Grade 11 Humanities: Values and life skills

In this unit, 'Values, ethics and wellbeing', you learn to apply an ethical framework to a case. You work with exam-style questions and written reasoning. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Values, ethics and wellbeing' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: apply an ethical framework to a 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, Learn three lenses. Consequences asks which choice produces the most good for the people affected. Duties asks which rules, rights or promises must be respected. Character asks what a fair, honest, caring person would do. Use all three before you decide.
2. Step 2, Read a humanities case. A town council has 120,000 to spend. A footbridge repair serves 900 people a week, including children walking to school. A youth centre serves 150 people a week. Spending all 120,000 on the bridge costs 120,000 divided by 900, about 133 per weekly user; on the centre it is 120,000 divided by 150, which is 800.
3. Step 3, Apply consequences. The bridge helps 900 weekly users, which is 6 times as many as the 150 the youth centre helps. A damaged bridge may also cause accidents. The centre would help a smaller group, though possibly with deeper benefit. Compare size and depth of benefit.
4. Step 4, Apply duties and character. A council has a duty to keep public routes safe and to treat all groups fairly, including young people. A fair leader would listen to both groups, explain the choice openly and look for other funds for the centre.
5. Step 5, Decide and justify. Write: 'The council should repair the bridge first, because safety and benefit to the greatest number matter, and then seek funds for the centre.' Note the weakness: it leaves a smaller group waiting, so give a clear timeline.
6. Step 6, Your turn: a library can open late either for 300 students a week or for 60 adults on a night shift. Which lens gives which answer? Answer: consequences favours 300 students, duty to serve all fairly suggests a mix, character suggests listening to both groups.

Activity. About 40 to 50 minutes of class work, then one short practice task for home. Keep evidence: a timed paper and an error log.

Standard to meet. Apply an ethical framework to a case: at least 70 percent on an exam-style task, with the method shown.

In this unit, 'Career and higher-study pathways', you learn to map interests to courses and careers. You work with exam-style questions and written reasoning. You see it, say it, then do it alone.

• Listen and talk: hear a short story, text or example linked to 'Career and higher-study pathways' and say what it means in your own words.
• Connect: name one place in your own day where it applies.
• Use it: map interests to courses and careers. 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, Self-assessment: Dalia rates her interests from 1 to 5: History 5 (reads historical novels), Writing 4 (school magazine), Debate 3, Numbers 2. She backs each rating with an activity she has actually done.
2. Step 2, Course profiles: Weights for history, writing, debate and numbers. History and archaeology 0.5, 0.3, 0.1, 0.1. Journalism 0.2, 0.5, 0.2, 0.1. Law 0.2, 0.3, 0.4, 0.1. Each row sums to 1.
3. Step 3, Score History and archaeology: 5 times 0.5 is 2.5; 4 times 0.3 is 1.2; 3 times 0.1 is 0.3; 2 times 0.1 is 0.2. Total is 2.5 plus 1.2 plus 0.3 plus 0.2, so 4.2 out of 5.
4. Step 4, Score the others: Journalism is 1.0 plus 2.0 plus 0.6 plus 0.2, which is 3.8. Law is 1.0 plus 1.2 plus 1.2 plus 0.2, which is 3.6. The three courses rank 4.2, 3.8 and 3.6, so all three deserve a look.
5. Step 5, Check the details: Dalia reads the subject needs for each course, notes that law needs strong reading and argument marks and journalism needs a writing portfolio, and talks to a museum curator and a school magazine editor.
6. Step 6, Plan: She lists a first choice, history, and a second choice, journalism, and plans to publish 3 articles this term as a portfolio. Scores are only a guide, and she will update them as her interests and results change.
7. Your turn: Ratings History 3, Writing 5, Debate 4, Numbers 2 with Journalism weights 0.2, 0.5, 0.2, 0.1. Model answer: 0.6 plus 2.5 plus 0.8 plus 0.2 is 4.1 out of 5, so journalism is a strong option to explore.

Activity. About 40 to 50 minutes of class work, then one short practice task for home. Keep evidence: a timed paper and an error log.

Standard to meet. Map interests to courses and careers: at least 70 percent on an exam-style task, with the method shown.

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.

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.

This course: Grade 11 Humanities Values and life skills is at this level. Its units include Values, ethics and wellbeing; Career and higher-study pathways.

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.