Identity: What Makes Me, Me wellbeing lesson plan
A primary wellbeing lesson for Years 3 and 4 that helps Australian teachers introduce identity, self-awareness and emotional literacy through a structured, ready-to-teach lesson. Students explore what makes up a person's identity, including their feelings, strengths, interests and experiences, and practise simple language for reflecting on who they are and how they feel.
Goal Setting, Mindset & Self-Worth
Snapshot
Identity: What Makes Me, Me
The lesson gives teachers a structured way to introduce identity and self-awareness through age-appropriate discussion and reflection. Feedback: 4.3/5 average rating from 69 teacher and student responses
Prep time:
5 to 10 minutes
Lesson length:
45 to 50 minutes
Key Focus
Exploring what makes up identity and building emotional literacy
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 that identity is made up of different parts, including feelings, interests, strengths and experiences
recognise that everyone's identity is unique
recognise their own emotions as part of understanding who they are
Understand
understand that identity can include family, culture, interests and personal values
understand that feelings and emotions are a normal part of everyday identity
Practise
practise describing parts of their own identity using simple language
practise naming and reflecting on their feelings
practise using respectful language when talking about themselves and others
Who this lesson is for?
This lesson is designed for Years 3 and 4 students who are building early self-awareness and learning to talk about their feelings and identity in simple, structured ways.
It is suitable for:
primary wellbeing lessons
Health or PDHPE teaching
pastoral care, circle time or advisory sessions
self-awareness and personal development units
emotional literacy or social and emotional learning work
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 self-awareness learning Use when students are new to talking about identity, feelings or personal strengths.
Building classroom culture Use when reinforcing that every student's identity and experiences are valued.
Supporting inclusion Use when helping students understand and respect differences between themselves and their peers.
Practising emotional literacy Use when students need structured practice naming and reflecting on their feelings.
Reinforcing personal reflection Use as part of ongoing wellbeing or advisory work focused on self-understanding.
Preparing for transition Use when students are moving into a new class or year level and benefit from revisiting who they are.
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, structured opportunities to think about who they are and how their feelings fit into that picture. Understanding identity helps students make sense of their own experiences and see how they are similar to and different from their peers. This lesson supports a classroom culture where self-awareness and respectful discussion of difference are treated as everyday skills, not one-off topics. Students learn that identity is made up of many parts, and that feelings are simply one part of a bigger picture that can grow and change over time. Building this understanding early gives students a foundation for later self-awareness and emotional literacy work, without asking them to make big claims about who they are or how they should feel.
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 identify personal strengths, interests and experiences that make up their identity.
Emotional literacy Students build language to name and describe their feelings.
Self-expression Students practise sharing aspects of their identity in a safe, structured way.
Respect for difference Students recognise that everyone's identity is unique and worth respecting.
Reflection Students consider how their identity may change and grow over time.
Confidence Students build comfort talking about themselves and their feelings.
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 not to share private family details or other people's personal stories
Frame discussion around general examples of identity rather than personal disclosures
Explain that the lesson is about understanding what makes up identity, not comparing or ranking people
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 broad examples such as interests, strengths, feelings and family
Give students time to reflect before sharing aloud
Reinforce that identity can include many different things and can change over time
Allow students to respond through discussion, drawing or written reflection depending on confidence
Supporting safe discussion
Keep sharing optional and avoid asking students to speak on behalf of a particular group or culture
Use general examples rather than personal disclosures
Remind students to use respectful language when discussing differences
Adaptation options
Use partner or small group reflection for quieter students
Use drawing or writing activities as an alternative to whole class sharing
Spend more time on emotional literacy if students need more support naming feelings
