Grade 06: Values and life skills

In this unit, 'Integrity and honesty', you learn to decide what is right in a short case. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Integrity and honesty' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: decide what is right in a short case. 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, Define integrity. Integrity means doing what is right even when no one is watching, and your words match your actions. Honesty is part of it. Read the case: a shop gives a student 50 in change when it should be 30.
2. Step 2, Ask what is going on. Who is affected? The shopkeeper loses 20 and the student gains 20 by mistake, since 50 minus 30 is 20. The student has noticed and nobody else has. The facts matter before the choice.
3. Step 3, List the options. One: keep the extra 20 and say nothing. Two: say 'You gave me too much change' and return it. Three: pretend not to notice and leave. Write each option and who is helped or harmed by it.
4. Step 4, Test each option. Would you be happy if someone did this to you? Would you be comfortable if your family knew? Keeping the money fails both tests. Returning it passes. A good test is also whether you could say your choice aloud.
5. Step 5, Decide and give a reason. The right choice is to return the extra 20, because it is not yours and keeping it harms someone who worked for it. Doing the right thing can be uncomfortable, but it builds trust and self-respect.
6. Step 6, Your turn: you find a classmate's purse with 15 inside and nobody sees you. Decide what is right and give a reason. Answer: hand it to the teacher with the money still in it, because it belongs to the classmate.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Decide what is right in a short case: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Responsibility and service', you learn to plan a service project in the school. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Responsibility and service' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: plan a service project in the school. 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, Find a need: Grade 6 notices that the library has many books on the floor and shelves in a mess. One learner proposes a service project: tidy and label the picture book shelf, which is used by younger children.
2. Step 2, Set a measurable aim: The team counts 120 books and 6 shelves. The aim is to sort all 120 books by 6 colour labels, 20 books per shelf. 6 shelves times 20 books gives 120, so the plan matches the number.
3. Step 3, Plan roles and time: 6 volunteers, one shelf each. Each volunteer sorts 20 books, which takes about 20 minutes. All 6 work at once, so the job takes about 20 minutes, not 120 minutes. That learner keeps a checklist.
4. Step 4, Get permission: That learner asks the librarian, 'May we tidy the picture books on Thursday at break?' She agrees and gives them a trolley. Service in school needs the permission of the adults in charge.
5. Step 5, Do the service: On Thursday each volunteer sorts a shelf, ticks the checklist and checks labels. At the end the team counts 120 books on 6 shelves with 20 each. The job is complete and the area is clean.
6. Step 6, Review: The librarian thanks them and a Grade 1 child finds a book easily. The team notes what to improve: start labels first. Service is about helping others, not about praise, and a review makes the next project better.
7. Your turn: Plan a one-hour service project to clean the school garden with 8 children. Model answer: assign 4 jobs (weeding, watering, litter, tools) in pairs, 15 minutes each rotation = 60 minutes, and ask the gardener first.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Plan a service project in the school: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Respect for all', you learn to describe respect across cultures and abilities. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Respect for all' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: describe respect across cultures and abilities. 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 respect. Respect means treating people as valuable, listening, and not mocking. It applies to every person whatever their culture, language or ability. A simple rule is to treat others as you would like to be treated.
2. Step 2, Notice cultural differences. People greet in different ways: 'Hola' in Spanish, 'Bonjour' in French, 'Jambo' in Swahili and 'Konnichiwa' in Japanese all mean a form of hello. Learning a greeting shows interest and respect.
3. Step 3, Notice that customs differ. Some cultures bow, some shake hands, some place a hand on the chest. None is better or worse. Before judging, ask, 'Why do you do it this way?' Curiosity is respectful; ridicule is not.
4. Step 4, Describe respect for abilities. About 1 in 6 people in the world live with a significant disability (check the current figure). Ramps help wheelchair users, braille helps blind readers, and sign language helps deaf people. Respect includes making places and activities accessible.
5. Step 5, Use respectful words. Say 'a person who uses a wheelchair', not a word that defines someone only by a condition. Ask before helping, and speak to the person, not about them. Check you understand by listening first.
6. Step 6, Your turn: describe in two sentences one way to show respect to a new classmate who speaks another language and one who uses crutches. Answer: learn a greeting in their language; hold the door and ask if they want help.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Describe respect across cultures and abilities: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Environmental care', you learn to measure and reduce waste at home. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Environmental care' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: measure and reduce waste at home. 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, Plan the measurement. For 7 days, collect the household waste in one bag. Use gloves, wash your hands afterwards and never touch sharp items or food scraps; ask an adult to handle those. Weigh the bag on a kitchen scale each evening.
2. Step 2, Record the results. Suppose the family of 4 produces 3.5 kg in 7 days. Per person per week that is 3.5 divided by 4, which is 0.875 kg. Per person per day it is 3,500 grams divided by 28 person-days, which is 125 grams.
3. Step 3, Sort the waste. Split it into food, paper, plastic, metal or glass, and other. Weigh each pile and write it in a table. Work out each share: for example 1.4 kg of food waste is 1.4 divided by 3.5, which is 40 percent.
4. Step 4, Choose reduction actions. Plan meals to cut food waste, use a refillable bottle, take a cloth bag to the shop, compost peelings and recycle clean paper. Pick two actions that target the biggest pile, because they save the most.
5. Step 5, Measure again and compare. If a second week gives 2.8 kg, that is 3.5 minus 2.8, which is 0.7 kg less. The reduction is 0.7 divided by 3.5, which is 20 percent. Report the change in a short chart.
6. Step 6, Your turn: a home had 5 kg of waste in week 1 and 4 kg in week 2. Find the percentage reduction. Answer: 1 kg less, 1 divided by 5 is 20 percent, so waste fell by 20 percent.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Measure and reduce waste at home: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

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.

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.

This course: Grade 06 Values and life skills is at this level. Its units include Integrity and honesty; Responsibility and service; Respect for all; Environmental care.

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.