Grade 03: Values and life skills

In this unit, 'Learning from mistakes', you learn to describe a mistake and what was learned. 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 'Learning from mistakes' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: describe a mistake and what was learned. 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, Describe a mistake. A mistake is something that went wrong when we were learning or trying. Example: Sam took a spelling test of 10 words and got 6 right. He wrote 'becuase' instead of 'because'. That is what happened.
2. Step 2, Find why it happened. Sam hurried and did not check the order of letters. Asking why helps us learn. We do not say 'I am bad at spelling'; we say, 'I did not check my word, so next time I will.'
3. Step 3, Say what was learned. Sam learned that 'because' is spelled b-e-c-a-u-s-e, and that checking each word takes only a few seconds. A good sentence has three parts: what happened, what I learned, and what I will do next.
4. Step 4, Make a plan to improve. Sam writes the 4 wrong words on cards and practises 5 minutes each day. After 4 days he tries again. A mistake is a chance to grow, as long as we try again.
5. Step 5, Check the progress. In the next test Sam gets 8 out of 10. That is 2 more than 6, so he improved by 2 marks. He feels proud because his effort made a difference, not because he never made a mistake.
6. Step 6, Your turn: describe a mistake of your own in three short sentences: what happened, what you learned, and what you will do. Answer: I spilled paint because I rushed; I learned to go slowly; next time I will hold the cup with two hands.

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. Describe a mistake and what was learned: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Kindness in action', you learn to plan a small act of service. 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 in action' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: plan a small act of service. 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, Pick a need: Learner A's class notices the school cleaner works hard, and the plant pots at the school door are dry. Learner A asks, 'What small act of service could we do for our school this week?'
2. Step 2, Choose one act: The class lists three ideas: write thank-you cards to the cleaner, water the plants, or pick up litter on the field. They vote by raising hands: 12 for cards, 8 for plants, 6 for litter. Cards win.
3. Step 3, Plan the act: Learner A writes the plan. Who: all 26 children. What: one thank-you card each. When: Tuesday morning. Materials: paper and crayons. Check: 12 plus 8 plus 6 is 26 votes, so every child voted once.
4. Step 4, Split jobs: Each child writes 'Thank you for keeping our school clean' plus their name and a drawing. Learner A gives out paper, Learner B collects the cards in a box, and the teacher helps tie them with a ribbon.
5. Step 5, Do it: On Tuesday the class gives the box of 26 cards to the cleaner. She smiles and says, 'This makes my day.' Nobody asked for a reward, because the act was given freely and kindly.
6. Step 6, Reflect: Learner A says, 'We helped one person feel noticed. It cost no money and took ten minutes.' Next week the class plans the plant watering. A small planned act can happen again and again.
7. Your turn: Plan a small act of service for a neighbour or the school library. Model answer: act is tidying library books on Wednesday; who is four children, jobs are sort, stack, label; check that all books return to the right shelf.

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. Plan a small act of service: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Teamwork', you learn to work in a group and share jobs fairly. 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 'Teamwork' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: work in a group and share jobs fairly. 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 task: Group of four, Learner A, Learner B, Learner C and Learner D, must build a poster about water saving in 30 minutes. The poster has four parts: title, a picture, three tips and colouring.
2. Step 2, Share jobs fairly: They list the jobs and match strengths. Learner A writes the title, Learner B draws the picture, Learner C writes the three tips, and Learner D does the colouring. Four jobs, four children, one job each.
3. Step 3, Check time: The group plans time. Title 5 minutes, picture 10, tips 10, colouring 5. Total is 5 plus 10 plus 10 plus 5, which is 30 minutes. The plan fits exactly the time they have.
4. Step 4, A problem: Learner C finishes the tips in 6 minutes, not 10. Learner B has not finished drawing. Learner C says, 'I am done, can I help?' Learner B says yes and Learner C draws the water drops, so the picture finishes on time.
5. Step 5, Listening: When Learner D wants a blue border and Learner A prefers green, they listen to each other and vote with Learner B and Learner C. Three of four choose blue. Learner A accepts the result politely and helps colour.
6. Step 6, Result and reflection: The poster is done in 28 minutes, with the whole group's names on it. They say, 'We shared jobs, helped each other and listened.' Teamwork meant nobody did everything and nobody did nothing.
7. Your turn: A team of three must make a model of a bridge from boxes in 20 minutes. Assign jobs and time. Model answer: Child A cuts boxes 8 minutes, B glues 8 minutes, C paints 4 minutes; 8+8+4=20; whoever finishes early helps another.

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. Share jobs fairly in a group: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Caring for the Earth', you learn to choose reduce, reuse and recycle actions. 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 Earth' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: choose reduce, reuse and recycle actions. 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 the three Rs. Reduce means use less. Reuse means use again. Recycle means turn old things into new things. They work in that order: first reduce, then reuse, then recycle what is left.
2. Step 2, Choose a reduce action. Carry a refillable water bottle. If a family uses 4 plastic bottles each week, that is 4 times 52, which is 208 bottles a year. A refillable bottle cuts that number a lot.
3. Step 3, Choose a reuse action. Wash an empty jar and use it as a pencil holder. Use old cardboard boxes for storage. Keep a bag to carry shopping again and again. Ask an adult to handle any broken glass.
4. Step 4, Choose a recycle action. Put clean paper, card, metal tins and glass in the recycling bin where your town collects them. Rinse them first and keep them separate from food waste, so they can be made into new items.
5. Step 5, Sort four items. A used notebook page: reuse by drawing on the back. A banana peel: compost. A plastic bottle: reduce by choosing a refillable one, or recycle. An old toy: reuse by giving it to a friend. Explain each choice.
6. Step 6, Your turn: pick one reduce, one reuse and one recycle action you can do this week. Answer: reduce by bringing a refillable bottle, reuse a jar for pencils, recycle clean paper in the paper bin.

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 reduce, reuse and recycle actions: 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.

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.

This course: Grade 03 Values and life skills is at this level. Its units include Learning from mistakes; Kindness in action; Teamwork; Caring for the Earth.

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.