Subjects

Life Skills

Intent

At Baines our Life Skills curriculum challenges pupils to become creative, successful and happy individuals.  By focusing on three key strands, which include ‘Health and Well-Being’, ‘Living in the Wider world’ and ‘Relationships’, we aim to equip students with the skills and knowledge they will need to face current and topical issues and that will allow them to respond with resilience to future change and challenge in their personal lives and the wider world.

Life Skills at Baines is the subject which prepares our students for life and work in this changing world; helping to keep them safe, healthy and boosting their life chances. Through Life Skills we want our students to protect themselves and others both online and offline, improve their physical and emotional health, develop character, resilience, academic attainment and employment prospects. Life Skills at Baines is delivered in regular timetabled lessons as a whole subject – from relationships & sex education to mental health, online safety to employability skills. Life Skills at Baines supports our students to address the changes they are experiencing, beginning with transition to secondary school, the challenges of adolescence and their increasing independence. It also helps develop skills which will equip them for the opportunities and challenges of life as well as managing diverse relationships and the increasing influence of peers and the media.

Names of staff, role & contact details

Ms S Wild
Subject Leader
swd@baines.lancs.sch.uk

Mr K Egan
Life Skills Co-Ordinator
keg@baines.lancs.sch.uk

  HT1HT2HT3HT4HT5HT6
Year 7OverviewHealth and WellbeingRelationshipsLiving in the Wider WorldLiving in the Wider World (Project)Health and WellbeingLiving in the Wider World
How do I manage transition to Baines?
How do I maintain physical, mental and emotional health and wellebing?
How do I deal with risky or negative relationships including all forms of bullying?Self-Development – self-awareness, self-determination and self-improvement
Career Exploration – learning about careers and the world of work
Enterprise Project: Room 101
Why is it important to be able to make informed choices?
How I should manage with growth and change as the normal parts of growing up?
Why is it important to learn about how personal financial choices can affect myself and others?
Key contentBaines Expectations
Friendship & bullying
Skills & Target setting
Impact of Social Media
Celebrating difference
Building Body Confidence & Self Esteem
Cyberbullying: ‘Gone Too Far’
Peer Pressure: ‘Back Me Up’
Self Esteem: ‘Talking Heads’
Similarities & Differences
Who am I and what am I like – skills and qualities based
My targets for the year – skills and qualities based
Why work/what is work?
Jobs in School
Challenging Stereotypes
The importance of education
Personal Budgets
Room 101Factual information about legal and illegal substances, including alcohol (including current government recommendations for consumption), volatile substances, new psychoactive substances, tobacco, e-cigarettes, shisha, e-shisha and cannabis
Managing Money
Saving, Spending and Budgeting Money
Curriculum @ BainesPhysical, Nutritional, Mental and Emotional Health Education
LORIC
Safety and Relationship EducationCareers EducationLORICPhysical, Nutritional, Mental and Emotional Health EducationCareers Education
Outcomes•to recognise their personal strengths and how this affects their self-confidence and self-esteem
•to recognise that the way in which personal qualities, attitudes, skills and achievements are evaluated by others, affects confidence and self-esteem
•to accept helpful feedback or reject unhelpful criticism
•to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person and online/via text, abuse, exploitation and trafficking) and to have the skills and strategies to manage being targeted or witnessing others being targeted• To develop positive attitudes in the pupils towards study and work.
•To develop employability and enterprise skills, such as teamwork and communication.
•To help students to plan and take control of their future making informed choices at key points in their education.
•To provide students with the relevant careers inspiration and guidance that is suitable to their personal needs including age, ability, attitudes and aptitudes.
•to recognise, clarify and if necessary challenge their own core values and how their values influence their choices
