The School of Play Curriculum
Primary School Grade 5 & 6
Key Focus for Year 5–6 Teachers:
At this stage, students are developing greater independence, social awareness, and empathy. The focus is on emotional regulation, respectful peer relationships, managing stress, and understanding diversity and fairness in broader social contexts.
Core Learning Objectives:
- Emotional Literacy
- Recognise and describe a wide range of emotions in themselves and others.
- Explore the link between thoughts, emotions, and behaviours.
- Understand how emotions influence decision-making and the formation of relationships.
- Personal Strengths
- Identify personal strengths and how they help in learning, leadership, and relationships.
- Reflect on how different strengths are valuable in different situations.
- Support peer feedback that highlights strengths and contributions.
- Positive Coping
- Explore a range of positive coping strategies and evaluate their effectiveness.
- Learn to choose appropriate responses to challenging emotions or events.
- Begin setting personal goals and developing resilience.
- Problem-Solving
- Develop a deeper understanding of steps in problem-solving and decision-making.
- Practice assertive communication and empathy when resolving peer conflict.
- Apply strategies to real-world social scenarios.
- Stress Management
- Recognise early signs of stress and how stress affects the body and brain.
- Use strategies like mindfulness, reflection, physical activity, or talking to others.
- Understand that everyone experiences stress differently.
- Gender and Identity
- Explore stereotypes, gender roles, and media messages.
- Learn to respect personal identity and diversity.
- Encourage inclusive thinking and challenge unfair treatment.
- Positive Relationships
- Examine respectful vs. disrespectful behaviours in friendships and groups.
- Discuss power, fairness, inclusion, and loyalty.
- Learn about healthy boundaries and consent in age-appropriate ways.
- Help-Seeking
- Encourage confidence in asking for help and supporting peers to do the same.
- Identify trusted adults and support networks at school and in the community.
- Reduce stigma around seeking support for emotional or social issues.
Tips for Teaching at Years 5 - 6 Level:
- Make connections to the real world: Students thrive when lessons are tied to relatable experiences and current events.
- Use group work and discussion: Encourage dialogue, peer feedback, and collaborative reflection.
- Challenge stereotypes and bias: Use media literacy, real-world examples, and student-led discussions to build critical thinking.
- Practice emotional vocabulary: Model and encourage the use of rich emotional language.
- Foster safe sharing: Build trust in the classroom so students feel safe discussing challenges and asking for help.
Years 5–6 is All About:
- Understanding emotions & their impact
- Using strengths to build resilience
- Practising respect & inclusion
- Resolving conflict with empathy & assertiveness
- Seeking support for yourself & others
Courses
The Respect Compass
The Respect Compass is an empowering, discussion-based activity that helps students explore real-life social dilemmas and practise making respectful, values-driven choices. By using a simple compass framework, students learn to recognise respectful and disrespectful behaviours and consider different ways to respond to tricky situations. The activity encourages thoughtful conversation as students work together to decide which response best aligns with kindness, fairness, and inclusion, while also acknowledging that there is often more than one respectful option.
Through group discussion, movement, and justification of choices, students build confidence in their decision-making and communication skills. The Respect Compass supports empathy, moral reasoning, and student voice by giving learners a practical tool they can use beyond the classroom. It reinforces the idea that respectful actions take courage and reflection, helping students feel more prepared to navigate social challenges and contribute positively to their school community.
Respectful Relationships
1. Emotional Literacy
- Students identify emotions connected to social dilemmas (e.g., feeling excluded, confused, unsafe, upset).
- They learn to recognise emotional cues in hypothetical scenarios and discuss respectful responses that consider others’ feelings.
- Using the compass directions helps students verbalise emotional reasoning behind decisions (“I would go South because I’d feel worried and want adult support”).
2. Personal Strengths
- Students identify the character strengths needed for each compass direction, such as courage (North), self-control (East), fairness (West), or help-seeking confidence (South).
- They reflect on their own strengths as they choose actions and justify why those actions matter.
- This builds self-awareness and empowerment when navigating tricky social situations.
3. Positive Coping
- Students examine ways to remain calm, regulated, and respectful when faced with conflict or disrespect.
- They practise choosing constructive responses (walk away, seek help, show kindness) rather than reacting emotionally.
- Discussing alternatives strengthens resilience and coping strategies for real conflicts.
4. Problem-Solving
- The game explicitly develops social problem-solving by inviting students to analyse dilemmas, weigh different respectful actions, and explore the consequences of each.
- Students learn that conflicts often have more than one solution and practise articulating their reasoning.
- They develop the ability to pause, think, and choose the most respectful option rather than reacting impulsively.
5. Stress Management
- The compass introduces strategies for managing uncomfortable or tense social scenarios.
- Options like walking away, checking in quietly, or involving a trusted adult help students understand how to protect their emotional safety.
- Talking openly about these strategies helps reduce anxiety around peer conflict.
