Identity and Beliefs

Overview

In this first lesson of a 5-part unit, students develop an initial understanding of how identity is shaped by beliefs and values. They connect ideas to contexts relevant to Aotearoa New Zealand, including Hukarere Girls’ College and local community examples, then begin articulating their own starting points for the unit.

Learning Intention

• Understand how identity is shaped by beliefs and values.
• Explore personal and cultural examples of identity.
• Reflect on the influence of beliefs on behaviour and choices.

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Success criteria

• I can define identity, belief, and value in my own words.
• I can explain at least one way beliefs or values can shape actions or decisions.
• I can share an example (from school/community) and link it to identity concepts.
• I can listen respectfully and respond thoughtfully to others’ ideas.

Curriculum links

• Te Mātaiaho English: Working with texts by engaging students with cultural and identity-focused content, supporting multiple ways to engage and demonstrate learning.
• Te Mātaiaho English: Text specifications by including seminal, lasting texts and ensuring interactions with texts reflect languages, identities, and cultures of students.
• Te Mātaiaho English: Introduction by using texts from New Zealand’s literary tradition, including bicultural and multicultural voices, to explore national and global conversations.
• Key competency focus: Thinking (clarifying ideas and making connections), Relating to others (respectful discussion), and Participating and contributing (group dialogue and reflection).

Lesson structure (60 minutes)

1. 0–5 min · Opening and purpose. Teacher welcomes students, outlines that this is lesson 1 of 5 on “Exploring Identity through Belief,” and states today’s focus: identity concepts (identity, beliefs, values). Students silently read the lesson focus on the board and prepare one question they have about identity.

2. 5–15 min · Activate prior knowledge (silent brainstorm). Teacher displays three prompts: “Identity is…”, “Belief is…”, “Values are…”, each with a blank space for examples. Students write quick ideas and one possible example for each prompt (individual, then no sharing yet).

3. 15–25 min · Mini-teach with anchors (language and meaning). Teacher explicitly defines identity, belief, and value using age-appropriate, non-absolute phrasing (e.g., “identity can include…”, “beliefs are…”, “values are…”) and models how to connect a belief/value to a choice or action. Students complete a “word-to-meaning” check: they circle the best definition for each term from two options provided by the teacher.

4. 25–40 min · Group discussion: Hukarere + local community. Teacher forms groups of 4 and provides each group with a short set of discussion stems (e.g., “I think identity includes…”, “A belief we notice in the community is…”, “This connects to values because…”). Teacher also sets norms for respectful discussion and confidentiality. Students discuss one school/community example per group (chosen by the teacher from class knowledge such as school spirit/rituals, service activities, or faith-informed community actions) and record: (a) what identity aspect is shown, (b) which belief/value seems present, and (c) how it may influence behaviour.

5. 40–52 min · Whole-class sharing and sensemaking. Teacher facilitates a structured share-out: each group shares one connection and links it back to identity concepts. Teacher records common ideas on a class chart, correcting misunderstandings with calm clarification. Students contribute at least once using a sentence starter and ask one clarifying question (teacher ensures balanced participation).

6. 52–58 min · Personal reflection (exit ticket preparation). Teacher prompts private reflection: “Which part of identity feels most important to you right now, and what beliefs/values might shape it?” Students complete an exit ticket with two short responses and one “I need to learn more about…” question.

7. 58–60 min · Close. Teacher thanks students for respectful dialogue, previews that next lesson will explore how beliefs and values operate in stories and texts. Students place their exit tickets in the designated spot.

TEACHING STRATEGIES

• Use of discussion stems to scaffold respectful dialogue and promote interactive discussions.
• Incorporation of biblical texts to explore identity and beliefs, encouraging textual analysis and connection to personal values.
• Reflective journaling prompts to help students internalize and articulate their understanding of identity and beliefs.
• Group work to encourage peer learning, collaboration, and sharing diverse perspectives.
• Structured whole-class sharing to consolidate understanding and ensure balanced participation.
• Use of multimedia resources (videos, images) to engage different learning styles and provide varied contexts for identity and belief exploration.

SKILLS NEEDED

• Critical thinking to analyze identity and beliefs, evaluating different perspectives thoughtfully.
• Reflective skills to connect personal experiences with broader concepts of identity.
• Respectful communication and discussion skills to engage constructively in group dialogues.
• Basic biblical literacy to understand key scriptures and their relevance to identity and beliefs.

Bible Proverb

• Provide a selected Bible verse that relates to identity and values (e.g., Galatians 3:28).
• Discuss briefly how this verse might connect to personal identity.
• Bible Proverb:
  Proverbs 3:5-6: "Trust in the Lord with all your heart and lean not on your own understanding; in all your ways submit to him, and he will make your paths straight."

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Do Now

• Write down one word that comes to mind when you think of "identity".
• Think about a belief or value that is important to you and be ready to share.

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Resources

• Class chart paper or digital slide with the terms: identity, belief, values
• Exit ticket slips (one per student)
• Discussion stems cards for group work
• Handouts with two-option definitions for identity/belief/value
• A short teacher-prepared prompt set referencing Hukarere Girls’ College and local community contexts (no long texts needed today)
• Timer for group discussion and sharing
• Markers/pens

Assessment

• Formative checks: observe whether students can match correct definitions during the “word-to-meaning” task.
• Formative check: listen for accurate connections in group discussions (belief/value → action/choice).
• Exit ticket: evaluate whether each student can (1) define terms, (2) make one link to identity, and (3) ask a learning question.

Differentiation

• Support: provide sentence starters and word banks (identity, belonging, principles, faith/community) on the board; allow students to draw a simple symbol for their exit ticket if writing is challenging.
• Support: offer an example first (teacher models one connection) before groups begin.
• Extension: challenge students to identify a potential tension (e.g., “How can beliefs and values sometimes conflict with peer pressure?”) and suggest a respectful way to navigate it.
• EAL/SEN: allow oral contribution to a scribe in groups; provide definitions with visuals and keep teacher language concrete and consistent.

Notes for the teacher (respectful and school-appropriate)

• Use inclusive language so all students can participate regardless of religious background.
• Keep examples anchored in visible actions and community practices (e.g., service, care, respect), not stereotypes or debate about specific religions.
• Ensure discussion norms: listen actively, speak from your own perspective, and avoid personal questions that make classmates feel unsafe.