•strategies for safely challenging stereotyping, prejudice, bigotry, bullying, and discrimination when they witness or experience it in their daily lives
•to know the personal and social risks and consequences of substance use and misuse, including the benefits of not drinking alcohol (or delaying the age at which to start) and the benefits of not smoking including not harming others with second-hand smoke•to assess and manage risk in relation to financial decisions that young people might make
•the skills and qualities required to engage in enterprise, including seeing opportunity, managing risk, marketing, productivity, understanding the concept of quality, cash flow and profit
Year 8OverviewHealth and WellbeingRelationships and Living in the Wider WorldLiving in the Wider World (Career)Living in the Wider World (Project)RelationshipsHealth and Wellbeing
How do I make informed choices? Drugs and alcoholWhat are human rights?Career Management – developing career management and employability skills
Career Exploration – learning about careers and the world of work
The Real Game
The Real GameRelationships, Sex & Consent
Relationships
Workbook
What does being healthy mean?
Key contentClassification, the effects & the LawTo outline what are human rights are and where they come from.
To evaluate the relative importance of the articles of the UNDHR.
To consider when rights have been infringed and when they haven’t.
To evaluate case studies on Human Rights infringements.
To understand the meanings of the terms racism, prejudice and discrimination.
Who am I and what am I like – skills and qualities based
My targets for the year – skills and qualities based
Job v Career
4My brilliant career
Equal opportunities
How to access support and investigate work opportunities
Employability skills
The different types of work, including employment, self-employment and voluntary work; that everyone has a ‘career’ which is their pathway through life, education and workPuberty Recap
Types of Relationships
Intimate Relationships
Abusive Relationships
Women’s Aid : Domestic violence
My Health
My Wellbeing
My Mind
Curriculum @ BainesPhysical, Nutritional, Mental and Emotional Health EducationSocial, Moral, Spiritual and Cultural EducationCareers EducationCareers Education
LORIC
Safety and Relationship EducationSocial, Moral, Spiritual and Cultural Education
Outcomes•To understand the wider risks and consequences of legal and illegal substance use, including on their personal safety, future career, relationships and future lifestyle
•understand the terms ‘habit’, ‘dependence’ and ‘addiction’ in relation to substance use and where and how to access support if they have concerns
•To understand the potential tensions between human rights, British law and cultural and religious expectations and practices
•To understand about the primacy of human rights; and how to safely access sources of support for themselves or their peers if they have concerns or fears about those rights being undermined or ignored
. • To develop positive attitudes in the pupils towards study and work.
•To develop employability and enterprise skills, such as teamwork and communication.
•To help students to plan and take control of their future making informed choices at key points in their education.
•To provide students with the relevant careers inspiration and guidance that is suitable to their personal needs including age, ability, attitudes and aptitudes.
. • To develop positive attitudes in the pupils towards study and work.
•To develop employability and enterprise skills, such as teamwork and communication.
•To help students to plan and take control of their future making informed choices at key points in their education.
•to further develop the communication skills of active listening, negotiation, offering and receiving constructive feedback and assertiveness
•to explore the range of positive qualities people bring to relationships
•To understand that relationships can cause strong feelings and emotions (including sexual attraction)
•To understand the benefits of physical activity and exercise and the importance of sleep
•To recognise and manage what influences their choices about exercise
•To know the importance of, and strategies for, maintaining a balance between work, leisure and exercise
Year 9OverviewLiving in the Wider WorldHealth and Wellbeing
Relationships
Living in the Wider World (Career)Living in the Wider World (Project)Health and WellbeingLiving in the Wider World
Money Skills
Gambling
What does a normal body look like? What is ok in a teenage relationship?

