Growing Self-Worth

Curriculum Context

Learning Area: Health and Physical Education
Curriculum Level: Level 4 of The New Zealand Curriculum
Year Group: Year 9
Big Idea (from Health Studies Learning Matrix):
Identity and Wellbeing – Understanding who we are and how we feel about ourselves helps build wellbeing and resilience.

Whakataukī:
He oranga ngākau, he pikinga waiora
Positive feelings in your heart will raise your sense of self-worth

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Lesson Overview

This 50-minute lesson focuses on developing students' understanding of self-worth. Students will explore the concept through reflective thinking, collaborative discussion, and creative expression using culturally responsive approaches that affirm diverse identities. This session contributes meaningfully to the development of resilience, wellbeing, and positive self-identity as per the Health curriculum strands and key competencies.

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Learning Intentions

Students will:

• Understand what self-worth is and why it matters.
• Explore internal and external influences on their self-worth.
• Identify and affirm their strengths, qualities, and values.
• Make links between personal identity and overall wellbeing.

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Success Criteria

Students can:

• Give their own definition of self-worth.
• Identify at least three things that positively influence their self-worth.
• Reflect on how their actions can affirm the self-worth of others.
• Create and share a "self-worth affirmation token" that reflects who they are.

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Key Competencies Developed

• Thinking — Students reflect critically on identity and self-perception.
• Relating to others — Throughout peer interactions and group activities.
• Managing self — Cultivating personal awareness and confidence.
• Participating and contributing — Sharing ideas respectfully within a supportive classroom culture.

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Resources Needed

• A4 card or paper
• Pens/Markers/Coloured pencils
• Pre-cut puzzle pieces (1 for each student)
• Bluetooth speaker/audio setup
• Visual slide or poster: “Who I Am Is Enough”
• Soft music (NZ Māori instrumental recommended) for reflection time

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Time Breakdown & Activities

⏱ 0–5 min – Karakia & Waiata

Begin with a short karakia and brief waiata like "E Rere Taku Poi" to focus energy and create a culturally grounded, safe space for reflection.

⏱ 5–10 min – Warm-Up: ‘Snowball Statements’

Activity:
Students anonymously write down something they like about themselves on a small piece of paper. Papers are scrunched, tossed into the centre, then randomly selected and read aloud.

Purpose:
To set a positive and affirming tone, while warming students up to the idea of recognising value in themselves.

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⏱ 10–20 min – What Is Self-Worth? (Group Brainstorm & Mini-Lesson)

Task: In groups of 3–4, students brainstorm answers to:

• What is self-worth?
• How do I know when I feel good about myself?
• What makes me feel valuable?

Each group shares one idea with the class. Teacher then explicitly defines self-worth and reinforces that it’s not based on achievements or appearance but intrinsic value.

Teacher Tip: Anchor the definition using the whakataukī:
He oranga ngākau, he pikinga waiora – discuss how emotional wellbeing and feeling “good inside” lift all areas of our health.

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⏱ 20–30 min – Whakawhanaungatanga Puzzle: "Who I Am"

Activity: Each student is given a blank puzzle piece and asked to write/draw answers to:

• A strength I have
• A value I live by
• A caring action I’ve taken

Once completed, combine the pieces into a class “Puzzle of Worth” on the wall.

Purpose: To affirm identity, build community, and contextualise self-worth within collective belonging – an important kaupapa Māori concept.

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⏱ 30–40 min – Create: Self-Worth Affirmation Tokens

Instructions:
Give students a small card – “This is me”. On it, students draw or write a simple affirmation or motto that reflects their worth (e.g., "I am brave" / "I bring joy to others"). Encourage te reo Māori where possible (e.g., "He tangata whai mana ahau").

Students may decorate their card, keep it in their pencil case or wallet, or display them on a “Wall of Whaiaro”.

Optional Extension: Students create these digitally and use them as laptop screensavers.

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⏱ 40–47 min – Circle Talk: Ko Wai Au (Who Am I?)

Form a seated circle. Use a talking piece (optional) asking:

• How did it feel to reflect on who you are?
• What’s one nice thing someone’s said about you that you remember?
• What helps you keep a strong sense of self-worth when things are hard?

Ensure space for students to pass if they're not ready to speak.

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⏱ 47–50 min – Closing & Haerenga Kupu (Final Word)

Invite each student to share just one word that describes how they’re feeling after this session. Examples: confident, empowered, curious, grateful.

End with an encouraging reminder: Who you are is enough. You matter – always.

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Assessment for Learning

Formative:

• Observation during group discussions for engagement and understanding.
• Content of puzzle pieces and tokens show internalisation of self-worth themes.

Students may self-assess:

• Did I express something true about myself today?
• Did I learn or hear something that helped me feel good about who I am?

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Culturally Responsive & Inclusive Practices

• Affirming Māori identity through whakataukī and whakawhanaungatanga.
• Visual and auditory elements for diverse learners.
• Space for anonymity and opt-in participation across all activities.
• Celebration of individual strengths and the collective classroom whakapapa.

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Teacher Reflection Prompts (Post-Lesson)

• Did all students feel safe and able to contribute at their comfort level?
• How did students interpret self-worth — intrinsic vs external validation?
• What might be effective follow-up sessions? (e.g. worth in relationships, digital identity)

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Suggested Follow-Up Lessons

• Tūrangawaewae and Identity – exploring where we draw strength from
• Resilience and Self-Talk
• Media & Self-Worth – impact of social media on self-image
• Building a Class Whakapapa – mapping individual stories into the collective

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Nō reira, kia kaha, mauri ora!