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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
Living in the Wider World
Relationships
|
Health and Wellbeing
Living the Wider World
Relationships
|
Health and Wellbeing
Living in the Wider World
Relationships
|
Key Stage 4
| Year 10 | Year 11 |
|---|---|
|
Health and Wellbeing
Living in the Wider World
Relationships
|
Health and Wellbeing
Living in the Wider World
Relationships
|
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.