Identity and Belonging

Overview

In this first Technology lesson of the unit “Creative Creations: Made by Me!”, students explore what identity and belonging mean for them and for others. They use talk and simple visual models to plan ideas they will later turn into a creative design.

Learning intentions

• WALT identify what makes me “me” and what helps me feel like I belong.
• WALT share ideas and listen respectfully to others’ ideas.
• WALT use visual cues (drawings, symbols, labels) to show identity and belonging.
• WALT begin a simple plan for a creative product.

Success criteria

• I can name at least two things that show my identity (e.g., family, interests, culture, abilities).
• I can describe one way people in my class/community help each other belong.
• I can create a simple identity-and-belonging visual using at least 3 clear symbols or pictures.
• I can explain my plan to a partner using complete sentences.

Curriculum links

• Technology (Nature of Technology): Students recognise that people use designing and developing to meet needs and express ideas.
• Technology (Technological Practice): Students practise communicating ideas through drawings and discussion as part of early planning.
• Key competencies: Thinking (generating ideas and making simple choices), Relating to others (listening and responding), Communicating (sharing thinking clearly).

Lesson structure (30 minutes)

1. 0–5 min · Welcome and hook. Teacher shows 3 simple picture prompts (a family photo-style silhouette, a hobby/activity symbol, a place-at-school sign) and asks: “Which picture feels like you? Why?” Students turn-and-talk, then share one idea with the class.

2. 5–12 min · Explore identity and belonging. Teacher leads a short discussion using sentence starters: “I feel like I belong when…” “My identity includes…” “People in our group belong because…” Students contribute ideas; teacher records key words on a class chart (e.g., family, friends, sports, art, language, kindness, rules, helping).

3. 12–18 min · Look, think, notice (visual models). Teacher displays a sample mini “identity card” (blank template) with 3–5 spaces for drawings/symbols and a model label for one symbol (e.g., a star: “I like…”). Students discuss in pairs what the symbols communicate and how the card helps the viewer understand the person.

4. 18–25 min · Plan a first design. Teacher gives each student a small template divided into 3 boxes: “Me”, “My interests”, “Belonging”. Teacher models quick thinking aloud before writing/drawing: “I will choose a symbol for my hobby and add a label so others understand.” Students sketch and add simple labels in their boxes, aiming for at least 3 clear symbols/pictures.

5. 25–30 min · Share and quick check. Teacher prompts: “Show your partner your ‘Me’ box. Tell them one thing about your identity and one way you show belonging.” Students share with a partner; teacher circulates and notes who can explain choices clearly.

Resources

• Identity card template (3-box layout: Me, My interests, Belonging)
• Pencils, crayons/colour pencils, erasers
• Class identity/belonging word chart paper or board
• Picture prompts for the hook (print or display)
• Sample mini identity card (teacher model)
• Partner-share sentence starters displayed on the board

Assessment

• Teacher uses an observation checklist during partner shares: naming identity features, explaining belonging ideas, and using visual symbols clearly.
• Collect templates (quick glance evidence) to confirm each student includes at least 3 symbols/pictures and simple labels.
• Ask one fast question at the end: “What did you choose to show for your identity?” to check understanding.

Differentiation

• Support: Provide sentence starters and a word bank (family, friends, games, art, music, language, helpers, kind, safe) and offer a partially completed model template for students who need it.
• Support: Offer “pick and match” picture cards (students choose symbols and copy a label) for students needing reduced writing.
• Extension: Invite students to add a fourth box called “Something I’m proud of” and explain how it links to identity.
• EAL/SEN considerations: Allow oral labels (teacher writes the label with the student) and encourage drawing first; focus on meaning over spelling.

Adapted curriculum intent (for this unit’s Lesson 1)

Students establish ideas about identity and belonging through discussion and simple planning. This sets up later lessons where they will develop and communicate a creative product that represents “made by me.”