Recognising My Strengths

Overview

In this third lesson of Lead, Reflect, Grow, students identify personal, learning, and character strengths through a brief inventory and guided discussion. They then practise replacing general claims such as “I am good at things” with specific examples that show how a strength has been used. Students may connect strengths with values, identity, service, and wellbeing without being required to disclose personal or religious information.

Learning intentions

• WALT identify different types of strengths in ourselves.
• WALT distinguish between a general statement and a specific example.
• WALT explain how strengths can support personal growth, relationships, and wellbeing.
• WALT listen and respond respectfully when others share ideas.

Success criteria

• I can name at least two strengths I have or am developing.
• I can classify a strength as personal, learning, or character-related.
• I can describe a real situation that demonstrates one of my strengths.
• I can respond to others with respect and avoid comparing or judging strengths.

Curriculum links

• Health and PE — Relationships / Self and others: reflecting on how identity, values, role models, and peer influences shape behaviour and wellbeing.
• Health and PE — Relationships / Self and others: recognising diversity and building inclusive, supportive relationships.
• Health and PE — Relationships / Self and others: practising choices and strategies that promote fairness and collective wellbeing.
• English — Text Studies / Response to texts: using personal responses to develop understanding of ourselves and others.

The lesson also develops the key competencies of managing self, relating to others, and participating and contributing.

Lesson structure (30 minutes)

1. 0–4 min · Hook and safe learning space. Open with the hook and learning intentions and display the question: “Is a strength something you are born with, or something you can grow?” Students think silently, then share one possible answer with a partner. Establish that students may pass, can write about a strength they are developing, and must not make assumptions about another person.

2. 4–9 min · Teach the three strength types. Use the strength categories and examples to introduce:

• personal strengths, such as creativity, organisation, or persistence;
• learning strengths, such as asking questions, remembering information, or explaining ideas;
• character strengths, such as kindness, honesty, courage, fairness, or responsibility. Explain that a strength is best shown through behaviour. Model the difference between “I am responsible” and “I showed responsibility when I completed my group role and checked that everyone understood the task.”

3. 9–16 min · Individual strengths inventory. Distribute the personal strengths inventory and refer to the inventory instructions. Students quietly circle or rank statements that describe strengths they have, are developing, or would like to practise. They select two strengths and record whether each is personal, learning, or character-related. Remind students that “developing” is a valid response and that they may choose strengths from school, home, sport, cultural life, friendships, faith communities, or other groups.

4. 16–22 min · Evidence partners. Display the specific-example model and partner prompts. In pairs, students share one chosen strength only if comfortable. Partners ask: “What did you do?” “When or where did this happen?” and “What was the result?” Students improve one general statement on their worksheet by adding a specific example. A student who prefers not to share can use a fictional example or write independently.

5. 22–27 min · Guided discussion. Lead a brief whole-class discussion using the discussion questions:

• Can the same action show more than one strength?
• How might strengths help us include or support someone else?
• Can a strength become unhelpful if it is overused, such as being so independent that we never ask for help?
• How can feedback from peers, whānau, teachers, or role models help us recognise strengths? Invite several responses, ensuring students discuss ideas rather than evaluate classmates.

6. 27–30 min · Exit reflection. Students complete the final box on the evidence sentence and exit reflection: “One strength I am using or growing is ___; I showed it when ___; next I will use it to ___.” Collect worksheets or ask students to place them face down in a collection tray. Close by reinforcing that strengths can develop through intentional choices, reflection, and supportive relationships.

Resources

• the complete strengths discussion slide deck
• the personal strengths inventory
• Whiteboard or display screen
• Pens or pencils
• Collection tray or digital submission space
• Optional timer

Assessment

• During the inventory, check that students can identify and classify at least two strengths; confer quietly with students who are unsure.
• Listen to partner explanations for specific evidence, prompting students to name the action, context, and result rather than offering a label only.
• Use the final sentence to assess whether each student can connect a strength with a specific example and a realistic next step.

Differentiation

• Provide a word bank and sentence frames: “I showed ___ when I ___, which helped ___.” Read the inventory aloud or allow text-to-speech for students who need it.
• Permit students to complete the task privately, use a fictional character, or describe a group achievement rather than disclose personal experiences.
• Pair students thoughtfully and provide the partner questions on the worksheet for students who need structured conversation.
• Extend confident students by asking them to explain how one strength could support collective wellbeing, or how a strength might need balancing in a particular situation.
• Use concrete examples and clarify that strengths are not fixed labels; students can be developing a strength and may show different strengths in different settings.