Exploring Personal Values wellbeing lesson plan
A secondary wellbeing lesson for Years 7 and 8 that gives Australian teachers a ready-to-teach way to introduce personal values and self identity. Students explore what matters most to them and begin to consider how their values connect to their choices and direction. Through structured discussion and reflection, students practise naming their own values, recognising how values shape decisions, and building early language for talking about identity and personal direction.
Goal Setting, Mindset & Self-Worth
Snapshot
Exploring Personal Values
The lesson gives teachers a structured way to introduce personal values and self identity through guided reflection and discussion. Feedback: 4.5/5 from 64 teacher ratings
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Clarifying personal values and exploring self identity
Lesson Format
Teacher-led discussion and structured activities
What students will learn
By the end of the lesson, students will be supported to:
Recognise
recognise personal values as ideas that guide choices and behaviour
identify examples of values such as honesty, fairness, effort or connection to community
recognise that values can be shaped by family, culture and personal experience
Understand
understand that values can differ between people and still be respected
understand how personal values can connect to future goals and direction
Practise
practise naming and describing their own personal values
practise reflecting on how values show up in everyday choices
practise using respectful language when discussing values and identity
Who this lesson is for?
This lesson is designed for Year 7 and 8 students who are beginning to think more deeply about identity, values and personal direction. It works well for students who are ready for structured reflection and small group or whole class discussion.
It is suitable for:
secondary wellbeing lessons
Health or PDHPE teaching
pastoral care or advisory sessions
personal development and goal setting units
transition support programmes
Suitability should be based on more than age alone. Teachers should consider the lesson focus, student 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 personal values Use when students are new to thinking about values as something they can name and reflect on.
Building classroom culture Use when reinforcing respect for different values, backgrounds and perspectives within the class.
Supporting goal setting work Use alongside goal setting or future planning activities so students can connect values to direction.
Reinforcing self awareness Use when revisiting identity and self awareness topics covered earlier in the year.
Preparing for transition Use when students are preparing for subject selection, senior pathways or other change points.
Creating structured reflection time Use when you want a calm, guided discussion about identity and personal direction rather than an open ended conversation.
The lesson can be used proactively with the whole class. It does not need to follow a specific incident.
Why this lesson matters
Students benefit from early opportunities to think about what matters to them, rather than only being asked to set goals without first considering their values. Clarifying personal values gives students a starting point for understanding their choices, interests and sense of direction. Exploring personal values is not only about future planning. It also helps students build language for talking about identity, recognise that people can hold different values, and practise reflecting on their own experience with confidence. This lesson supports a classroom culture where students feel able to think about who they are and what they value, without pressure to have everything figured out.
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 Students reflect on their own values and what matters to them.
Identity development Students consider how values connect to their sense of self.
Perspective taking Students recognise that others may hold different values.
Reflection skills Students practise structured reflection rather than open ended disclosure.
Communication Students use respectful language to describe values and identity.
Future orientation Students begin to connect personal values to goals and direction.
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 students that discussion should stay general and not include naming classmates or sharing other people's personal stories
Frame activities around reflection and examples, not personal disclosure
Identify trusted adults students can speak to if a discussion raises something they want support with
Be prepared to follow your school's child safety, wellbeing or child protection procedures if a student discloses harm or says they feel unsafe.
During delivery
Use everyday examples of values, such as honesty, fairness or effort, to keep discussion concrete
Give students time to reflect individually before sharing with the group
Allow students to respond through discussion, writing or partner reflection depending on confidence
Reinforce that there is no single right set of values, and differing values can still be respected
Supporting safe discussion
Keep examples general rather than tied to specific students or families
Encourage respectful language when students describe their own values
Let students pass on sharing if they prefer to reflect privately
Adaptation options
Use partner or small group discussion for students who are less confident sharing with the whole class
Use written reflection for students who prefer to process individually
Spend more time on the connection between values and future direction for older or more reflective groups
