Strengths and Superpowers

Overview

In lesson 3 of 7 in What Makes Me, Me?, pupils identify personal strengths, skills, qualities and achievements. They build on earlier learning about identity and feelings by exploring how strengths support learning, relationships and resilience, then practise giving specific, respectful positive feedback.

Learning intentions

Students will:

• identify a range of personal strengths, skills, qualities and achievements;
• explain how strengths can support learning, relationships and resilience;
• recognise that people have different strengths and that strengths can develop;
• practise giving and receiving specific, respectful compliments.

Success criteria

• I can name strengths, skills or qualities I have.
• I can give an example of how a strength helps me or someone else.
• I can give a kind, specific compliment that is about a person’s actions or qualities.
• I can listen respectfully and respond appropriately to feedback.

Curriculum links

• Health and wellbeing: making good decisions about health and wellbeing and understanding links between physical and mental health.
• Health and wellbeing: recognising feelings and using varied vocabulary to describe their own and others’ feelings.
• Relationships education: understanding appropriate boundaries in friendships with peers and others.
• Health and wellbeing: recognising personal qualities and strengths that support wellbeing and resilience.

Lesson structure (45 minutes)

1. 0–5 min · Hook and safe start. Open with the opening question slide showing the question, “Are superpowers only magical, or can ordinary qualities be superpowers too?” Invite pupils to think of a real-life strength, while reminding them they may pass and should not compare or judge others. Students share an example with a partner or write privately.

2. 5–12 min · Teach strengths vocabulary. Use the strengths vocabulary slides to introduce skill (something we can learn to do), quality (a characteristic such as kindness or patience), strength (something we are good at or value in ourselves) and achievement (something we have worked towards or completed). Model the difference between a vague compliment, “You’re good,” and a specific one, “You kept practising until you solved the problem.” Students sort examples orally into skill, quality or achievement and suggest additional words.

3. 12–22 min · Strengths sorting activity. Display the sorting instructions and distribute the personal strengths sorting and reflection sheet. In pairs, pupils sort a mixed list of strengths into categories such as learning, relationships, creativity, practical skills, physical activity and resilience; they may add their own examples. Students choose three strengths they recognise in themselves, or would like to develop, and record a real or imagined example for each. Emphasise that strengths can be developed and are not a competition.

4. 22–30 min · Strengths in action. Show the strengths-in-action scenarios. Read three short scenarios, such as learning from a mistake, welcoming someone into a group or practising a difficult skill. Students identify the strength being used and explain how it supports learning, relationships or resilience. Take responses from several pairs, accepting different interpretations where they are justified.

5. 30–40 min · Positive peer feedback. Use the feedback sentence-starter slide to model: “I noticed you showed ___ when you ___.” “This helped because ___.” “One strength I think you have is ___.” In pairs, pupils give one specific compliment based on a partner’s contribution, behaviour or a shared classroom experience; the receiver practises saying, “Thank you—I appreciate that.” Students may choose written feedback or a trusted adult instead. Remind pupils not to comment on appearance, private information or anything that could embarrass someone.

6. 40–45 min · Reflection and exit check. Display the closing reflection slide. Students complete the final section of the reflection and exit questions: name one strength, explain where it helps, and write one respectful compliment they could give. Invite volunteers to share a learning point, then collect sheets to assess understanding and identify pupils needing further support.

Resources

• the Strengths and Superpowers slide deck
• the personal strengths sorting and reflection sheet
• Whiteboard and pens
• Board or display screen
• Pencils or coloured pencils
• Timer
• Optional private writing cards for pupils who prefer not to share aloud

Assessment

• Listen during sorting and scenario discussion for accurate use of strength vocabulary and explanations linking strengths to learning, relationships or resilience.
• Observe whether peer feedback is specific, respectful and focused on actions or qualities rather than appearance.
• Review the exit responses for identification of a strength, a relevant example and an appropriate compliment. Use responses to plan the next lesson’s support and discussion.

Differentiation

• Support pupils with a word bank, illustrated examples, sentence starters and the option to select from listed strengths rather than generate their own. Rehearse feedback orally with an adult or supportive partner.
• Provide a quiet alternative to public sharing and never require pupils to disclose a personal achievement or receive spoken feedback in front of the class.
• For EAL learners, pre-teach strength, skill, quality, achievement, resilience and compliment, using examples, gestures and partner rehearsal.
• Challenge pupils to explain how the same strength might help in two different situations, or how a strength can become unhelpful if used without thought, such as confidence becoming interrupting.