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LifeSkills

Key Stage 3

Curriculum Intent

Life Skills enables our students to develop the knowledge, skills and attributes they need to manage many of the critical opportunities, challenges and responsibilities that they will face as they grow up into adulthood and prepare for life and work in modern Britain. We aim to develop skills and attributes such as self-esteem, resilience, empathy, risk-management, team working and critical thinking in the context of learning grouped into three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing, careers education and enterprise).

Year 7 Year 8 Year 9

Health and Wellbeing

  • Managing transition to CGS
  • Bounce Forward - Resilience Programme
  • Managing puberty
  • Healthy Lifestyles and Choices

Living in the Wider World

  • Social Action Project
  • Exploring careers and aspirations
  • Prejudice and discrimination

Relationships

  • Valuing difference
  • Managing on and offline friendships
  • Relationships and self-esteem
  • Zak – Exploring radicalisation
  • Exploring family life


     

Health and Wellbeing

  • First Aid and personal safety
  • Road Safety
  • Body Image and Self-Esteem

Living the Wider World

  • UK Parliament, voting and elections
  • Making financial decisions
  • Careers research

Relationships

  • Online safety and digital literacy
  • Relationships and values
  • Sexuality
  • Looking out for Lottie –
    Tackling online sexual grooming

Health and Wellbeing

  • Emotional wellbeing
  • Bounce Forward - Resilience Programme Revisited
  • Healthy and Unhealthy coping strategies

Living in the Wider World

  • 'Be the Change' - Social Action Project

Relationships

  • Healthy relationships and consent
  • Tackling homophobia, transphobia and sexism
  • Pornography and sexting




     

 

Key Stage 4

Year 10 Year 11

Health and Wellbeing

  • Managing Change
  • Healthy lifestyle choices - sleep, alcohol and drugs

Living in the Wider World

  • Making the most out of money
  • Credit, debt and gambling
  • Human Rights

Relationships

  • Tackling relationship myths and expectations
  • Managing romantic relationship challenges including break ups
  • Sexual Health - STIs and contraception
  • Parenting
 

Health and Wellbeing

  • Identyifying and managing stress
  • Mental health and tackling stigma
  • Self-Examination - Breast and testicular cancer

Living in the Wider World

  • Work Experience preparation
  • Applying for jobs
  • Skills for employment and career progression

Relationships

  • Exploring British values and living in a diverse society
  • Behaviour in the workplace

 

Key Stage 3 and 4 assessment

Grading a person on their personal attributes would undermine a lesson where they are encouraged to explore and take risks in discussions. The model of assessment that is most meaningful and is used is at the student’s own starting point and therefore the benchmark against which progress is measured. At the end of the lesson or series of lessons, students have opportunities to demonstrate the progress they have made from their starting point assessed.

 

Baseline and End Point Assessment – Life Skills covers issues and areas of life which students will be affected by in different ways and at different times. As such we cannot make any assumptions about their existing knowledge, understanding, attributes, skills, strategies, beliefs and attitudes. So to assess learning and progress effectively, it is vital that we carry out a baseline assessment before we teach anything new.

 

‘I Can’ Assessment - A framework of statements supports assessment of progress and attainment. They are adapted for use in a range of contexts and are therefore intentionally general, reflecting the breadth of the learning opportunities in the programme of study.

‘I can’ statements can be used by students to peer or self-assess specific pieces of work.