Grade 05: Values and life skills

In this unit, 'Integrity', you learn to explain integrity in school and sports. 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 'Integrity' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: explain integrity in school and sports. 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, School case: During a spelling test Learner A notices her friend Learner B has a small paper with the answers hidden under her desk. Learner A is sitting next to her. Her heart beats fast because she must decide what to do.
2. Step 2, Define integrity: Integrity means doing the right thing even when no one is checking. Learner A knows cheating is unfair to children who studied. She thinks of the 10 children who spent a week learning the words.
3. Step 3, Options: Learner A can say nothing, copy the answers too, or speak up kindly. She weighs them. Copying is dishonest. Saying nothing lets unfairness continue. Speaking up carries a small risk, but is honest.
4. Step 4, Act: After the test, Learner A says to Learner B quietly, 'I saw the paper. It is not fair to others. Please tell the teacher.' Learner B is upset but later tells the teacher, who gives her a retest.
5. Step 5, Sports case: In a race, Learner C reaches the line second, but the referee did not see that the winner stepped out of his lane. Integrity here means Learner C says, 'He left his lane,' instead of accepting a medal he did not earn.
6. Step 6, Why it matters: Honest results mean a score or medal is true. After telling the truth, Learner A and Learner C feel proud and others trust them. Integrity is a habit built from many small honest choices.
7. Your turn: Your team wins a game, but you know the scorer gave you one point too many. What do you do? Model answer: tell the scorer so the score is correct, because an honest result is worth more than an unfair point.

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 integrity in school and sports: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Empathy', you learn to describe a situation from another person's view. 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 'Empathy' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: describe a situation from another person's view. 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 empathy means. Empathy is understanding what another person feels and thinks by imagining being in their place. It is different from sympathy, which is feeling sorry from outside. Empathy asks, 'What is it like for you?'
2. Step 2, Read a situation. Lina joins a new school in the middle of term. At break she sits alone and holds her lunch box. Several children are playing a ball game nearby, and no one has invited her yet.
3. Step 3, View it from Lina's side. She may feel nervous, lonely and shy. She may think, 'Nobody wants me.' Use feeling words: worried, left out, hopeful. Her silence does not mean she dislikes the others; she may be waiting to be asked.
4. Step 4, View it from a classmate's side. A classmate may think, 'She looks like she wants to be alone,' or may not have noticed her. They are not bad people; they just see a different part of the story. That is why a view changes with the viewer.
5. Step 5, Write an empathy sentence. Use this frame: 'I think you feel ___ because ___, so I could ___.' Example: 'I think you feel left out because you are new, so I could ask you to join our game.'
6. Step 6, Your turn: a friend gets a low mark and goes quiet. Write an empathy sentence from their view. Answer: 'I think you feel disappointed because you worked hard, so I could sit with you and offer to study together.'

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 situation from another person's view: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Leadership', you learn to lead a small team task with fair roles. 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 'Leadership' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: lead a small team task with fair roles. 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: The group leader leads a group of 5 children to build a recycling display for the corridor. They have 40 minutes and four jobs: collect items, sort them, make labels, and build the stand.
2. Step 2, Listen first: The group leader asks each member what they would like to do and what they are good at. Learner D likes writing, Learner E likes building, Learner F and Learner G like sorting, and the leader herself offers to collect and check.
3. Step 3, Assign fair roles: The group leader puts herself on collecting, Learner F and Learner G on sorting, Learner D on labels, and Learner E on the stand. Everyone has a clear job, and nobody has two jobs while another has none.
4. Step 4, Plan time: She sets four slots done one after another: collect 10 minutes, sort 10, labels 10, stand 10. That is 10 times 4, which is 40 minutes, so the plan fits exactly the time they have.
5. Step 5, Solve a problem: Learner E is slow because the stand needs two pairs of hands. The group leader moves Learner G to help Learner E once sorting is done, and says, 'Thank you, Learner G.' A leader adjusts the plan instead of blaming a person.
6. Step 6, Review: The display is finished in 38 minutes. The group leader asks, 'What went well? What could we change?' Members say roles were clear, and next time start labels earlier. A leader serves the team and shares the credit.
7. Your turn: Lead 4 children making a class newspaper with four jobs in 20 minutes. Model answer: ask strengths, give one job each (headline, story, picture, layout), 5 minutes each, check at 10 minutes, and thank everyone.

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. Lead a small team task with fair roles: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Global citizenship', you learn to name a global issue and a local action. 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 'Global citizenship' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: name a global issue and a local action. 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, Name a global issue: The learner learns that plastic waste reaches the sea around the world. It is a global issue because it affects many countries at the same time. She writes the issue clearly: too much plastic waste in oceans.
2. Step 2, Local link: She asks, 'Where does plastic waste start near me?' She notices that single-use plastic bottles in the school bins are thrown away every day. The global problem connects to a local habit.
3. Step 3, Count for evidence: Over 5 school days the learner counts bottles in the class bin: 12, 9, 15, 10, 14. The sum is 12 plus 9 plus 15 plus 10 plus 14, which is 60 bottles in one week for one class.
4. Step 4, Choose a local action: She proposes that each child brings a reusable bottle. If 60 bottles a week stop, over 4 weeks that is 60 times 4, or 240 fewer bottles in the bin. The goal is clear and countable.
5. Step 5, Take action: The learner writes a short poster saying, 'Refill, do not waste,' puts it by the water fountain, and asks the teacher to allow a refill point. Her action is small but is aimed at the real cause.
6. Step 6, Reflect honestly: One class cannot clean the sea, but cutting waste is a real contribution and teaches others. A global citizen thinks about people far away and acts in their own neighbourhood. After 4 weeks she recounts the bottles.
7. Your turn: Name a global issue about water and one local action. Model answer: the issue is that many places lack clean water, and a local action is turning off taps and fixing a dripping school tap, measured in litres saved.

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. Name a global issue and a local action: 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 05 Values and life skills is at this level. Its units include Integrity; Empathy; Leadership; Global citizenship.

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.