6. Gender and Identity
- Scenarios encourage students to challenge stereotypes, exclusion, and unfair treatment.
- The activity reinforces that respectful behaviour applies to all genders, identities, and cultural backgrounds.
- Students explore fairness, inclusion, and empathy when making decisions on the compass.
7. Positive Relationships
- Students practise identifying behaviours that strengthen friendships and peer relationships, such as standing up respectfully, offering quiet kindness, or seeking help for someone.
- They learn how respect looks in action and how it contributes to a safe, supportive classroom community.
- Group discussions allow students to hear diverse perspectives and strengthen social bonds.
8. Help-Seeking
- The South compass point prompts critical conversations about when it is necessary and appropriate to involve a trusted adult.
- Students learn to recognise unsafe or unfair situations that require support.
- Normalising help-seeking reduces stigma and promotes emotional safety across the group.
Identity Island
Identity Island is a rich, creative exploration that invites students to reflect on who they are and proudly share the many parts of their identity. By designing their own island using symbols, words, and images, students build self-awareness and confidence while recognising that their values, interests, backgrounds, and dreams all matter. The activity creates a safe and engaging space for storytelling, creativity, and personal expression.
As students “sail” between islands, they practise curiosity, empathy, and respectful listening, learning from classmates whose experiences may be different from their own. The shared Map of Us brings these stories together, highlighting both common ground and beautiful differences within the group. Identity Island strengthens belonging, inclusion, and classroom culture by showing students that understanding and valuing each other’s identities is key to building respectful friendships and a connected community.
Respectful Relationships
1. Emotional Literacy
- Students reflect on their personal values, traditions, strengths, interests, and experiences, supporting self-understanding.
- They practise expressing parts of their identity through images, words, and conversation.
- Sharing their island encourages students to recognise emotions tied to belonging, pride, and cultural connection.
2. Personal Strengths
- Students identify and celebrate unique strengths, personality traits, talents, and values within their islands.
- They learn how these strengths shape friendships, school life, and their personal growth.
- During sharing, students recognise strengths in others, helping build mutual respect and appreciation.
3. Positive Coping
- Students learn that knowing who they are, their values, interests, and strengths, helps them manage challenges and make grounded decisions.
- Connecting with others who share similar traits or experiences helps students feel supported and less alone when facing difficulties.
- The creative, expressive format encourages emotional safety and calm reflection.
4. Problem-Solving
- Through discussions and “sailing” to other islands, students learn how understanding identity helps resolve misunderstandings or prevent conflict.
- They recognise the importance of communication, asking thoughtful questions, and considering diverse perspectives.
- Students begin seeing social challenges as opportunities to strengthen relationships through respect.
5. Stress Management
- Exploring identity helps students gain clarity about who they are, increasing resilience and reducing stress in social situations.
- Learning about peers' backgrounds, strengths, and values reduces social anxiety and builds a sense of connection.
- The creative, hands-on activity fosters a calm, reflective atmosphere that supports emotional regulation.
6. Gender and Identity
- This activity directly supports identity exploration, including cultural, personal, social, and family identity.
- Students respectfully share diverse experiences and learn that identity is multi-layered and unique to each person.
- They practise challenging stereotypes by seeing the rich variety within their own classroom community.
7. Positive Relationships
- Through “Sail & Share,” students practise meaningful conversations, curiosity, and respectful listening.
- They learn how understanding someone’s story strengthens empathy, trust, and inclusiveness.
- The “Map of Us” reinforces the idea that every identity contributes to a stronger group culture.
8. Help-Seeking
- Understanding identity increases students’ confidence to ask for help because they better understand their needs, strengths, and support networks.
- Through discussions, students identify trusted peers and adults who play important roles in their lives.
- The activity normalises open expression, making it easier for students to seek support when needed.
Yes Means Yes
Yes Means Yes helps students understand that consent is an important part of everyday interactions, from play and friendships to shared spaces and activities. Through role-play and discussion, students explore what asking permission looks and sounds like, how to notice verbal and non-verbal cues, and why listening matters. By comparing non-respectful and respectful versions of the same scenario, students gain a clear, practical understanding of personal boundaries and the importance of checking in with others.
As students improvise, reflect, and share ideas as a class, they practise responding calmly and respectfully to both “yes” and “no.” This builds empathy, confidence, and clear communication skills, reinforcing that everyone has the right to feel safe and comfortable. Yes Means Yes supports the development of trusting, inclusive relationships by empowering students to communicate openly, respect boundaries, and understand that consent is about care, choice, and mutual respect.
Respectful Relationships
1. Emotional Literacy
- Students explore how it feels to give, receive, or negotiate a “yes” or “no,” building emotional vocabulary and awareness.
- Role-play helps students identify emotional cues such as discomfort, hesitation, confidence, or pressure.
- Students practise recognising non-verbal signs of boundaries, including tone, facial expressions, and body posture.
