Year 5 Wellbeing & life skills

Chapters to explore

Empathy means trying to understand another person’s experience. Listening is more useful than assuming you know their feelings. You can care about someone while recognising that your experiences differ. Ask what support would help rather than taking over.

Try it: Practise reflecting back a fictional character’s concern respectfully.

Interests, groups and routines can change as people grow. Mixed feelings are possible. Respectful communication and boundaries still matter. Seek support if changes involve exclusion, pressure or harm, and remember that friendship does not require control over another person.

Try it: Discuss a fictional friendship change and suggest a respectful response.

Puberty is a stage of physical and emotional development. Changes begin at different times and do not happen identically for everyone. Privacy, kindness and reliable information matter. Ask a trusted adult or health professional about worries rather than comparing bodies or trusting rumours.

Try it: With a parent or carer, identify reliable places for growing-up questions. No personal details need to be recorded.

As bodies change, care routines may need adjustment. Adults can help choose suitable hygiene practices and products. Personal health information deserves privacy. General online information cannot decide what is right for every individual.

Try it: Discuss a fictional care question with an adult using a reliable source.

A budget compares available money with planned spending. Needs, priorities and uncertainty affect choices. A reserve can help with an unexpected cost when resources allow. Borrowing creates an obligation, so children should discuss financial commitments with responsible adults.

Try it: Plan a fictional project budget and test what happens if one cost rises.

People deserve dignity and fair treatment. Responsibilities include considering how actions affect others. Communities can invite people to contribute to decisions that concern them. A fair process listens to different needs rather than only the loudest voices.

Try it: Plan how a class or household could gather everyone’s ideas.

Physical activity can take many forms. Choose suitable activities with adult guidance, adapt goals and notice how you feel. Rest and hydration matter, and pain or unusual discomfort should be reported. Progress can mean confidence, enjoyment or control, not just speed.

Try it: Choose a safe personal movement goal with an adult.

Online posts often show a selected part of someone’s life. Images may be edited and popularity measures are limited. Likes, possessions and appearance do not determine worth. If online content affects how you feel, talk to a trusted adult and consider a supported change in use.

Try it: Discuss how a fictional post might leave out important context.

A community project begins with a real need and permission from those involved. Set a manageable goal, share roles and consider access and resources. Review whether the project helped, rather than assuming good intentions guarantee a good result.

Try it: Plan a small adult-supported contribution and define how to review it.

Learning together

Each chapter brings together teaching, an example, practice and a practical discovery. Use the material with discussion and suitable offline activities. Choose a comfortable starting point and revisit explanations as needed.