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Lesson Life-Skills

LESSONS

Which values guide us?

Discover what we each stand for as we reconnect with the values that guide our behaviours and the choices we make.

What are the unwritten rules?

Discover the social contracts that exist in our lives and bring awareness to their role and the values that underpin them.

How should we live?

Explore fairness by viewing our values through different perspectives. Recognise how others feel in different circumstances and how this empathy may affect decisions.

Exploring our Values. In our everyday life we easily lose touch with what matter to us and often park activities that fill us up. Connecting to our core values is a powerful tool that supports decision-making. This enables us to make thoughtful and responsible choices, analyze their implications and to take meaningful action in every moment of our lives.

Social Awareness

Compassion

Empathy

Perspective-�taking

Decision-making

Understanding Myself

Where do values show up?

Explore the connectivity between morals, ethics and values, applying ethical reasoning when making decisions.

16+�year olds

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Lesson Plan: How Should We Live?

Lesson support:

Click on the lesson plan for a detailed guide to each activity.

There are supporting notes beneath each slide

Note: Learners will understand the activities in this lesson best when they are modelled and shared by the teacher.

Equipment needed:

Pen, paper, computer, projector.

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Lesson Video Guide: How should we live?

Lesson support

Click on the video for a 5 minute introduction on how to approach this lesson.

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The Curriculum for Life Classroom

Collaborative

Caring

Creative

Communication

Critical

The 5 C’s

The Curriculum for Life Classroom

Share the 5C’s of the CfL classroom to create a respectful, safe atmosphere and to build trust with each other.
Remind learners how a classroom that explores CfL topics needs to look, feel and sound.
Together we are growing a creative, critical, caring, collaborative environment where positive, supportive communication is developed through listening, sharing and building on ideas.

Quick summary:

Creative: We are open to try new approaches and connect ideas by developing a classroom where all suggestions are welcome
Critical: By questioning and reasoning our ideas we grow our ability to think critically and look at problems in new ways.
Caring: In Listening and valuing each others ideas without judgement, we build a caring environment.
Collaborative: Working together to support goals. We can build on each others ideas to support and develop our thinking
Communication: Open sharing of ideas and thoughts. We can try different methods to support listening and allow everyone to speak.

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Check-in

Body Scanner

Blind Spots

The Fairness Test

Veil of Ignorance

Warm-up

Main Task

Reflection

Lesson guide: How Should We Live?

Explore fairness by viewing our values through different perspectives. Recognise how others feel in different circumstances and how this empathy may affect decisions-making.

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This body scan helps lessen anxiety. You may not even be aware of the anxiety-based tension you're holding in your body until you do a quick body scan.

Decreases stress levels.
Improves sleep quality.
Improves self-awareness.
Helps you relax.
Improves focus.

Check-in: Body Scanner

Whole group

Check-in: Whole group

A 5 minute meditation.
Introduces students to the benefit of focusing on themselves and their body. Do not worry if students lose concentration or find it funny - over time with practice it will be a normalised and integrated practice.

Transcript:

lie down if you have space in your classroom or sit comfortably whichever your teacher prefers this is the body scanner

and you are going to imagine that you are in an x-ray which is going to slowly scan each of your body parts

let's start at the bottom and focus on your feet put all your attention there

don't think about any other body part think about what sensations are there

how do your socks feel can you feel the soft fabric think about where your shoes are tight

is this at the top or around your heel now the scanner is slowly moving up your legs

think about how your calf muscles feel are they tight is anywhere sore

think about your thigh muscles above your knees they might feel tired if you've been

doing a lot of running if they do that is fine don't be annoyed by thi it is not a bad thing

just recognize how they feel and accept it now the scanner is on your tummy

is there any rumbling there can you feel your food being digested be open to any other feelings or sensations there

now the scanner has moved up to your chest

and around your heart focus on this area think about what you can feel there

now onto your shoulders and neck is there any tingling there any tightness

remember that any feelings are okay we are just recognizing what is going on

the scanner is moving over your face now think about your chin your lips

are these relaxed or shut tight your cheeks your eyes your forehead

often we tighten our forehead without realizing

well done you should now be familiar with what your body is feeling like

maybe you realize that you are hungry or that your muscles are tight and need stretching

or that you have a headache it is important to recognize any sensations as this is our body's way of

telling us if anything is wrong we often don't notice any sensations until they become stronger as we are too

busy thinking you can do the body scanner yourself it is a great one to do when you are lying down in bed before you go to sleep to relax and unwind

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Warm-up: Hidden Blind Spots of Good People

Individually

Watch the short video

Write down your responses to the questions below.

