My Authentic Self PSHE lesson plan
A secondary PSHE lesson for Years 7 to 9 that helps UK teachers introduce the idea of personal identity through a structured, ready-to-teach lesson. Pupils explore the different layers that make up who they are, including values, interests, relationships and personal experiences. Through guided discussion and reflection, pupils build language for describing their own identity and consider how different parts of who they are can show up in different settings.
Goal Setting, Mindset & Self-Worth
Snapshot
My Authentic Self
The lesson gives teachers a structured way to introduce identity and self-awareness through calm, guided discussion. Feedback: 4.2/5 from 81 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring the layers of personal identity and self-awareness
Lesson Format
Teacher-led discussion and structured activities
What pupils will learn
By the end of the lesson, students will be supported to:
Recognise
recognise that identity is made up of several different layers, such as values, interests and relationships
recognise that the way they see themselves can differ from how others may perceive them
recognise that identity can look different across different settings, such as school, home or friendship groups
Understand
understand that exploring personal identity is a normal and ongoing part of growing up
understand why reflecting on personal values and experiences can support self-awareness
Practise
practise describing aspects of their own identity using clear, reflective language
practise separating different layers of identity, such as interests, values and relationships
practise reflecting on how context can influence the way they present themselves
Who this lesson is for?
This lesson is designed for secondary pupils in Years 7 to 9 who are developing the language and self-awareness to think about their own identity. It suits pupils who are ready for reflective discussion about themselves rather than discussion focused on others.
It is suitable for:
secondary PSHE lessons
personal development and self-awareness units
pastoral care, circle time or form time
relationships education sequences
wellbeing focus weeks or transition programmes
Suitability should be based on more than age alone. Teachers should consider the lesson focus, pupil maturity, cohort needs, classroom culture, existing discussion norms and available support pathways.
Best used when
Use this lesson when students need clear, practical language for recognising unkind behaviour and knowing what to do next.
Introducing self-awareness topics Use when pupils are new to thinking about identity in a structured way.
Starting a personal development unit Use when beginning PSHE topics on values, self-worth or personal growth.
Supporting transition points Use when pupils are moving between year groups or key stages and adjusting to new social contexts.
Reinforcing respectful classroom culture Use when building a classroom culture where pupils feel comfortable reflecting without judgement.
Following a wellbeing focus week Use when extending reflection started during a wellbeing or personal development focus.
Preparing for form time discussion Use when you want a calm, teacher-led activity suited to form time or pastoral style sessions.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Understanding personal identity gives pupils a foundation for confidence, decision making and healthy relationships as they move through secondary school. Reflecting on the different layers of who they are helps pupils make sense of their values, interests and experiences. This is not only relevant during periods of change. Building self-awareness early gives pupils a stronger sense of who they are before they face social or academic pressures that ask them to compare themselves with others. The lesson supports a classroom culture where reflection is normal and expected, helping pupils feel more secure in expressing their own values and interests without needing to explain or justify them to others.
How this lesson supports wellbeing
This lesson supports student wellbeing by building practical social and emotional skills students can use in everyday school life. It helps students develop:
Capability How the lesson supports it
Self-awareness Pupils reflect on their own values, interests and experiences.
Confidence Pupils practise describing their identity in clear, reflective language.
Perspective taking Pupils consider how others may perceive them differently to how they see themselves.
Emotional literacy Pupils build vocabulary for talking about personal values and experiences.
Adaptability Pupils recognise that identity can look different across settings such as school, home or friendship groups.
Belonging Pupils consider how understanding their own identity supports a sense of belonging in different groups.
For teachers and school leaders, the lesson contributes to broader wellbeing, respectful relationships, child safety and pastoral care goals in Australian primary schools.
Teaching notes & Delivery Considerations
This lesson includes content about unkind behaviour, exclusion and asking adults for help. It should be taught with calm, clear discussion norms.
Before teaching
Remind pupils to keep examples general and avoid sharing private details about themselves or others
Frame the discussion around personal reflection rather than comparison between pupils
Make clear that pupils are not expected to speak on behalf of any group or background
Identify trusted adults pupils can speak to if they want to talk further after the lesson
During delivery
Use open, reflective questions rather than ones that ask pupils to justify their identity to others
Give pupils time to think before sharing, and allow written or paired reflection as an option
Reinforce that there is no single right way to describe identity
Keep discussion respectful and avoid ranking or comparing pupils' answers
Supporting safe discussion
Encourage privacy around personal examples rather than requiring pupils to share
Use scenarios or general prompts rather than asking for personal disclosures
Be prepared to follow your school's safeguarding procedures and speak with the designated safeguarding lead if a pupil discloses harm or says they feel unsafe.
Adaptation options
Use paired or small group discussion for pupils who are less confident speaking to the whole class
Use written reflection for pupils who prefer to process ideas before discussing them
Spend more time on the values or interests layer if pupils need a more concrete starting point
