Grade 01: Values and life skills

In this unit, 'Kindness and sharing', you learn to show kind actions and say why they matter. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Kindness and sharing' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: show kind actions and say why they matter. Practise with care and respect, in class and at home.
• Reflect: what went well, what was hard, and one thing you will do next time.

Step by step.

1. Step 1, The situation: At break, the first child has two biscuits. The second child sits next to him and has none because she forgot her lunch box. The first child notices she is looking at the floor and is very quiet.
2. Step 2, Notice feelings: The first child asks himself, 'How does my classmate feel?' Her shoulders are down and she is not talking, so he thinks she is sad and hungry. Noticing how someone feels is the first step of kindness.
3. Step 3, Choices: The first child sees three choices. He can eat both biscuits, eat one and hide the other, or give one to the second child. He thinks about how each choice would make the second child feel and how it would make him feel.
4. Step 4, The kind choice: The first child says, 'Would you like one of my biscuits?' She smiles and says, 'Thank you!' He now has one biscuit and she has one. Two children are eating, not one.
5. Step 5, Why it matters: The first child still has one biscuit, so he lost only a little. The second child gained a lot, because she was hungry. Sharing makes both children feel warm, and the second child may share with someone else another day.
6. Step 6, Say it: The first child finishes the sentence, 'It is kind to share because it helps a friend who needs it.' Kind actions are things you do, like giving or helping, plus kind words like please and thank you.
7. Your turn: One learner has one pencil and the other learner has none during writing time. What can the first learner do and why? Model answer: The first learner can lend the pencil first or share by taking turns, because the second learner needs it now and sharing helps him write and feel included.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Show kind actions and say why they matter: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Honesty', you learn to tell the truth in a simple story and say how it feels. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Honesty' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: tell the truth in a simple story and say how it feels. Practise with care and respect, in class and at home.
• Reflect: what went well, what was hard, and one thing you will do next time.

Step by step.

1. Step 1, Listen to a short story. Tom runs in the hall and bumps a cup. It falls and breaks. Nobody saw it. Tom's tummy feels tight and his face feels hot. Ask the child: how do you think Tom feels? Scared and a little worried.
2. Step 2, Name the two choices. Tom can say, 'It was not me,' or he can say, 'I broke it. I am sorry.' The first is a lie, which is not true. The second is the truth, which tells what really happened.
3. Step 3, Tell the truth in the story. Tom walks to his teacher and says, 'I ran and I broke the cup. I am sorry.' Say the sentence slowly together. Use plain words: what I did, and sorry. Do not blame a friend.
4. Step 4, Say how it feels. After Tom tells the truth, his tummy feels loose and light. He feels relieved, which means the heavy worry is gone. The teacher says, 'Thank you for telling me,' and helps him pick up the pieces safely.
5. Step 5, Notice that telling the truth can be hard but helps. A lie can make a worry grow bigger, like a snowball. Truth lets people fix the problem together. Count the feelings in the story: scared, worried, relieved. That is 3 feelings.
6. Step 6, Your turn: Mia spills juice on the floor and nobody sees. Tell the true thing she can say and how she will feel after. Answer: 'I spilled the juice, please may I have a cloth?' She will feel relieved and proud.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Tell the truth in a simple story and say how it feels: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Respect and manners', you learn to use polite words and listen to others. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Respect and manners' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: use polite words and listen to others. Practise with care and respect, in class and at home.
• Reflect: what went well, what was hard, and one thing you will do next time.

Step by step.

1. Step 1, Learn four polite words. Please is for asking, thank you is for when we get something, sorry is for when we hurt someone, and excuse me is for getting past or getting attention. Say each word aloud and clap once for each.
2. Step 2, Put the words in a sentence. 'Please may I have a pencil?' 'Thank you for the pencil.' 'Sorry I bumped your arm.' 'Excuse me, may I get past?' Say them in a kind voice with a smile.
3. Step 3, Learn to listen. Listening has four parts: eyes look at the speaker, ears hear, mouth stays quiet, and hands stay still. Count the four parts on your fingers. Practise while a friend tells you one short sentence.
4. Step 4, Wait for a turn. Mia is talking. Sam wants to speak too. Sam raises his hand and waits until Mia finishes. Then Sam says, 'Excuse me, may I tell you something?' Waiting shows Mia that her words matter.
5. Step 5, Notice how it feels. When someone says please, you feel respected. When someone talks over you, you may feel sad. Polite words and good listening make people feel safe and happy. Say one way you were polite today.
6. Step 6, Your turn: you want a drink of water at the table. Say two polite words you will use, and say what you do while a friend is talking. Answer: please and thank you; I look, listen and wait quietly.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Use polite words and listen to others: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Caring for the environment', you learn to choose small actions that save water and reduce waste. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Caring for the environment' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: choose small actions that save water and reduce waste. Practise with care and respect, in class and at home.
• Reflect: what went well, what was hard, and one thing you will do next time.