2. Personal Strengths
- Saying “no” respectfully requires courage, self-respect, and assertiveness, strengths that students identify and practise.
- Students notice strengths in peers who communicate clearly, listen well, and show empathy during scenarios.
- The activity highlights personal responsibility and integrity when navigating social interactions.
3. Positive Coping
- Students learn healthy strategies for dealing with uncomfortable or uncertain social situations, such as pausing, breathing, or checking in with others.
- Understanding consent helps students manage stress in interactions because expectations become clearer and safer.
- They practise responding calmly to disappointment or rejection (“no”), reducing emotional defensiveness.
4. Problem-Solving
- Through scenario work, students identify respectful solutions to real-life challenges involving permission and boundaries.
- They compare harmful vs. respectful responses and reflect on consequences and alternatives.
- Improvisation teaches quick, thoughtful decision-making in unexpected social moments.
5. Stress Management
- Practising how to say and hear “no” in a safe environment reduces anxiety about real-world peer interactions.
- Students learn that respecting boundaries creates emotional safety, reducing social pressure and stress.
- The activity includes guided reflection that helps students recognise their own stress triggers and responses.
6. Gender and Identity
- Students explore consent free from stereotypes, learning that everyone deserves autonomy over their choices.
- They challenge assumptions such as “boys don’t need to ask” or “girls must say yes to be polite,” promoting equity.
- Respect for personal space, identity, and boundaries is framed as universal, regardless of gender, background, or personality.
7. Positive Relationships
- The activity strengthens peer relationships by teaching clear communication, mutual respect, and boundary-setting.
- Students learn that friendships improve when consent is respected and pressure-free.
- They practise inclusive behaviours, such as checking comfort levels, listening actively, and honouring boundaries.
8. Help-Seeking
- Discussions highlight when students may need help navigating tricky situations involving pressure or boundaries.
- They identify trusted adults who can support them if someone ignores their “no” or makes them uncomfortable.
- Normalising conversations about consent helps reduce shame or fear around asking for assistance.
Agree / Disagree Dash
Agree / Disagree Dash invites students to literally step into their values by choosing where they stand on a range of thoughtful, values-based statements. By moving to Agree, Unsure, or Disagree, students practise identifying what matters to them and expressing their beliefs with confidence. Just as importantly, they learn that it’s okay for others to think differently, and that respectful listening and calm discussion are key to understanding diverse perspectives.
As students hear new ideas and reflect, they are given the chance to “dash” to a different zone if their thinking changes, reinforcing that growth and open-mindedness are strengths. Through guided sharing and reflection, Agree / Disagree Dash builds empathy, emotional regulation, and ethical thinking, helping students develop the skills needed to have respectful conversations, navigate disagreements, and contribute positively to an inclusive classroom community.
Respectful Relationships
1. Emotional Literacy
- Students explore how they feel when hearing opinions that differ from their own, building self-awareness.
- They learn language to express beliefs calmly (“I believe…”, “I see it differently because…”).
- Students practise emotional regulation when challenged or when values conflict.
2. Personal Strengths
- The game highlights courage, honesty, and integrity as students stand in a zone that reflects their true beliefs.
- Strengths such as respect, open-mindedness, fairness, and curiosity are reinforced during discussions.
- Students recognise strengths in peers who listen deeply, explain clearly, or respectfully disagree.
3. Positive Coping
- Students practise staying calm when confronted with differing opinions, an important real-life coping skill.
- They learn ways to handle discomfort, disagreement, or uncertainty through the “Unsure” zone.
- The activity normalises changing one’s mind through reflection rather than pressure.
4. Problem-Solving
- Students analyse values-based statements and practise ethical decision-making.
- They evaluate different viewpoints and justify their choices with reasoning.
- The reflective “dash” moment supports flexible thinking and re-evaluating decisions when presented with new information.
5. Stress Management
- Students learn strategies to stay grounded when someone disagrees with them.
- The structured, calm sentence starters reduce the emotional intensity of conflict.
- Moving around the room provides a physical outlet that helps regulate stress during potentially challenging conversations.
6. Gender and Identity
- Discussions allow students to explore diverse perspectives shaped by different backgrounds, identities, and experiences.
- Students learn that values and opinions are shaped by many influences, and respecting difference builds inclusion.
- Activity challenges stereotypes by showing multiple valid viewpoints, regardless of gender or identity.
7. Positive Relationships
- Students practise respectful disagreement, a key skill in healthy peer relationships.
- They learn how to communicate assertively without dismissing or belittling others.
- Listening to each other’s explanations strengthens empathy and builds trust within the group.
8. Help-Seeking
- Students learn that when disagreements escalate or feel unsafe, seeking support from a trusted adult is a positive step.
- Discussions about values provide opportunities to identify who they can talk to when conflicts feel overwhelming.
- The activity reinforces that respectful dialogue is often the first step, but help-seeking is appropriate when issues become bigger than a simple disagreement.
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