Grade 11 Science: 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 gives the best result for the people affected. Duties asks which rules or promises, such as honest reporting, must be kept. Character asks what an honest, careful scientist would do. Use all three on a case.
2. Step 2, Read a science case. A student records 10 readings: 9.8, 9.7, 9.9, 9.8, 9.6, 9.7, 9.8, 12.4, 9.9, 9.7. The mean is 100.3 divided by 10, which is 10.03. Without 12.4 it is 9.77. The student wonders about deleting the odd value quietly.
3. Step 3, Apply consequences. Hiding the value makes the result look cleaner but may mislead readers and later work. Keeping it and saying it may be an error is honest and lets others judge. Short-term neatness costs long-term trust in the result.
4. Step 4, Apply duties and character. A scientist has a duty to report data truthfully, to give a reason for any exclusion and to keep the original record. A careful, honest person would check the instrument, repeat the reading and report both versions.
5. Step 5, Decide and justify. Write: 'Report all 10 readings, mark 12.4 as a possible outlier, and give both means with a reason.' The median is 9.8 either way, which is useful because it hardly changes. Doing this protects your wellbeing too, since nothing needs hiding.
6. Step 6, Your turn: readings 4.1, 4.0, 4.2, 4.1 and 6.0 add up to 22.4. Find the mean and say what to do with 6.0. Answer: the mean is 4.48; keep 6.0 in the record, flag it, check the instrument and report with and without it.

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: Rami rates his interests from 1 to 5: Biology 5, Chemistry 4, Maths 3, Helping people 4. Evidence: top marks in biology, a first-aid course, and a volunteer day at a care home.
2. Step 2, Course profiles: Weights for biology, chemistry, maths, helping. Nursing 0.3, 0.1, 0.1, 0.5. Pharmacy 0.2, 0.5, 0.1, 0.2. Engineering 0.0, 0.2, 0.6, 0.2. Each row sums to 1.
3. Step 3, Score Nursing: 5 times 0.3 is 1.5; 4 times 0.1 is 0.4; 3 times 0.1 is 0.3; 4 times 0.5 is 2.0. Total is 1.5 plus 0.4 plus 0.3 plus 2.0, which is 4.2 out of 5.
4. Step 4, Score the others: Pharmacy is 1.0 plus 2.0 plus 0.3 plus 0.8, which is 4.1. Engineering is 0.0 plus 0.8 plus 1.8 plus 0.8, which is 3.4. Nursing 4.2 and Pharmacy 4.1 are very close, so the scores cannot separate them.
5. Step 5, Break the tie with evidence: Rami reads entry needs for each, shadows a nurse and a pharmacist for a day, and notes which tasks he enjoys: talking with patients or preparing and checking medicines. A near-tie means gather more evidence.
6. Step 6, Plan: He keeps both on a shortlist, checks the chemistry and biology marks needed, and plans a second work-shadow day. He writes that the pathway is a science degree followed by professional licensing, and checks the details with a counsellor.
7. Your turn: Ratings Biology 2, Chemistry 3, Maths 5, Helping 3 with Engineering weights 0.0, 0.2, 0.6, 0.2. Model answer: 0.0 plus 0.6 plus 3.0 plus 0.6 is 4.2 out of 5, a strong match worth exploring.

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 Science 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.