs: allow collage elements to be pre-cut or use stickers/icons to reduce handwriting/cutting load.

Notes for respectful practice

• Remind students that personal stories stay general (use “someone” or “a character,” not names).
• Emphasise that evaluating values is about choices and wellbeing, not judging other people.