Step by step.

1. Step 1, Learn that water is precious. We drink it, wash with it and grow food with it. A tap left running while you brush teeth for 2 minutes can use roughly 6 litres each minute (check your own tap), so about 12 litres. That is 12 big one-litre bottles.
2. Step 2, Choose a small water-saving action. Turn the tap off while brushing, and turn it on only to rinse. Use a cup of about a quarter of a litre to rinse. Now you use far less than 12 litres, and the water is saved.
3. Step 3, Count the saving across a week. If you save about 12 litres each day by turning off the tap, in 7 days you save 12 times 7, which is 84 litres. Draw 7 drops, one for each day you remembered.
4. Step 4, Learn about waste. Waste is rubbish we throw away. Small actions reduce it: use both sides of paper, bring a refillable bottle, and put litter in a bin. Never pick up broken glass or sharp things; ask an adult.
5. Step 5, Match an action to a reason. Turn off the tap, so water is not wasted. Use both sides of paper, so fewer trees are cut. Bin your litter, so animals and playgrounds stay clean. Say the reason after each action.
6. Step 6, Your turn: choose one action to save water and one to reduce waste at home, and give a reason for each. Answer: I turn off the tap while brushing so water is saved; I draw on both sides of paper so I use less.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Choose small actions that save water and reduce waste: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

On the slide: L1 Basic · Kind and safe

Notes: Show one kind action and state one safe rule, such as telling a trusted adult when worried. Notes: role-play sharing a toy; learners name three trusted adults and practise saying clearly, stop, I do not like that.

This course: Grade 01 Values and life skills is at this level. Its units include Kindness and sharing; Honesty; Respect and manners; Caring for the environment.

On the slide: L2 Awareness · Feelings and honesty

Notes: Name four feelings and say why telling the truth matters. Notes: use a feelings chart for happy, sad, angry and scared; read a short story of a broken cup and let learners practise saying what happened and offering to help fix it.

On the slide: L3 Foundation · Friends and small savings

Notes: Settle a small disagreement by listening and save a small amount regularly. Notes: practise the sentence I feel ... when ...; for money, save 10 from a weekly 50, which reaches 80 after 8 weeks, and learners say what they would plan to buy.

On the slide: L4 Practitioner · Choices, budget and online safety

Notes: Weigh choices, keep a simple budget and protect personal information online. Notes: use stop, think, choose; split an income of 200 into needs 120, wants 50 and savings 30, which adds back to 200. Learners list four things never to share online.

On the slide: L5 Specialist · Wellbeing and responsibility

Notes: Plan study, rest and sleep, and give a respectful no under peer pressure. Notes: teenagers usually need about 8 to 10 hours of sleep, so waking at 6:30 means bed by 21:30 for 9 hours. Learners plan one week and rehearse a calm refusal in pairs.

On the slide: L6 Advanced · Ethics and behaviour evidence

Notes: Evaluate ethical frameworks and psychology evidence on habits, stress and decision making. Notes: compare consequence, duty and character approaches on one dilemma. Practice: 1,000 saved at 5 per cent a year for 10 years compounds to about 1,628.89; learners say why early habits matter.

On the slide: L7 Super expert · Design a wellbeing programme

Notes: Design and critique an evidence-based wellbeing or ethics programme with safeguarding and evaluation. Notes: survey 120 pupils before and after; 78 positive (65 per cent) rising to 96 (80 per cent) is a 15-point rise. Learners state limits, such as no comparison group, and how consent is protected.