Lesson Title: Date: Stage: KLA:

Lesson Title: Identity
KLA: English
Stage: Early Stage 1
Stage 1
Stage 2
Stage 3
Grade: K-6
Duration: 30 minutes
Aim of the lesson:
To provide opportunities for the students to explore subjects relating to themselves, their
families and what it means to be Australian. These worksheets have been designed around
String B of the connected outcomes groups (COGS).
Outcomes and Indicators:
Early Stage 1:
RES 1.5
RES 1.6
WES 1.9
WES 1.11
WES 1.12
WES 1.14
Stage 1:
RS 1.5
RS 1.6
RS 1.7
RS 1.8
WS 1.9
WS 1.10
WS 1.11
WS 1.12
CUS 1.3
Stage 2:
RS 2.6
WS 2.9
WS 2.10
WS 2.11
WS 2.12
CUS 2.3
Stage 3:
RS 3.6
WS 3.9
WS 3.10
WS 3.11
WS 3.12
CUS 3.3
Resources: Identity Worksheets
Pen or pencil
Early Stage One
Draw simple pictures about experiences.
Recognise differences between where and when certain activities are appropriate.
Form simple sentences.
Stage One
Identify customs and traditions.
Describe the characteristics that make themselves similar and unique.
Understand needs and wants.
Stage Two
Form sentences using correct spelling, word order and punctuation.
Show how shared practices and customs contribute to Australian and community
Identify icons and symbols that are unique to Australia.
Stage Three
Concept of ‘uniqueness’.
Paragraph structure using correct spelling, word order and punctuation.
Concept of a ‘stereotype’.
5 minutes
20 minutes
5 minutes
Task engagement:
Introduction: Explanation
of task and topic.
Teacher’s notes
Body: Worksheet.
Closure: Collecting /
putting away worksheets.
Extension: Give the student the worksheet at the stage that they are working at. This is not
always the equivalent year level.
If a student is finding the worksheets too easy increase the difficulty by one stage.
Stage 3 B students – ask them to write a narrative on the topic if they need extending.
- trusting others to work independently.
- doing what you say you will do.
- teachers mark students work consistently to agreed standards.
- reaching personal best performance.
- maintaining high learning expectations.
- setting and meeting high standards.
- persisting through challenges and difficulties in learning.
- accepting the right of others to hold different views to your own.
- listening to others without interrupting.
- obeying school rules.
- acknowledging the strength and abilities of students.
Responsibility - self discipline.
- modelling expected behaviours.
- involvement in strategies to encourage compliance with school rules.
accepting class protocols for group work and working with others.
working well with others outside immediate friendships.
initiating problem solving.
identify issues and possible solutions to help reserve conflict.
- contribute to class discussions.
- encouraging creative thinking about issues and problems.
- accept roles in group activities.