Grade 10: Values and life skills

In this unit, 'Ethics and leadership', you learn to take a role in a team and review it. 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 'Ethics and leadership' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: take a role in a team and review it. 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, Choose the role: A team of 5 builds a school recycling campaign. Learner A volunteers as coordinator, with roles: Learner A leads, Learner B does posters, Learner C tracks data, Learner D talks to staff, Learner E writes the newsletter. Clear roles come first.
2. Step 2, Set ethical rules: The team agrees: credit everyone's work, tell the truth in data, listen to every idea, and ask permission before using photos of students. Four rules go on the first page of the plan.
3. Step 3, Make a fair plan: There are 3 weeks and 15 tasks. 15 divided by 5 members is 3 tasks each. Learner A assigns 3 tasks to every member, including the coordinator, so the leader does not take the easy ones.
4. Step 4, Handle a conflict: Learner C finds the recycling bins were only 60 percent full, not the 80 percent that the poster says. Learner B wants to keep 80 because it looks better. Learner A says the poster must show the true 60.
5. Step 5, Decision: The team uses 60 percent and writes 'Bins are 60 percent full; let's make it 80.' Honest data makes a stronger, trusted campaign. Learner B agrees after seeing that exaggerated numbers could cost the team their credibility.
6. Step 6, Review the role: Learner A asks each member to rate teamwork out of 5 on fairness, communication and honesty. Ratings 4, 5, 4, 4, 5 total 22, giving an average of 4.4. The coordinator writes one thing to improve: share deadlines earlier.
7. Your turn: Team of 4 scores 3, 4, 5, 4 for teamwork. Average and one lesson? Model answer: total 16, average 4.0; a lesson might be to check in halfway through, because the lowest score was 3.

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. Take a role in a team and review it: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Career awareness', you learn to match strengths to career paths. 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 'Career awareness' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: match strengths to career paths. 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, List strengths: A learner rates themselves from 1 to 5: Numbers 5, Making things 4, Helping people 3, Writing 2. These come from real activities, such as maths club, building a robot kit, class mentoring and essay marks, not just wishes.
2. Step 2, Define career profiles: He lists what each career uses, as weights: Engineering 0.4 numbers, 0.4 making, 0.1 helping, 0.1 writing. Nursing 0.2, 0.1, 0.5, 0.2. Journalism 0.1, 0.1, 0.2, 0.6. Each set of weights adds up to 1.
3. Step 3, Score Engineering: 5 times 0.4 is 2.0; 4 times 0.4 is 1.6; 3 times 0.1 is 0.3; 2 times 0.1 is 0.2. Total is 2.0 plus 1.6 plus 0.3 plus 0.2, which equals 4.1 out of 5.
4. Step 4, Score the others: Nursing is 5 times 0.2 (1.0) plus 4 times 0.1 (0.4) plus 3 times 0.5 (1.5) plus 2 times 0.2 (0.4), which is 3.3. Journalism is 0.5 plus 0.4 plus 0.6 plus 1.2, which is 2.7.
5. Step 5, Read the results: Engineering 4.1 is highest, then Nursing 3.3 and Journalism 2.7. The gap suggests exploring engineering fields first. A score is a guide, not a verdict, because interests grow and the weights are rough.
6. Step 6, Next actions: He talks to an engineer, joins a design club, and checks the subjects needed for engineering courses. He keeps nursing as a second option and revisits the scores in a year. Real career choices include more than interest.
7. Your turn: Strengths: Numbers 3, Making 2, Helping 5, Writing 4. Use Nursing weights 0.2, 0.1, 0.5, 0.2. Model answer: 0.6 plus 0.2 plus 2.5 plus 0.8 is 4.1 out of 5, a strong match for helping careers.

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. Match strengths to career paths: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Well-being and balance', you learn to build a weekly routine for study and rest. 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 'Well-being and balance' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: build a weekly routine for study and rest. 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, Count the hours. A week has 168 hours. Write the fixed items first: school and travel 35 hours, sleep 9 hours a night which is 63, and meals and chores about 2 hours a day, which is 14. Fixed time is 35 plus 63 plus 14, which is 112.
2. Step 2, Add study and exercise. Plan 2 hours of study on 5 weekdays and 1 hour on each weekend day, giving 10 plus 2, which is 12 hours. Add 5 hours of exercise. Study and exercise take 17 hours in total.
3. Step 3, Find rest time. 168 minus 35, 63, 14, 12 and 5 leaves 39 hours for friends, family, hobbies and unplanned rest. That is about 5.6 hours a day. Rest is not wasted time; it helps memory and mood.
4. Step 4, Build the timetable. Put study in 25 to 50 minute blocks with 5 to 10 minute breaks. Do hard subjects when you are alert. Keep a regular bedtime, and keep one evening a week free from study.
5. Step 5, Review and adjust. After a week, mark what worked, what ran over and when you were tired. Move or shorten tasks. A routine is a plan you test, not a rule you must keep perfectly.
6. Step 6, Your turn: if sleep rises to 8 hours a night, how many hours does a week of sleep take, and what is left from 168 after school 35, sleep and 14 meals? Answer: 56 hours of sleep; 168 minus 35, 56 and 14 leaves 63.

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. Build a weekly routine for study and rest: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Civic responsibility', you learn to describe a citizen's duties in the UAE and globally. 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 'Civic responsibility' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: describe a citizen's duties in the UAE and globally. 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 the duties: A learner lists what citizens do: follow the law, respect other people and cultures, take part in the community, protect shared places and resources, and care about people beyond their own country. Rights go with these duties.
2. Step 2, Local case: In the school street, litter is common after lunch. Following the rules and keeping shared space clean is a duty. The learner and 5 friends collect litter for 10 minutes each day, which is 5 days times 10 minutes, so 50 minutes a week.
3. Step 3, Respect and law: A foreign visitor asks the learner for directions. She answers politely, in simple words, and she follows traffic rules when crossing. Respecting the law and treating guests kindly are both civic duties in her country.
4. Step 4, Participation: The school council asks for ideas on the canteen waste. The learner submits one clear idea, a sorting bin for paper and plastic, rather than only complaining. Taking part means contributing and accepting majority decisions.
5. Step 5, Global duty: The learner learns that wasted water is a shared global problem. She counts how long she runs the tap: 2 minutes twice a day, so 4 minutes. By turning it off while brushing she saves about 2 of those 4 minutes each day.
6. Step 6, Plan and review: She makes a week table with 3 local actions (litter, kindness, school council idea) and 2 global ones (water, waste). That makes 5 actions, and she ticks those she completed, honestly reporting 4 out of 5.
7. Your turn: List 2 local and 1 global duty you could do this week, with one measure. Model answer: keep the class tidy daily, greet a visitor politely, and turn the tap off while brushing; count days done out of 7.

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 a citizen's duties in the UAE and globally: 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.

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.

This course: Grade 10 Values and life skills is at this level. Its units include Ethics and leadership; Career awareness; Well-being and balance; Civic responsibility.

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.