Career Management – developing career management and employability skills
Career Exploration – learning about careers and the world of work
Enterprise Project: Room 101Exploring attitudes to mental health and challenging misconceptionsBritish Society
Key contentUnderstanding & Managing Debt, Money & Work, Financial Risk, The Future of MoneyManaging conflict at home: Conflict Management, Runaway Education
Relationships & Sex in the media, The law, sex & the internet, What does a normal body look like? What is ok in a teenage relationship?
Who am I and what am I like – skills and qualities based
My targets for the year – skills and qualities based
Employment or self-employment
Changing work patterns
Local jobs
Subjects v careers
Options
Room 101Stop Stigma Unit (Mental Health) Women’s Aid DV Toolkit
Myths & Realities
Behaviours – OK or not?
What does it mean to be British
How the UK system of government works
Curriculum @ BainesCareers EducationSafety and Relationship EducationCareers EducationLORICPhysical, Nutritional, Mental and Emotional Health EducationSocial, Moral, Spiritual and Cultural Education
Outcomes•To understand gambling (including online) and its consequences, why people might choose to gamble, and the gambling industry influences their choices and tries to engage them in gambling; how to manage pressure or influence to gamble and access support if worried about themselves or others
•To explore social and moral dilemmas about the use of money
•To recognise the portrayal and impact of sex in the media and social media (which might include music videos, advertising and sexual images shared between young people, the unrealistic portrayal of relationships and sex in pornography)
•The roles and responsibilities of parents, carers and children in families
. • To develop positive attitudes in the pupils towards study and work.
•To develop employability and enterprise skills, such as teamwork and communication.
•To help students to plan and take control of their future making informed choices at key points in their education.
•To provide students with the relevant careers inspiration and guidance that is suitable to their personal needs including age, ability, attitudes and aptitudes
•to recognise, clarify and if necessary challenge their own core values and how their values influence their choices
•strategies for safely challenging stereotyping, prejudice, bigotry, bullying, and discrimination when they witness or experience it in their daily lives
•To understand the characteristics of mental and emotional health and strategies for managing it; a range of healthy coping strategies;
•To recognise the causes and triggers for unhealthy coping strategies, such as self-harm and eating disorders; how to recognise when they or others need help
•To understand the potential tensions between human rights, British law and cultural and religious expectations and practices
•To know the primacy of human rights; and how to safely access sources of support for themselves or their peers if they have concerns or fears about those rights being undermined or ignored
Year 10OverviewLiving in the Wider WorldRelationshipsRelationshipsRelationshipsLiving in the Wider WorldHealth and Wellbeing
How do I make the transition to KS4?
How do I make the transition to KS4?
What is teenage relationship abuse? Consent, Sharing sexual images
Pornography, What is normal?DiversityCareersAlcohol & Drugs: Classification & Consequences update
Key contentSuccessful Students , Plagiarism, Spaced Study & RevisionStress Relief & Relaxation
Disrespect Nobody
Media, Pornography & The Law The sexualisation of the media, Pornography: Blurred lines, The law, sex and the internet, Attitudes to sex & pornography, What is normal?Diversity in sexual attraction and developing sexuality
Terms associated with sex, gender identity and sexual orientation and to understand accepted terminology
The unacceptability of sexist, homophobic, biphobic, transphobic, racist and disablist language and behaviour, the need to challenge it.
Who am I and what am I like – skills and qualities based
My targets for the year – skills and qualities based
Employment or self-employment
Changing work patterns
Local jobs
Subjects v careers
Classification, the effects & the Law
Curriculum @ BainesLORICSafety and Relationship EducationSafety and Relationship EducationPhysical, Nutritional, Mental and Emotional Health EducationCareers EducationPhysical, Nutritional, Mental and Emotional Health Education
Outcomes•To evaluate their own personal strengths and areas for development and to use this to inform goal setting•To recognise the portrayal and impact of sex in the media and social media (which might include music videos, advertising and sexual images shared between young people, the unrealistic portrayal of relationships and sex in pornography)•To understand the role of sex in the media and its impact on sexuality (including pornography and related sexual ethics such as consent, negotiation, boundaries, respect, gender norms, sexual ‘norms’, trust, communication, pleasure, orgasms, rights, empowerment, sexism and feminism)•To learn about diversity in sexual attraction and developing sexuality, including sources of support and reassurance and how to access them•To further develop study and employability skills (including time management, self-organisation and presentation, project planning, team-working, networking and managing online presence)
•To learn about the range of opportunities available to them for career progression, including in education, training and employment
•To know about changing patterns of employment
•To understand the wider risks and consequences of legal and illegal substance use, including on their personal safety, future career, relationships and future lifestyle
Year 11OverviewLiving in the Wider WorldLiving in the Wider WorldLiving in the Wider World (Careers)Revision
Be the Real GameBe the Real GameCareers
Revision
Key contentExploring Careers
Job adverts
Budgeting
Cover Letters
CV writing
Exploring Careers
Job adverts
Budgeting
Cover Letters
CV writing
Who am I and what am I like – skills and qualities based
My targets for the year – skills and qualities based
Employment or self-employment
Changing work patterns
Local jobs
Curriculum @ BainesCareers EducationCareers EducationCareers Education
Outcomes•To develop their career identity, including how to maximise their chances when applying for education or employment opportunities

How and when is my child assessed?

The Life Skills Department do not carry out formal assessment as this would be inappropriate due the nature of the topics and skills studied. We give feedback on work completed in books to ensure high levels of engagement and that understanding is taking place.

How to support your child in Life Skills:

We would encourage you to discuss the issues that are raised during lessons. The three main themes we examine are Relationships (including sex education), Health & Wellbeing and Living in the Wider World. These three themes should help to equip the students at Baines with knowledge about their futures, decision making, ability to remain safe in different environments and how to interact with others. We also look at Careers within Life Skills and the students partake in an enterprise project once a year in KS3.

This is an excellent guide for parents about the value and importance of PSHE (called Life Skills at Baines School) – https://www.pshe-association.org.uk/pshe-education-guide-parents