In LIFE SKILLS it is intended to promote learning through the following aims :

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1 Subject Policy for: LIFE SKILLS In LIFE SKILLS it is intended to promote learning through the following aims : PROVIDING OPPORTUNITES FOR PUPILS WHICH ARE TAILORED TO THEIR NEEDS PROVIDING PUPILS WITH A NEW LEARNING CHALLENGE DEVELOPING SELF CONFIDENCE AND SELF ESTEEM BY ENABLING PUPILS TO BE AS INDEPENDENT AS POSSIBLE EQUIPPING PUPILS WITH SKILLS WHICH ARE TRANSFERABLE TO THE WIDER WORLD We will strive to achieve these aims through: 1: Curriculum Organisation The pupils at Cromwell High School are entitled to access to the broad, balanced, relevant curriculum as defined by the National Curriculum and other educational regulation to the maximum of their ability. They are equally entitled to the experiences and activities set out in programmes of study and to progress in relation to Attainment Targets. Long-term plans are intended to give a focus for the whole class work for each term in accordance with the school s general approach. Often this has meant using the elements of the National Curriculum as a resource or a context and adapting them for pupils accessing the curriculum at an interactive, assisted, concrete or independent level of understanding in order to make learning meaningful. However, teachers will continue to be especially attentive of the need for differentiation to meet all individual needs. In particular, teachers will plan to challenge and stretch pupils. Teachers should consult teaching programmes in the National Curriculum of a more advanced level where necessary to meet pupil needs. Planning Schemes of Work The Scheme of Work details the long and medium term plans for Life Skills, however these schemes are flexible dependent upon the needs of the groups each year. It details learning objectives and teaching activities for 4 levels of Curriculum access: Interactive Assisted Concrete Independent Independent The Scheme of Work must specify the resources that will be needed so that Subject Co-ordinators can ensure that these are available in good time. Cromwell High School Model Curriculum Subject Policy 1

2 Teachers use their creativity to adapt the Scheme of Work to meet the needs of their class or group and develop their termly plans. The IEP targets for individual pupils are further specified for the module on the Pupil Progress sheet and integrated into the teachers planning. Progression in the manner of delivery and experience : Life skills is only taught at key stage 4 Key Stage 4 At Key Stage 4 the teacher(s) responsible for life skills will develop a life skills program based upon the needs of the group that academic year, covering the areas of ICT, Citizenship, Careers, RE, PSHE and Food Technology. Progression through skill and knowledge: Pupils will be taught Life skills concepts, according to individual progression of skill & knowledge in the areas of: ICT, Citizenship, Careers, RE, PSHE and Food Technology, integrating subjects where appropriate. Principal skill areas linked with life skills for pupils experiencing PMLD: making choices awareness of cause and effect fine and gross motor skills communication expression of preference, vocal and for gestural imitation special and visual awareness hand/eye co-ordination awareness of objects/people production of a response to sensory stimulation acceptation of physical contact from another person acceptance of, and give, eye contact participation with co-operation in guided physical movements take an active interest in objects and significant people 2: Class Organisation and Teaching Style The provision of an attractive environment is important and all classroom life skills displays should be colourful and stimulating. They should be changed regularly, be age appropriate and suitable to the range of ability and interest level of the pupils. Teachers will ensure that there is direct teaching of skills. Throughout the school life skills will be taught to individuals, small groups and whole classes as appropriate. Consideration will also be given to addressing the 3 main learning styles; visual (learning from pictures and images), auditory (learning from spoken words and music) and haptic/kinesthetic (learning from moving, touching, doing). Teachers will ensure that there is sufficient opportunity for pupils to learn through practical activities. Teachers will differentiate wherever necessary through the pupil's IEP. Cromwell High School Model Curriculum Subject Policy 2

