Identity & Influences
What does the term “identity” mean?
The qualities, characteristics, beliefs and experiences that make a person who they are.
What does gender equality mean?
People of all genders having equal rights, opportunities and respect.
What is a stereotype?
An oversimplified assumption or generalisation about a person or group.
Name two qualities of a respectful relationship.
Any two: trust, honesty, communication, equality, support, kindness or respect for boundaries.
What is a digital footprint?
The record or traces of information a person leaves through their online activity.
Name three things that can influence a young person’s identity.
Any three: family, friends, culture, religion, interests, media, life experiences or social expectations.
What is gender expression?
How someone expresses or presents their gender outwardly, such as through clothing, hairstyle or behaviour.
Name two sources of societal expectations about how teenagers should look or behave.
Any two: social media, advertising, television, films, peers, family or community traditions.
What is a personal boundary in a relationship?
A limit a person sets about what they are comfortable with and how others should treat them.
Name two ways to protect your digital privacy.
Any two: use privacy settings, think before posting, avoid sharing personal information, use strong passwords, or block/report unsafe accounts.
What is the difference between personal identity and social identity?
Personal identity refers to individual qualities, interests and values; social identity relates to the groups and communities a person identifies with or belongs to.
What is the difference between gender identity and sexual orientation?
Gender identity is a person’s internal sense of their gender; sexual orientation relates to whom a person may be emotionally or romantically attracted.
What is the difference between a bystander and an upstander?
A bystander notices a problem without taking action; an upstander responds safely to support someone or challenge harmful behaviour.
What does consent mean, and what should someone do if the other person says no?
Consent is a freely given agreement. If someone says no or changes their mind, the other person must respect the decision without pressure.
Give one right a person has in a relationship and one matching responsibility.
Example: right to personal boundaries; responsibility to respect others’ boundaries and accept “no”. Other matching pairs are acceptable.
How can heavily edited advertisements or social media photos negatively affect a teenager’s self-image?
They may present unrealistic appearance standards, encouraging unhealthy comparisons and reducing confidence or self-esteem.
Name two actions students could take to make their school more inclusive of different identities.
Any two: use inclusive and respectful language, challenge discrimination, respect people’s identities, support peers, report bullying, or avoid harmful assumptions.
How might the stereotype “girls are bad at sport” affect a student’s wellbeing and opportunities?
It may lead to exclusion from teams or fewer chances to participate, reducing confidence or a sense of belonging.
Riley keeps making jokes about Pat’s appearance after Pat asks them to stop. Explain why this is unhealthy and one way Riley could make amends.
Riley ignores Pat’s boundaries and behaves disrespectfully, which may hurt Pat. Riley should stop, apologise sincerely and change their behaviour.
Morgan shares Casey’s personal secret with others even though Casey asked them not to. Which right is being ignored, and what should Morgan have done?
Right: privacy and respectful treatment. Morgan should have kept the information private, unless sharing with a trusted adult was necessary to protect someone from harm.
A student changes their opinions around friends to fit in, even though they feel uncomfortable. Identify the influence and suggest two ways they could respond while staying true to their identity.
Influence: peer pressure. Responses: express their own views assertively, set boundaries, seek supportive friends/adults, or choose not to participate. Accept any two safe strategies.
A boy is laughed at for joining the dance club. Identify the stereotype, explain one possible effect on wellbeing and give one safe upstander response.
Stereotype: dancing is not for boys. Impact: exclusion, embarrassment or reduced confidence. Upstander action: speak up respectfully, include/support the student, or report repeated teasing to a trusted teacher.
An advertisement heavily retouches a model and shows only one “ideal” body type. Identify two harmful messages it could send and one media-literacy strategy to challenge them.
Messages: only one appearance is acceptable; real bodies must look edited/perfect; people should compare themselves to unrealistic images. Strategy: question the editing, seek diverse representations, verify images or discuss unrealistic standards. Accept two messages and one strategy.
Two friends disagree about their plans, and one insists on controlling the decision. Outline three respectful conflict-resolution steps.
Any three: listen to both perspectives, communicate needs assertively without insults, negotiate options, compromise where appropriate and respect each other’s boundaries.
In a group chat, students pressure Jordan to make fun of another student or be excluded. Identify two unhealthy behaviours and suggest two safe actions Jordan could take.
Behaviours: bullying/mockery and peer pressure or threatening exclusion. Actions: refuse to join in, support the targeted student, leave or report the chat, save relevant evidence if safe, and/or tell a trusted adult. Accept two of each.