My Many Layers

Overview

In lesson 2 of the seven-part unit What Makes Me, Me?, pupils explore identity as a collection of connected layers, including interests, experiences, relationships, culture, beliefs, languages and personal qualities. After reading selected pages from The Day You Begin, they create a collage or shield that represents visible and less-visible aspects of identity, while recognising that everyone is unique and identities can develop over time.

Learning intentions

Students will:

• understand that identity is made up of many different, interconnected parts;
• recognise that some aspects of identity are visible and others are private or less visible;
• appreciate that every person’s identity is unique and may change over time;
• represent selected aspects of their identity respectfully and safely.

Success criteria

• I can name different parts that may contribute to a person’s identity.
• I can explain that people may share some similarities while still being unique.
• I can choose what I do and do not want to share about myself.
• I can create a collage or shield showing several layers of my identity.

Curriculum links

• Relationships Education (Primary): Being Safe — understanding privacy and that each person’s body and personal information belong to them.
• Health and Wellbeing — making positive decisions about wellbeing and recognising when support may be needed.
• Sex Education (Primary) — recognising that people develop and change as they grow.
• National Curriculum Science — understanding how humans grow and change from birth to old age.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and safe discussion. Teacher opens with the opening question slide asking, “What makes someone who they are?” and establishes that pupils may pass, should not ask intrusive questions, and may share general examples rather than personal details. Students silently think of one possible answer, then share an idea with a partner if comfortable.

2. 5–12 min · Read and respond. Teacher reads selected, age-appropriate pages from The Day You Begin, pausing at moments where characters feel different, unseen or connected to others; use the story discussion slides to show prompts such as “What might this character be feeling?” and “Which parts of identity might not be obvious?” Students discuss feelings and possibilities without labelling or guessing classmates’ identities.

3. 12–19 min · Build the concept. Teacher explains that identity can include interests, strengths, family and friendships, language, culture, beliefs, experiences, hopes and personal qualities. Model a “layers” diagram using fictional examples, distinguishing visible features from less-visible aspects and emphasising that no category defines a whole person. Students sort example ideas verbally into “often visible”, “sometimes visible” and “usually private or less visible”, recognising that the same aspect may fit different categories for different people.

4. 19–34 min · Create a layers collage or shield. Teacher displays the collage instructions and model and distributes the layers of me collage template. Pupils choose a collage or shield design and add at least four layers, such as an interest, strength, important relationship, hope, experience, language, value or place that matters to them. They may use symbols, colours, patterns or words and can invent a fictional person instead of representing themselves. Students work independently, with quiet partner discussion focused on choices rather than questions about private information.

5. 34–41 min · Respectful gallery conversation. Teacher uses the gallery-walk prompts to establish “notice, appreciate, wonder” language and reminds pupils not to touch another person’s work or infer private information. Students display work, conduct a quiet gallery walk, and leave one respectful comment such as “I notice…” or “I appreciate…”. Sharing remains optional.

6. 41–45 min · Reflect and assess. Teacher revisits the opening question and asks pupils to complete a question stems exit ticket slip with one new understanding and one safe, respectful action when learning about someone else. Students hand in their reflection and self-assess against the success criteria.

Resources

• The Day You Begin by Jacqueline Woodson, selected pages
• the complete My Many Layers slide deck
• the layers of me collage template
• Coloured paper or card
• Pencils, colouring pencils, felt-tip pens and glue
• Child-safe scissors
• Sticky notes for gallery comments
• Visual timer
• Optional quiet workspace or privacy cards

Assessment

• During discussion, listen for pupils identifying several identity factors and understanding that visible appearance does not reveal everything about a person.
• Confer during the collage task: ask, “Which layer have you chosen?” and “How might this part connect to another?” Accept verbal, drawn or symbol-based responses.
• Use the exit ticket and finished work to check whether pupils understand uniqueness, privacy and the possibility of change over time. Address any disclosure or safeguarding concern through the school’s safeguarding procedures; do not investigate in front of peers.

Differentiation

• Provide the worksheet with illustrated prompts, a word bank and sentence starters such as “One thing I enjoy is…”, “A quality I value is…” and “This may change because…”.
• Allow pupils to draw symbols, dictate responses, use a fictional identity profile or complete fewer layers; do not require disclosure about family, culture, beliefs, health or personal experiences.
• Pre-teach key vocabulary through visuals and partner rehearsal for EAL learners; accept home-language words alongside drawings or English labels.
• Support pupils with additional needs through a model, chunked instructions, a choice board, adapted cutting materials and a quiet working space. Extend confident pupils by adding links between layers and explaining how identity can change across different contexts or stages of life.