What assumptions do people make about you?
Are these assumptions positive or negative?
How do you know about the assumptions?
Are these assumptions fair?

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First, nominate:

One person in your group to assign roles
One person to write the key points that arise in the scenarios that follow.

�Scenario: Imagine that you could redesign our world from scratch�

What would it look and feel like?
What would it be like to live there?
How would you distribute wealth and power?
How would you define fairness and equality?
Which values will you select to underpin your new society?

Main task: The Fairness Test–Setting the Scene

Groups of 4

This list of values may help with this task.

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Scenario: Imagine that you could redesign our world from scratch.�

In your groups, you are now going to view the values in your new society through 4 different lenses.

Lens 1: The person responsible for assigning roles will randomly assign each member of the group one of the following roles: police officer, farmer, cleaner, kindergarten teacher.

Discuss your new world from your new perspective.

The example questions below are just to guide your discussion:

Are some jobs more advantageous in this society?
What opportunities do you have in your job in this society?
What limitations/restrictions do you have in your job?

Main task: The Fairness Test-Lens 1

Groups of 4

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Scenario: Imagine that you could redesign our world from scratch�

Lens 2: Keep your assigned job role, now assign an age (Young person (18-24) /middle-aged /elderly)

What does it mean to be in your job in this age group?
What control do you have over the decisions in your life?
Where are you on the social hierarchy based on your age and job?

Main task: The Fairness Test–Lens 2

Groups of 4

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Scenario: Imagine that you could redesign our society from scratch�

Lens 3: Keep your assigned job and age, your are now assigned a location (rural/urban)

Main task: The Fairness Test–Lens 3

Groups of 4

What difficulties might your location present for you?
How does your location affect the opportunities available to you?
How does society perceive you based on your location?

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Scenario: Imagine that you could redesign our world from scratch�

Lens 4: Keep your assigned job, age and location. you are now assigned an income (Poor/Low Income/Middle Income).

Main task: The Fairness Test–Lens 4

Groups of 4

How does your life change based on your income level in this society?
How does your income affect your ability to make decisions about money?
How does the rest of society perceive you based on your income level?

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Reflection: How do your values change?

Groups of 4

The scribe for this task shares the key points discussed from the different perspectives with the group.

Discuss:

Study the picture, decide how this image reflects the task you have just completed.

Can you imagine who would thrive and who would struggle to cope in your new world?

What values did you identify that you may add, delete or change.

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Reflection: Veil of Ignorance–How should we Live?

Individually

Watch the video, it captures the task you have completed.

Write down your responses to the following questions:

How effective is the veil of ignorance in helping us consider different perspectives?
Has this experience influenced how you view your values?
Will this awareness affect what you may value in the future?

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Reflection: What do we already do well?

Groups of 4

Think back to the values underpinning in your world at the beginning.

What do we already do in our current world that reflects these values?
How could we better support the values?
What can we build on that is already being done well?�

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Let’s Reflect: Draw your window

Check-out: What next?

Whole Group

Reflected on how different perspectives may influence our perspectives

We identified values underpinning our co-created world

Reflected on these values through multiple lenses

How can you use what you have learned in the future?

Share your take away

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Together, we:

Discussed what, why and how we’d like to learn�
Curated resources

Created experiential learning activities

Weaved in evidence-informed approaches

Built-in opportunities for reflection and contextualisation

How was this lesson produced?

This lesson was co-created with youth, educators and topic experts from around the world.

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