Discovering Our Strengths

Lesson Overview

Duration: 40 minutes
Class size: 30 students
Age: Year 3 (7-8 years old)
Curriculum for Excellence Level: Early First Level / First Level (responsible personal development and self-awareness)

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Learning Intentions (WALT)

• WALT understand and identify our own strengths and abilities.
• WALT appreciate the diverse abilities of our classmates.
• WALT express and celebrate our unique qualities confidently.

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Success Criteria

• I can name at least three of my own strengths and abilities.
• I can explain why recognising strengths is important for myself and others.
• I can listen respectfully and share positive feedback about my classmates’ strengths.
• I can show confidence when talking about what I am good at.

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Curriculum for Excellence Links

• Health and Wellbeing:
  • I am developing my understanding of what I am learning, what I do well, and what I need to do to improve, (HWB 1-18a).
  • I am developing confidence in my own abilities and skills, and know how to use this when learning in new and different situations (HWB 1-19a).
  • I understand how friendship, caring, sharing and kindness can positively affect my mental wellbeing (HWB 1-03a).

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Resources

• Large sticky notes or paper
• Marker pens (varied colours)
• Chart paper with simple smiley-face ratings
• “All About Me” dyslexia-friendly worksheet (clear font, pictorial supports)
• Optional: laminated badges with positive adjectives (e.g. kind, creative, brave)
• Class carpet or circle seating area

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Lesson Structure

1. Welcome and Introduction (5 minutes)

• Teacher introduces self warmly, sharing 2 strengths they have (e.g., "I am good at storytelling," "I help my friends when they are sad").
• Explain today’s WALT: We are learning to understand and celebrate our strengths and abilities to help us become confident learners and friends.
• Set a positive, supportive tone with a quick “Kindness Circle” where each student says a friendly word or gesture.

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2. Thinking About Strengths (10 minutes)

• Whole class activity: Teacher models filling in a large sticky note with their own strengths in simple sentences or keywords (e.g., good at drawing, kind to friends).
• Hand out dyslexia-friendly “All About Me” sheets which include prompts like:
  • I am good at...
  • I enjoy...
  • Things I find easy...
• Students work individually or in pairs to complete the sheet, using symbols or words (support with scribing if needed).
• Encourage diversity in answers — strengths can be social, academic, physical, artistic, or emotional!

Differentiation:

• Provide word banks or sentence starters for learners who find writing difficult.
• For students needing more support, use one-to-one or small group scribing with teacher/assistant.

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3. Sharing Strengths (10 minutes)

• Students volunteer to share 1 strength from their sheet in a “Strengths Circle.”
• Teacher uses positive reinforcement and notes patterns—highlighting variety in abilities.
• Introduce “compliment badges” — each student picks a badge reflecting a friend’s strength they heard, promoting peer recognition.

Extension:

• Advanced learners can give an example of how their strength has helped them or others.
• Challenge learners to think of a strength they want to improve.

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4. Reflection and Group Activity (10 minutes)

• In groups of 5-6, children create a Strengths Tree on chart paper where each leaf represents a student’s strength.
• Groups present their tree to the class, emphasising the idea everyone contributes to a “forest” of abilities.
• Teacher facilitates a short discussion:
  • Why is it important to know our strengths?
  • How do our different strengths help us work together?

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5. Closing and Assessment (5 minutes)

• Quick “exit ticket”: each student whispers to the teacher one new thing they learned about themselves today.
• Teacher notes responses to assess understanding of self-awareness and strengths recognition.

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Differentiation Strategies

• Visual supports and graphic organisers for learners with processing difficulties.
• Use of multi-modal responses: drawing, talking, or writing for expressing strengths.
• Extra adult support during individual work for colourful prompting and encouragement.

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Dyslexia-Friendly Reading and Writing Tips

• Use a sans-serif font such as Arial or Comic Sans in at least 14pt size on all written materials.
• Provide lines/spaces for writing with space between lines to guide handwriting.
• Use bullet points and symbols rather than long sentences.
• Offer oral explanation alongside written prompts.
• Employ coloured overlays or paper if preferred by students to reduce visual stress.

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Assessment for Learning

• Observation of participation and engagement in circle and group activities.
• Review of “All About Me” sheets for understanding of individual strengths.
• Listening to “exit ticket” whispers for personal reflection and depth of understanding.
• Peer feedback from compliment badges to assess social and emotional learning.

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Reflection and Next Steps

• Plan future lessons to explore goal setting based on strengths identified today.
• Link understanding of strengths to resilience and problem-solving activities.
• Encourage children to keep a “Strength Diary” throughout term to build self-confidence.

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This bright, inclusive lesson plan is designed to meet the attributes of the Curriculum for Excellence by nurturing responsible, confident individuals who are aware of and celebrate their own and others’ personal qualities.