Identity Exploration

Overview

Year Level: Year 5
Subject: Health and Physical Education
Lesson Duration: 60 minutes
Class Size: 25 students

This lesson is based on the Mental Health Education and Hauora content, aligned with the refreshed New Zealand Curriculum (NZC) focusing on Hauora (Mason Durie’s Te Whare Tapa Whā model), identity, and key competencies.

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Purpose

To support students to explore their personal identity, understand how labels can influence their sense of self, and foster positive mental and emotional well-being through reflection and discussion about who they are.

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Curriculum Alignment

Learning Area: Health and Physical Education (NZC Refresh)

• Achievement Objective (Level 2, Year 5):
  “Personal identity and emotional wellbeing: Recognise and describe personal characteristics and qualities of self and others” (Health and Physical Education Levels 1-4).
• Key Competency Focus: Managing Self
  • Students develop skills to manage their emotional well-being and understand their personal identity.
• Hauora Dimensions:
  • Taha hinengaro (mental and emotional well-being)
  • Taha whānau (social well-being)
• Values: Diversity, respect, inclusion
• Principles: High expectations; Cultural diversity; Inclusion; Learning to learn; Community engagement

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Intended Learning Outcomes

By the end of the lesson, students will be able to:

1. Identify important aspects of their personal identity (e.g., name, interests, values, culture).
2. Reflect on how names and labels can affect how they feel about themselves.
3. Articulate feelings using sentence starters related to self-identity.
4. Demonstrate respect for diversity by recognising others’ identities and labels during paired sharing and class discussion.
5. Build skills in managing self through reflection and positive self-awareness.

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Materials Needed

• Sheets of paper (A4 or bigger) for drawing and writing
• Coloured pencils/markers
• Sentence starters (printed sheets with prompts like “I am good at…”, “One important thing about me is…”, “A label I like/do not like is…”)
• List of common labels (positive, neutral, and negative) prepared by teacher
• Whiteboard/flip chart and markers
• Projector or screen for slides

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Background Information for Teacher

Identity is multifaceted and includes personal characteristics, culture, values, and experiences. Labels—words or phrases assigned by others or self—can influence a person’s sense of identity positively or negatively.
Helping students explore identity supports their hauora by promoting taha hinengaro (mental and emotional well-being), and taha whānau (social well-being). The teacher must ensure a safe environment where students feel comfortable sharing and respecting differences.

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Lesson Outline

Time	Activity	Details
0–5 min	Introduction & Oscar Wilde Quote	- Display quote: “Be yourself; everyone else is already taken.” (Oscar Wilde) - Briefly discuss what this might mean about being unique and owning who we are.
5–15 min	Personal Reflection Drawing and Writing	- Give each student a sheet to draw or write about “Who am I?” - Use sentence starters to prompt reflection on identity (name, favourite things, personality, culture, etc.).
15–25 min	Sentence Completion Exercise	- Students complete sentences on slips or worksheet: e.g., “I am proud of…”, “A label I like is…”, “Sometimes I feel… when people call me…”. - Teacher models answers sensitively.
25–35 min	Pair Share	- Students share their drawings/writings with a partner. - Encourage active listening and respectful responses.
35–45 min	Label Identification & Discussion	- Teacher presents a list of labels (positive, neutral, negative). - Class discusses how labels can affect feelings, e.g., some labels make people feel good, some can hurt. - Explore how to manage negative labels (linked to managing self).
45–55 min	Class Discussion & Summary	- Focus on respecting diversity in identity and labels. - Reinforce the importance of positive self-talk and support among peers.
55–60 min	Closing Reflection	- Students write or share one thing they appreciate about themselves today and one way they will show respect for others’ identities.

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Teacher Reflection Prompts

• How did I create a safe and respectful environment for this sensitive topic?
• Were all students equally engaged and comfortable sharing?
• How did students respond to the discussion about labels? Were any students upset, and how was this handled?
• What follow-up activities or support might some students need regarding identity and mental well-being?

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Presentation Slide Outline for Teacher

Slide 1: Title

• Who am I? Thinking about names and labels
• Oscar Wilde quote: “Be yourself; everyone else is already taken.”

Slide 2: Learning Outcomes

• Identify key aspects of your identity
• Reflect on how labels affect feelings
• Manage yourself positively

Slide 3: What is Identity?

• Identity includes your name, culture, interests, feelings, and experiences.
• Everyone’s identity is unique.

Slide 4: What Are Labels?

• Words or names that people use to describe others.
• Some labels help us feel proud; others may hurt.

Slide 5: Personal Reflection

• Use sentence starters to think about who you are.
• Draw or write about you!

Slide 6: Sharing and Listening

• Share your ideas with a partner.
• Listen kindly and respect differences.

Slide 7: Label Discussion

• Positive labels: Friendly, helpful, creative
• Negative labels: Shy, bossy (sometimes)
• How do labels make us feel?

Slide 8: Managing Self

• What can we do if labels hurt us?
• How can we support each other?

Slide 9: Reflection & Respect

• What do you appreciate about yourself today?
• How will you respect others’ identities?

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Notes on New Zealand Curriculum Linkage

• This lesson directly supports the Health and Physical Education learning area at Level 2, focussing on personal identity and well-being.
• It builds on key competencies, especially Managing Self, by encouraging students to identify and manage their feelings and responses to labels.
• The hauora model is integrated by supporting taha hinengaro (mental/emotional well-being) and taha whānau (social well-being) with respect and inclusion central to the activity.
• The lesson supports the NZC’s principles of diversity, equity, and cultural responsiveness by recognising multiple identities and experiences in the classroom.

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If you would like, I can also provide the full detailed teacher notes or printable resources templates used in this lesson.