Who Am I?

Overview

Unit: Exploring My Identity (Lesson 1 of 6)
Duration: 45 minutes
Class Size: 3 students
Year Group: Year 5 (ages 9–10)
Subject: PSHE
National Curriculum Link:

• PSHE Education Programme of Study – Key Stage 2
• Core Theme 1: Health and Wellbeing
• Pupils should: "recognise what makes them unique and the same as others," and "identify and respect the similarities and differences between people."
• Working towards developing self-awareness, emotional literacy, and understanding personal identity (DfE PSHE Programme of Study 2021).

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Learning Objectives

By the end of the lesson, students will be able to:

1. Identify and describe different aspects of their personal identity, including physical traits, personality, and values.
2. Understand and articulate what makes them unique and appreciate the complexity of identity.
3. Create a personal identity map to visually represent their unique characteristics and important personal attributes.
4. Begin to recognise and respect differences and similarities between themselves and others.

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Key Competencies

• Reflective thinking
• Emotional literacy (recognition of feelings and traits)
• Communication and self-expression
• Respect for diversity and individuality

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Resources

• Large sheets of paper (A3) or personal notebooks
• Colourful markers, pens, and pencils
• Pre-prepared ‘Identity Categories’ cards (e.g., Physical Traits, Hobbies, Personality, Values, Cultural Background)
• Mirror (handheld or classroom)
• Visual prompt cards illustrating various personality traits and values
• Timer or clock to manage activities
• Whiteboard and markers

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Lesson Structure

1. Introduction (5 minutes)

• Set the tone: Gather the small class in a circle for a warm, calm start.
• Explain the lesson purpose: “Today, we’ll begin to explore who we really are — what makes each of us unique.”
• Introduce the key question: “Who am I?” Write it on the board.
• Quick discussion: Ask pupils, “Can you say one thing about yourself that you think is unique?” (Encourage all 3 students to share briefly to build a trusting environment.)

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2. Activity 1: ‘Mirror, Mirror’ Reflection (7 minutes)

• Give each student a mirror.
• Ask them to look carefully at their physical traits (eye colour, hair, birthmarks, etc.) and describe aloud what they see.
• Then prompt them: “What about things we can’t see — like what makes you kind, funny, or brave?”
• Notes for teacher: Emphasise physical AND non-physical identity attributes.

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3. Activity 2: Identity Categories Sorting (10 minutes)

• Provide cards with identity categories such as:

  • Physical traits
  • Personality traits (e.g., cheerful, shy, curious)
  • Values (e.g., honesty, kindness)
  • Interests and hobbies
  • Cultural or family background

• Students sort category cards into ‘Important to Me’ and ‘Not So Important to Me’.

• Then ask them to pick 2–3 from ‘Important to Me’ and explain why. Teacher models with their own examples.

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4. Activity 3: Create a Personal Identity Map (18 minutes)

• Explain what a mind map/identity map is: visual map showing all important parts that make up ‘Me’.
• Model a simple example on the board around the central word “Me”.
• Pupils create their own identity maps on paper, branching out from “Me” with their personal traits, values, and interests.
• Encourage use of colour, symbols, or drawings — making it as creative and personal as they want.
• Circulate and ask open questions to deepen thinking (“Why did you include this value?”, “How does this personality trait help you?”).

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5. Plenary: Sharing and Reflection (5 minutes)

• Each student shares one interesting thing from their identity map.
• Teacher summarises: Everyone has many layers that make them unique — physical, personality, values, and more.
• Pose a reflective prompt for the unit: “Over the next weeks we’ll explore more about ourselves — what we value, how we see ourselves, and how we relate to others.”
• Praise participation, emphasising respect and openness.

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Assessment Opportunities

• Formative: Observe contributions during discussions and card sorting for understanding of identity categories.
• Review the personal identity maps for completeness and reflection on diversity of traits.
• Listen for students’ articulation of concepts of uniqueness and similarity during sharing.
• Use questioning to probe deeper understanding and encourage self-awareness.

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Differentiation

• For students needing support: Provide examples and sentence starters for describing traits and values.
• Encourage drawing rather than writing if literacy skills vary.
• Allow use of first language if helpful for explaining family or cultural identity.

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Teacher Reflection / Notes

• With a very small group (3 students), facilitate deep personalised discussion.
• Leverage the intimate setting to build strong trust and openness, critical for PSHE success.
• Stay sensitive to students’ self-disclosures and comfort with sharing identity aspects.
• If a student struggles with abstract ideas of personality or values, relate to tangible examples from daily life or stories.

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Curriculum Reference Summary

• PSHE Association Programme of Study (England, 2021) – KS2:
  • Health and Wellbeing: “Recognise what makes them unique and the same as others.”
  • Personal Identity: “Develop a sense of self-worth by identifying positive things about themselves.”
• Supports the statutory requirement for personal development in primary education as set by the Department for Education.

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This lesson invites young people to begin a meaningful exploration of identity through reflection, creative visualisation, and peer dialogue — setting a strong foundation for the rest of the unit. The activities nurture emotional literacy and celebrate diversity in a way that is age-appropriate, fun, and deeply engaging.