Identity and Relationships

Overview

In this lesson (lesson 3 of 5), students explore how beliefs and values influence how people treat others, make decisions, and build (or harm) relationships. They practise structured thinking, respectful discussion, and reflection using think-pair-share, building on identity and belief exploration from earlier lessons.

Skills Needed

• Ability to engage in respectful discussion and active listening.
• Critical thinking to analyze beliefs, values, and behaviours.
• Reflective skills to connect personal experiences with lesson content.
• Collaboration skills for paired and group activities.

Teaching Strategies

• Use of think-pair-share to encourage student participation and reflection.
• Direct teaching to clarify key concepts and guide understanding.
• Use of real-life scenarios to contextualize learning.
• Guided reflection to deepen personal connection and application.
• Formative assessment through exit tickets to gauge understanding and misconceptions.

Learning Intention / Do Now

• Starter activity: Reflect silently and write down one word that describes what "identity" means to you.
• Bible Proverb: "As iron sharpens iron, so one person sharpens another." (Proverbs 27:17)
  Consider how relationships shape who we are and how we grow.

Learning intentions

• WALT identify the beliefs and values that shape behaviours and relationship choices.
• WALT explain how conflicting beliefs/values can create tension, misunderstanding, or exclusion.
• WALT use respectful communication strategies to share reflections without blaming others.
• WALT propose at least one inclusive response that protects dignity for self and others.
• WALT reflect on how relationships influence personal identity and growth, inspired by Proverbs 27:17.

Success criteria

• I can name how a belief/value can affect behaviour in a relationship situation.
• I can describe one impact of values-based choices on inclusion and belonging.
• I can share an example from my experience (or community observations) using “I” statements and calm language.
• I can suggest a respectful action that supports self and others when beliefs/values differ.

Curriculum links

• Health Education (Relationships | Self and others): inclusive practices challenge dominant social narratives and help environments where diverse identities are acknowledged and valued.
• Health Education (Relationships | Self and others): recognising that challenging discrimination based on appearance or beliefs may include resistance or discomfort, and learning how to respond constructively.
• Health Education (Relationships | Self and others): inclusive behaviours support safe, respectful relationships with self and others.

Lesson structure (60 minutes)

1. 0–5 min · Opening and norms

• Teacher briefly revisits class discussion norms: respect, confidentiality boundaries, and “challenge ideas not people”.
• Students read the lesson focus prompt silently and choose one word that describes “values in relationships” (e.g., respect, fairness, care).

2. 5–15 min · Starter: Belief → Value → Behaviour

• Teacher draws a simple chain on the board: Belief → Value → Behaviour → Relationship outcome and gives one neutral example (e.g., “belief in dignity” → “value respect” → “behaviour listens” → “outcome feels safe”).
• Students work in pairs to complete two chains on mini-cards (teacher circulates to check understanding), then share one chain to the class.

3. 15–30 min · Think-pair-share: “When values clash”

• Teacher presents a short scenario (written on a slide/handout) relevant to Year 10 relationships, such as:
• A group decision about who gets included in a team/social event conflicts with someone’s belief about fairness or “how people should act”.
• A comment online reflects a belief that “one type of person is the real fan/student”, causing discomfort.
• Students follow the sequence:
• Think (2–3 min): write privately: What beliefs/values are operating? What behaviours follow?
• Pair (5–6 min): compare and identify one place where behaviours could shift to be more inclusive.
• Share (6–8 min): teacher selects 3–4 pairs; students use a sentence frame: “In this scenario, the values influence behaviour by… A more inclusive response would be…”

4. 30–42 min · Direct teaching: Inclusion and respectful challenge

• Teacher summarises key ideas students need for later reflection:
• Values can guide choices, but people may interpret beliefs differently.
• Inclusion often requires respectful communication and protection of dignity.
• Challenging exclusion can feel uncomfortable; the goal is constructive action, not escalation.
• Students highlight two “takeaway statements” on their notes (e.g., “I can disagree respectfully” and “I can choose inclusion even when it’s not easy”).

5. 42–55 min · Guided reflection: Personal/community example

• Teacher invites students to reflect on either personal experience or a community observation (no need to name individuals). Provide a choice: real example or “composite” example (made-up but realistic).
• Students complete a short reflection sheet:
• What belief/value was involved?
• What behaviour happened?
• What impact did it have on self/others (belonging, safety, respect)?
• What inclusive action could a person take next time?
• Teacher checks for understanding and prompts with sentence starters for students who need support.

6. 55–60 min · Exit ticket

• Teacher asks one final question: “Write one inclusive response you could use when beliefs/values differ.”
• Students submit the exit ticket; teacher scans for misconceptions (e.g., blaming others, avoiding responsibility, disrespectful language).

Resources

• Scenario handout (2–3 short, age-appropriate relationship/value examples)
• Belief → Value → Behaviour chain cards (or worksheet)
• Sentence starters for think-pair-share
• Reflection sheet (4 prompts)
• Exit ticket slips or digital form
• Markers, board/slide with discussion norms

Assessment

• Formative: observation during pair chain tasks (accuracy of linking belief/value to behaviour).
• Formative: listen for respectful language and clear reasoning during think-pair-share.
• Summative-in-form: exit ticket response showing an inclusive, dignity-protecting action.

Differentiation

• Support: provide sentence starters (“I think this belief shows up as…”, “A respectful response could be…”) and a model completed chain.
• Support for reluctant speakers: allow first sharing in pairs only, then optional whole-class sharing.
• Extension: ask some students to identify both short-term and long-term relationship outcomes of a values-based decision (e.g., immediate conflict vs long-term trust).
• EAL/SEN: offer visuals (arrow diagram) and allow answers using bullet points; pre-teach 5–6 key terms (belief, value, inclusion, respect, fairness, dignity).