Reimagining Curricula: A Case Study of a Game-Based Approach to Fostering Prosociality and Cross-Subject Learning in Primary Schools

National curricula increasingly face pressure to integrate academic learning with socio-emotional development, yet opportunities to embed prosociality—such as kindness, cooperation, and empathy—within core subjects remain limited. This qualitative case study presents a game-based digital intervention that positions prosocial learning as central to primary education. Through cross-subject integration, the intervention models how socio-emotional aims can be meaningfully embedded within literacy tasks without compromising academic rigour. Designed for Year 5 pupils (ages 9–10), the intervention used a space-themed narrative to guide learners through reflective, creative, and collaborative activities grounded in the English and PSHE curricula. Tasks included storytelling, comprehension, and moral reasoning, underpinned by Social Cognitive Theory, constructivist pedagogy, and narrative learning principles. The design prioritised accessibility and scalability, using freely available platforms such as Microsoft Forms and Google Drive. Qualitative feedback from 28 stakeholders—including teachers, parents, and pupils—highlighted the intervention's emotional resonance, conceptual coherence, and pedagogical value. Participants described increased engagement, deeper peer dialogue, and a sense of ethical relevance. Although the resource was not implemented in classroom settings, stakeholder reflections offered detailed insights into its feasibility, appeal, and curricular promise. Findings support calls for curriculum frameworks that embed prosocial aims as pedagogically integral, contributing a situated model for inclusive, future-oriented education.