Grade 02: Values and life skills

In this unit, 'Special gifts and gratitude', you learn to say thank you and name things we are grateful for. 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 'Special gifts and gratitude' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: say thank you and name things we are grateful for. 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 gifts are not only things. A gift can be a toy, but also a kind friend, a good meal, a clean park, or a talent like singing. Draw one gift you have that is not something you bought.
2. Step 2, Learn what gratitude means. Gratitude is feeling thankful and showing it. When someone gives you a gift or helps you, you can say, 'Thank you for helping me.' Say it with eyes up and a smile.
3. Step 3, Practise thank-you sentences with a reason. 'Thank you, Grandma, for cooking dinner.' 'Thank you, teacher, for helping me read.' Adding the reason shows you noticed what the person did, and that makes the thanks feel real.
4. Step 4, Make a gratitude list. Name three things you are grateful for today: for example my family, clean water and my friend. If you list 3 things a day for 5 days, you will have 15 things. Write or draw them.
5. Step 5, Notice how it feels. When you say thank you, the other person feels happy and so do you. Gratitude can turn a bad day around because it helps you look at what is good, not only what is missing.
6. Step 6, Your turn: write one thank-you sentence to a person who helped you this week and name two things you are grateful for. Answer: 'Thank you, Dad, for helping with my bag.' I am grateful for my friends and my home.

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. Say thank you and name things we are grateful for: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Friendship', you learn to solve a small friendship problem kindly. 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 'Friendship' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: solve a small friendship problem kindly. 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 problem: Two children are friends. At playtime both want the same red scooter. The first child grabs it first, the second child frowns and says, 'You always get it,' and walks away looking upset.
2. Step 2, Name the feelings: The first child notices the second child is sad and a little cross. The first child feels bad too, because she wants her friend. Naming feelings, 'I am sad, she is cross,' helps both children calm down before talking.
3. Step 3, Choices: The first child could ride away and ignore the second child, say 'It is mine,' or fix the problem. She thinks of two kind fixes, taking turns or finding another game they can do together.
4. Step 4, Kind words: The first child walks over and says, 'Sorry I grabbed it. Let's take turns. I go to the wall, then you go.' Her words say sorry, give an idea, and use a calm voice with no shouting.
5. Step 5, Result: The second child says, 'Okay, you first, then me.' The first child rides to the wall and back, gives the second child the scooter, and the second child rides. Both children had a turn, and the friendship is safe.
6. Step 6, Why it worked: The first child said sorry, used a fair idea, and listened. A small problem does not need to end a friendship if each child shows care. Friends solve problems kindly, not by winning.
7. Your turn: Two friends both want the last green crayon. What should they do and say? Model answer: one says, 'Can we take turns? You use it first for two minutes, then I do.' Both agree, share the crayon kindly, and stay friends.

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. Solve a small friendship problem kindly: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Responsibility', you learn to keep a simple class or home job. 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 'Responsibility' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: keep a simple class or home job. 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 job: The learner agrees to be the plant helper for the class. The job is to water the two class plants every Monday and Thursday before the first lesson. Having a clear job with clear days makes it simple.
2. Step 2, Make a reminder: The learner draws a small chart with two rows, Monday and Thursday, and a tick box beside each. He puts the chart near the door where he can see it as he comes in each morning.
3. Step 3, Do the job: On Monday he fills the small jug with water, gives each plant one jug, wipes a drop from the table, and ticks the Monday box. The plants are watered and the table is clean.
4. Step 4, A hard day: On Thursday the learner forgets until lunch. He does not hide it. He tells his teacher, 'I forgot the plants.' He waters them straight away and ticks the box with a note, 'late'.
5. Step 5, Why honesty matters: Being responsible does not mean never forgetting. It means doing what you promised, owning a mistake, and fixing it quickly. The plants are fine, and his teacher trusts him because he told the truth.
6. Step 6, Count the result: In one week the learner did 2 of 2 jobs, one on time and one late. Next week he moves the chart to his bag so he sees it on both days. Fixing the system helps him remember.
7. Your turn: You must feed the home pet every evening. Make a plan for one week and say what to do if you forget. Model answer: tick chart on the fridge, feed at 6 pm, and if you forget, tell an adult at once and feed it now.

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. Keep a simple class or home job: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Fairness and rules', you learn to take turns and explain why rules help. 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 'Fairness and rules' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: take turns and explain why rules help. 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 game: Four children, the first, second, third and fourth child, want to use one slide at the same time in the playground. Everybody pushes toward the ladder, and the third child almost falls.
2. Step 2, What goes wrong: With no rule, the biggest or fastest child wins and the others get hurt or left out. The second child says, 'This is not fair and it is not safe.' The children agree they need a rule.
3. Step 3, Make a rule: The fourth child suggests, 'We line up in a row, and each person goes down once, then goes to the back.' The line gives the order: first child, second child, third child, fourth child. Everyone understands who goes next.
4. Step 4, Take turns: The first child slides first and walks to the back. The second child goes second, the third child third, the fourth child fourth. After four slides each child has had exactly one turn, so the count is equal at one each.
5. Step 5, A child breaks the rule: The third child tries to go twice in a row. The second child says calmly, 'It is the fourth child's turn, then you.' The third child goes to the back and waits. The rule is the same for every child, so it is fair.
6. Step 6, Explain it: Rules help because they keep us safe, give everyone a turn and stop arguments. The slide rule works for the big child and the small child in the same way, and that is what fairness means.
7. Your turn: Three children share two scooters at break. Make a fair rule. Model answer: two ride for three minutes while one waits, then the waiting child swaps with one rider. Over three turns each child rides twice and waits once.

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. Take turns and explain why rules help: 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 02 Values and life skills is at this level. Its units include Special gifts and gratitude; Friendship; Responsibility; Fairness and rules.

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.