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LifeSkills

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).

 

Key Stage 3

Year 7 Year 8 Year 9

Health and Wellbeing

  • Managing transition to CGS
  • Penn Resilience Programme
  • Managing puberty

Living in the Wider World

  • Enterprise project
  • Careers and aspirations

Relationships

  • Valuing difference
  • Managing on and offline friendships
  • Self-esteem and romance
  • Zak – Exploring radicalisation


     

Health and Wellbeing

  • First Aid and personal safety
  • Emotional wellbeing –
    Developing healthy coping strategies

Living the Wider World

  • Rights and responsibilities
  • Making financial decisions
  • Careers research

Relationships

  • Online safety and digital literacy
  • Healthy relationships
  • Looking out for Lottie –
    Tackling online sexual grooming

Health and Wellbeing

  • Mental health and emotional wellbeing
  • Drugs and alcohol education

Living in the Wider World

  • Exploring GCSE options
  • Enterprise – Schools Grounds Project

Relationships

  • Healthy relationships and consent
  • Tackling homophobia, transphobia and sexism
  • Sexually transmitted infections
    and contraception




     

 

Key Stage 4

Year 10 Year 11

Health and Wellbeing

  • Mental health and ill health, tackling stigma
  • Taking responsibility for health choices

Living in the Wider World

  • Employability Skills
  • Job application process
  • Understanding the causes and effects of debt

Relationships

  • Tackling relationship myths and expectations
  • Managing romantic relationship challenges including break ups
 

Health and Wellbeing

  • Promoting self-esteem and coping with stress
  • Health and safety in independent contexts

Living in the Wider World

  • Understanding the Post 16 process and plans beyond school
  • Skills for employment and career progression

Relationships

  • Personal values and assertive communication in relationships
  • Recognising and responding to unwanted attention both on and offline
     

 

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.