Identity and Self-Worth

Overview

In this first lesson of the unit, students explore what “identity” means and how self-worth affects choices, wellbeing, and relationships. Through discussion, emotion vocabulary work, and structured scenarios, students build emotional literacy and practise respectful language.

Learning intentions

• Students will understand the difference between identity, self-worth, and reputation.
• Students will identify factors that influence self-worth (e.g., feedback, comparison, belonging).
• Students will use appropriate language to describe feelings and recognise when self-worth is being threatened.
• Students will practise respectful ways to discuss identity and self-worth with others.

Success criteria

• I can explain identity in my own words and give examples (personal, social, cultural, online).
• I can describe self-worth and why it matters for wellbeing.
• I can use at least 3 feelings words accurately in a sentence stem.
• I can take part in a respectful discussion using turn-taking and listening prompts.

Curriculum links

• UK NC Relationships, sex and health education — Secondary relationships and sex education curriculum content / Respectful relationships: importance of self-esteem and how it supports healthy relationships with others.
• UK NC Relationships, sex and health education — Secondary health and wellbeing curriculum content / Mental wellbeing: critically evaluating which activities support overall wellbeing (applied to self-worth).
• UK NC Relationships, sex and health education — Secondary health and wellbeing curriculum content / Personal safety: recognising and managing social pressures that affect decision-making and wellbeing (linked to identity and belonging).

Lesson structure (60 minutes)

1. 0–7 min · Settling check-in and routine. Teacher leads a predictable emotional check-in (1–5 scale) and states the lesson routine; students choose a number and write one word for how they feel right now (no sharing required).
2. 7–15 min · Retrieval practice: “What did we know?” Teacher displays 3 short prompt cards from previous RSE/PSHE themes (e.g., respectful listening, emotions, choices) and models “Because… I remember…”; students answer in pairs then teacher selects 2–3 responses.
3. 15–25 min · Direct teach: Identity vs self-worth. Teacher uses a simple visual organiser: “Identity” (who I am) vs “Self-worth” (how I value myself) vs “Reputation” (what others think); students complete a scaffolded matching task and highlight evidence from their own examples.
4. 25–35 min · Vocabulary focus (Tier 2/3) with Frayer Model. Teacher explicitly teaches and models phrases: “self-worth”, “belonging”, “comparison”, “validation”, “internal critic”; students complete a Frayer Model for one target word using word bank prompts and sentence stems.
5. 35–47 min · Scenario discussion (structured oracy). Teacher reads two age-appropriate case vignettes (one about online comparison/identity, one about being judged by others); students discuss using sentence stems:

• “A factor affecting self-worth could be…”
• “The feeling in this scenario is…”
• “A respectful response would be…”
• “One wellbeing-supporting choice is…” Teacher circulates and awards “oracy points” for listening, asking, and respectful disagreement.

6. 47–55 min · Personal application: ‘Strengths & supports’ reflection. Teacher provides a guided worksheet: “One thing that shapes my identity is… / One support I can use when my self-worth drops is…” including a micro-scale for confidence (thumbs or 1–5) after writing; students complete silently first, then optional small-group share if they choose.
7. 55–60 min · Low-stakes exit ticket + closure. Teacher asks 3 questions on the board; students submit:

• “Identity means…”
• “Self-worth matters because…”
• “One respectful way to discuss feelings is…”

Resources

• Emotional check-in number cards or mini whiteboards
• Identity/Self-worth/Reputation visual organiser (print)
• Word bank and sentence stems sheet
• Frayer Model template (for one chosen word)
• Two short scenario vignettes (print)
• Guided reflection worksheet
• Exit ticket slips

Assessment

• Teacher checks understanding during scenario discussions using sentence-stem scaffolds (listening, accuracy of vocabulary).
• Retrieval answers at 7–15 minutes indicate readiness for next content in the unit.
• Exit ticket reveals whether students can distinguish identity, self-worth, and why self-worth links to wellbeing and relationships.

Differentiation

• Provide sentence stems, word banks, and a model paragraph for students with lower literacy or SEMH barriers.
• Offer a “choose 1 from 3” option for vocabulary and reflection prompts to reduce cognitive load.
• For SEN/SEMH: allow non-verbal participation (pointing/choosing) during discussion; use opt-in sharing rather than mandatory speaking.
• For higher attainers: add an extension question in the reflection: “What belief could strengthen my self-worth, and how would I test it fairly?”