Grade 04: Values and life skills

In this unit, 'Honesty and trust', you learn to explain why trust takes time to build. 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 trust' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: explain why trust takes time to build. 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, Explain what trust is. Trust means believing that a person will be honest and do what they say. Imagine a friend who promises to return your book in 3 days and does. You start to trust that friend a little more.
2. Step 2, Explain why trust takes time. Trust grows from many small actions, not one big one. If a person keeps 5 promises each week for 4 weeks, that is 20 kept promises. Each one adds a small piece, like laying bricks.
3. Step 3, Explain how trust breaks quickly. One lie can undo many kept promises, because it makes people wonder what else is untrue. Building a wall takes many bricks; knocking it down can take one push.
4. Step 4, Explain how to rebuild trust. Admit what happened, say sorry, make it right, and then keep your promises again over time. Example: Hamza breaks a game, tells the truth, and offers to help repair it. Trust returns slowly.
5. Step 5, Explain with a short example. A student who is always on time, tells the truth about homework and keeps secrets will be trusted with more jobs, like class monitor. Trust is earned by steady behaviour, not by words alone.
6. Step 6, Your turn: explain in two sentences why a friend who has told 1 lie will need more than 1 day to be trusted again. Answer: one honest day is a small sign; trust grows only when many actions over time show the person can be relied on.

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. Explain why trust takes time to build: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Compassion', you learn to describe how to help someone who is sad or hurt. 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 'Compassion' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: describe how to help someone who is sad or hurt. 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 scene: At break, Learner A falls and scrapes a knee. Learner A sits on the ground, holds the knee and is crying quietly. Other children walk past because they are busy playing.
2. Step 2, Notice: Learner B stops and looks at Learner A's face. She sees tears and a painful knee. Compassion starts by noticing that someone hurts, and then feeling that you want to help.
3. Step 3, Choices: Learner B could walk on, laugh, call them names, or help. She thinks, 'If I fell, I would want someone to help me.' She picks the choice that cares about their feelings and safety.
4. Step 4, Help in words and action: She kneels and says gently, 'Are you okay? I will get a teacher.' She stays with Learner A and asks a friend, Learner C, to run to the staff room. Words and actions both matter.
5. Step 5, Result: The teacher arrives in two minutes, cleans the knee and puts on a plaster. Learner A stops crying and says, 'Thank you for staying with me.' Learner B did not fix the knee herself, but she got the right help.
6. Step 6, Sad but not hurt: Another day Learner A is sad because a friend moved away. Learner B sits with Learner A and says, 'That sounds hard. I am here.' She listens and does not rush Learner A to cheer up. Compassion includes listening.
7. Your turn: A classmate drops her lunch and starts to cry. How do you help? Model answer: notice her, say 'That is sad, I am here', ask if she wants help, offer to tell a teacher, and invite her to share your food if allowed.

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 how to help someone who is sad or hurt: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Perseverance', you learn to set a small goal and keep trying. 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 'Perseverance' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: set a small goal and keep trying. 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 what perseverance means. It means to keep trying even when something is hard or slow. A learner on a bike falls, gets up and tries again. Each try teaches the body something new.
2. Step 2, Set a small goal. A good goal is clear, small and has a time. Example: 'I will learn 12 spelling words in 4 days.' That means 12 divided by 4, which is 3 new words each day, an easy daily step.
3. Step 3, Plan the steps. Day 1: words 1 to 3. Day 2: words 4 to 6. Day 3: words 7 to 9. Day 4: words 10 to 12. Write them on a chart and tick each day. Seeing ticks helps you keep going.
4. Step 4, Meet a problem and keep trying. On day 2 you forget two words. Do not quit. Say, 'I have not learned them yet.' Practise them again, write them 3 times each, and ask a friend to test you.
5. Step 5, Check the result. After 4 days you test yourself and get 11 of 12 right. That is not perfect, but it is a big step. Celebrate effort, then set the next small goal for the one word you missed.
6. Step 6, Your turn: set a small goal to read a 24-page story in 4 days and say how many pages per day. Answer: 24 divided by 4 is 6 pages each day; if I miss a day, I read 12 pages the next day and keep going.

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. Set a small goal and keep trying: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Respecting differences', you learn to describe how people can be different and equal. 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 'Respecting differences' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: describe how people can be different and equal. 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 how people differ. People can differ in looks, language, food, clothes, family type, age, abilities and interests. Look around the class and name three differences, such as height, favourite sport and the language spoken at home.
2. Step 2, Describe how people are equal. Equal means everyone deserves fair treatment, respect and the same basic rights, like a safe place to learn. Being different does not make one person worth more or less than another.
3. Step 3, Learn from a table. Ana speaks two languages, Ben uses a wheelchair, and Chen loves chess. Each has different needs and skills. All three should be allowed to play, learn and speak, so we make space for each one.
4. Step 4, Notice unfair talk. Calling someone names for how they look or speak is unkind and untrue. A fair response is to say, 'Please stop,' include the person, and tell a trusted adult if it continues.
5. Step 5, Show respect through actions. Ask a friend to teach you a word in their home language, make a ramp or space for a wheelchair, and offer a game where everyone can join. Count the actions: that is 3 ways to include others.
6. Step 6, Your turn: describe in one sentence how two classmates can be different and equal. Answer: one may speak Hindi at home and the other English, but both deserve the same respect and the same chance to learn.

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 how people can be different and equal: 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 04 Values and life skills is at this level. Its units include Honesty and trust; Compassion; Perseverance; Respecting differences.

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.