Stories Shape Identity

Overview

In lesson 5 of 7 in What Makes Me, Me?, pupils explore how family, friends, community, media and life experiences can influence identity and self-image. They identify helpful and unhelpful messages, recognise stereotypes and rehearse respectful ways to challenge unfair assumptions.

Learning intentions

Students will:

• explain some influences that can shape identity and self-image
• distinguish between helpful, unhelpful and unfair messages
• recognise how stereotypes can affect people
• practise challenging an unfair assumption safely and respectfully

Success criteria

• I can name different influences on identity.
• I can explain why a message may be helpful, unhelpful or unfair.
• I can identify a stereotype without repeating it as a fact.
• I can use respectful words to challenge an unfair assumption.

Curriculum links

• General wellbeing: recognising feelings and using varied vocabulary to discuss their own and others’ feelings
• General wellbeing: understanding that worry and feeling down are normal experiences that can affect everyone
• Being Safe: understanding that each person’s body belongs to them and recognising appropriate and inappropriate contact
• Developing bodies: understanding that people grow and change in different ways

Lesson structure (45 minutes)

1. 0–5 min · Safe-space hook. Teacher opens with the identity hook slide showing a collage of a football shirt, family photograph, book, local landmark and mobile phone, then asks, “Which of these might tell us something about a person?” Students think silently, share one idea with a partner and agree that identity is made up of many parts. Remind pupils: discuss fictional examples rather than personal stories, no naming classmates, and everyone may pass.

2. 5–12 min · Direct teach. Teacher uses the identity influences slides to introduce identity, self-image, influence and stereotype. Explain that identity includes qualities, interests, relationships, culture, experiences and hopes; influences can affect us without completely deciding who we are. Students sort examples orally into “can influence me”, “might influence me” and “does not define me”, using precise feeling words such as confident, pressured, included, worried and proud.

3. 12–18 min · Message detectives. Teacher displays the three message examples on the helpful and unhelpful messages slides: “You can enjoy any hobby”; “People like you are not good at that”; and “You must look a certain way to fit in.” Model identifying the difference between a supportive message, an unhelpful message and an unfair stereotype. Students hold up or point to helpful, unhelpful or unfair response cards made from paper, then justify one choice using: “This message could make someone feel… because…”

4. 18–32 min · Scenario role-play. Teacher places pupils in groups of five and distributes the group role cards to support participation. Give each group one scenario from the identity messages and role-play worksheet. Scenarios include: a classmate says a girl cannot be a mechanic; a pupil is told that boys should not enjoy dancing; an advert suggests only one type of person is attractive; or a new pupil is assumed not to belong because of their accent or clothes. Students identify the influence, label the message and prepare a 30-second role-play showing a respectful challenge. They may use: “That is an unfair assumption because…”, “People are different, so…”, “We should not judge someone by…”, or “Let’s find out rather than guess.”

5. 32–39 min · Perform and respond. Teacher invites groups to perform, reminding the class to respond to ideas rather than actors. After each performance, ask: “What assumption was challenged?”, “How might the person have felt?”, and “What could a bystander do?” Students give one specific positive observation and suggest an alternative supportive message. Reinforce that challenging unfairness does not require an argument: pupils can speak calmly, include someone, seek help from a trusted adult or move away if the situation feels unsafe.

6. 39–45 min · Individual reflection and exit check. Teacher returns to the reflection and plenary slides and asks pupils to complete the final section of the identity messages and role-play worksheet independently: one influence on identity, one helpful message, one unfair assumption and one respectful response. Students finish with the group discussion exit ticket slips, answering one prompt about what their group discussed or what question they still have. Collect responses without requiring personal disclosure.

Resources

• the identity and role-play slide deck
• the identity messages and role-play worksheet
• the group role cards
• the group discussion exit ticket slips
• Whiteboard and pens
• Five sets of response cards labelled helpful, unhelpful and unfair
• Timer
• A quiet or alternative space for pupils who need a break

Assessment

• Listen for pupils explaining how a message may affect feelings, self-image or behaviour, rather than simply labelling it.
• During role-play, assess whether pupils can identify an unfair assumption and challenge it using respectful, safe language.
• Use the final worksheet response and exit slip to check understanding and identify pupils who may need further discussion or support.

Differentiation

• Provide sentence stems, word banks and pre-selected scenarios for pupils who need language or confidence support. Allow pupils to be narrator, observer or scriptwriter rather than perform.
• Use mixed-attainment groups and the role cards to give each pupil a clear responsibility. Read scenarios aloud and check understanding before groups begin.
• Support EAL pupils with visuals, paired rehearsal and the key words identity, influence, stereotype, assumption, helpful, unfair and respectful.
• Challenge confident pupils to explain how the same message might affect different people differently and to offer two safe responses, including when to seek adult help.
• If a pupil discloses bullying, discrimination or feeling unsafe, do not investigate publicly. Acknowledge the disclosure, follow the school safeguarding procedure and speak privately with the designated safeguarding lead.