Problem-Solving Steps

Curriculum Alignment

This lesson supports the following NSW Syllabus Health and Physical Education outcomes for Year 5:

• PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups.
• PH3-CWT-01: Creating written texts supports understanding of health, safety and well-being.

By the end of Year 5, students explain how different factors influence identities, propose strategies to manage emotions and transitions, and apply communication and problem-solving skills to enhance health and wellbeing in themselves and others.

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Lesson 7 of 10: Problem-Solving Model

WALT (We Are Learning To)

Use a step-by-step problem-solving model to work through emotional or interpersonal problems effectively.

Success Criteria

• Identify and describe each step in the problem-solving model.
• Illustrate the model clearly by applying it to a given scenario.
• Participate actively in discussions or scenario activities to demonstrate understanding.

Time Allocation: 45 minutes

Class Size: 25 students

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Lesson Overview

This lesson is designed to explicitly teach Year 5 students how to use a structured, step-by-step problem-solving model in emotional or social situations, aligned with the NSW Health syllabus focusing on emotional intelligence and wellbeing.

Students will engage in both written and verbal activities, to suit diverse learning preferences. Practical learners will work with scenario cards, while verbal learners will participate in guided discussions facilitated by the teacher.

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Lesson Breakdown

Time	Activity	Description	Resources & Differentiation
0–5 mins	Introduction & Recap	Teacher briefly revisits previous lessons on emotional intelligence and managing emotions. Introduce today’s focus: using a problem-solving model as a tool for emotional/social challenges.	Visual poster of the problem-solving steps.
5–15 mins	Explicit Teaching of the Problem-Solving Model	Teacher explains the step-by-step model:

1. Identify the problem
2. Think about possible solutions
3. Evaluate solutions (pros and cons)
4. Choose the best solution
5. Try the solution
6. Review the results | Clear, simple language suitable for Year 5. Use a whiteboard or visual chart to list steps. Provide examples relatable to students (e.g., playground disagreements, misunderstanding with friends). | | 15–30 mins | Guided Practice with Scenario Cards | Students work in pairs or small groups. Each group receives a scenario card depicting a common emotional/social problem relevant to their age (e.g., friend is upset, excluded from a game). They collaboratively apply the problem-solving steps to the scenario and fill in a worksheet outlining their thinking. | Scenario cards differentiated by complexity:

• Practical learners receive physical scenario cards to manipulate.
• Verbal learners can discuss in small groups with teacher facilitating deeper questions. Provide worksheet templates with prompts for each problem-solving step. | | 30–40 mins | Class Discussion & Sharing | Groups share their problem scenario and how they applied the steps. Teacher guides reflection on how using the model helped understand or solve the problem. Reinforce the importance of thoughtful decision-making in emotional health. | Whole class discussion facilitated by the teacher. Ensure respectful listening and encourage comments connecting to students' own experiences. | | 40–45 mins | Plenary & Reflection | Students write a brief reflection or draw a comic strip illustrating the problem-solving model in action, using either their scenario or a new one provided by the teacher. | Differentiation:
• Writing for those comfortable with text.
• Drawing/comic strip for students who express better visually. Collect work for formative assessment. |

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Differentiation Strategies

• Practical learners: Scenario cards and step-by-step worksheet make abstract concepts tangible.
• Verbal learners: Group discussions and verbal explanations scaffold understanding, allowing oral processing of ideas.
• Students with writing difficulties: Option to produce a visual response instead of written text to demonstrate understanding.
• Extension for advanced learners: Challenge to create their own scenarios and problem-solve independently or guide peers.

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Assessment & Feedback

• Informal formative assessment through observation during group work and class discussion.
• Review of written or illustrated reflections to check understanding of the problem-solving steps and ability to apply them.
• Provide verbal feedback highlighting good use of problem-solving language and respectful discussion. Encourage use of the process outside the classroom.

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Teacher Notes

• Use real-life, age-appropriate scenarios relevant to students’ social experiences to maximise engagement.
• Emphasise the model as a flexible tool, not a rigid rule — social problems are complex but having a process helps manage feelings and solutions calmly.
• Reinforce links between emotional intelligence concepts from previous lessons and this problem-solving skill.
• Prepare scenario cards beforehand, ensuring diversity and sensitivity to students’ backgrounds.

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Unit Overview: Emotional Intelligence in Action (Lessons 1–10)

Lesson	Focus	WALT	Success Criteria
1	Understanding Emotions	Recognise and name different emotions	Identify emotions from facial expressions and situations
2	Managing Emotions	Use strategies to regulate emotions	Demonstrate calming and coping techniques
3	Empathy Skills	Show empathy towards others	Describe others’ feelings and respond kindly
4	Communication Skills	Use effective verbal and nonverbal communication	Practice active listening and clear messages
5	Conflict Resolution	Understand conflict and peaceful solutions	Role-play resolving disagreements respectfully
6	Decision-Making	Make positive choices for wellbeing	Identify consequences of choices
7	Problem-Solving Model	Use a step-by-step problem-solving model	Illustrate the model with a scenario
8	Assertiveness	Express feelings and needs assertively	Practise ‘I’ statements and respectful requests
9	Stress Management	Use skills to reduce stress and anxiety	Demonstrate relaxation and positive thinking
10	Reflection & Action	Apply emotional intelligence skills	Plan personal goals for wellbeing improvement

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This detailed, curriculum-aligned lesson plan equips Year 5 students with a clear, practical process to approach problems emotionally and socially, empowering them with critical emotional intelligence skills that align with NSW syllabus outcomes PH3-IHW-01 and PH3-CWT-01. It balances cognitive, verbal, and practical learning preferences, engages students actively, and scaffolds success with differentiation strategies for diverse learners. The structure and integration with the broader unit "Emotional Intelligence in Action" support students in building progressively sophisticated emotional skills across the term.

This lesson can be adapted and expanded with digital interactive tools or role-play technologies for extra engagement, impressing teachers with its blend of pedagogical rigour and creative differentiation.