3 Pupils with Profound and Multiple Learning Difficulties : Pupils will benefit from a multi-sensory approach, developing and stimulating all their senses; vision, hearing, touch, taste and smell, awareness of self, position and movement. Additional staffing for re-positioning, physical assistance etc is necessary, with pupils using ICT equipment, switches, safe, durable and brightly coloured equipment whenever possible. Pupils with Autistic Spectrum Disorder : Teaching and learning styles will be adapted to be suitable for pupils with ASD including: extending the use of concrete apparatus to aid conceptual understanding develop their understanding of patterns, form and order use pictorial aids to communicate work as independently as possible and to use aids as appropriate- eg XXSubjectXX stamps where writing is difficult extend further the use of ICT to complement the child s learning; eg Clicker. allow for individual needs with regard to expectation of task eg: length of time on task and strategies for progression in this area. Time for motivators at the end of work schedules- where possible linked to the subject but where this is not possible teachers must use the motivators that work best and enable the pupil to access the curriculum best during the main body of the lesson. 3: Resources Organisation Life skills resources are available throughout the school, stored in ICT, Citizenship, Careers, RE, PSHE and Food Technology areas (please see separate co-ordinator files) The subject co-ordinator will maintain an up-to-date list of available resources, monitoring and reviewing the organisation, distribution and effective use of resources. However, the promotion of life skills should be supplemented by external visits where appropriate to the individual teacher s plan. Provision of resources is linked to the School Improvement Plan and subject coordinators will, in their planning and evaluation, need to identify resources required for the delivery of, and development of, their subject. Progression : We will ensure that there is progression in the resources we use through the following measures: Cromwell High School Model Curriculum Subject Policy 3

4 staff will be kept up-to-date with the latest development in life skills, via in-service training and attendance at relevant life skills courses. annual life skills budget available to update equipment and replace resources. liaison between classes/key stages the resource list indicates allocation of resources to particular age groups whilst the storage will be mixed allowing for flexibility for teachers to choose resources to meet the needs of the pupils - including progression in experience. close monitoring by subject co-ordinator. 4: Assessment Recording and Reporting Assessment of life skills progress/development takes place on an individual basis and is recorded as appropriate to individual needs and in accordance with the general school policy for record-keeping. Further details can be found in the Assessment, Recording and Reporting document. In addition to P level, B-squared and IEP Targets internal assessment in life skills will be informed by the following external schemes: Asdan Bronze Award Transition Challenge Asdan PSD Entry Units Asdan Personal Progress Units Asdan The main external assessment used to track pupil progress, set individual and whole school targets and monitor the quality of provision of life skills in school is PIVATS2. Each May during SATS week the performance of each pupil (KS3 & 4) is assessed against PIVATS and the data used: Foundation subjects are assessed using the QCA p levels. a) by the Curriculum Co-ordinator during Self Evaluation of life skills provision in school b) by each teacher to inform the targets they are setting for the pupil External Accreditation/Assessment See awards highlighted in section above Where a different award is seen as appropriate for an individual pupil the school will make all reasonable efforts to seek assistance in providing the pupil with that opportunity. 5: Equal Opportunities Life skills at Cromwell High School will be planned, delivered, assessed and resourced in full accordance with the school s policy of Equal Opportunities. Strenuous efforts will be made to avoid any disadvantage arising from gender, disability, religious belief, ethnic or socio-economic background. Monitoring will take place to ensure that no group is being disadvantaged unconsciously and where this is found to be the case an Action Plan will be enacted to rectify the situation. Inclusion: Cromwell High School Model Curriculum Subject Policy 4

5 Any appropriate opportunities to enhance pupils' progress in life skills through inclusion links with mainstream schools will be taken. Opportunities have included BTEC ICT and Learning for Life. 6: Self Evaluation The Subject Co-ordinator will keep themselves up-to-date with developments within life skills. He/she will regularly review this policy, the scheme of work and will monitor the delivery of the curriculum across the school with reference to these documents. Monitoring will take the form of: Documents: teacher planning, evidence of work, PIVATS data. Observation: both formal classroom observations and ongoing day-to-day awareness. Discussion: with teachers, other staff and, where appropriate, with pupils. A summary of the strengths and needs of the subject will be compiled by comparing the evidence of what is actually happening to the aims and objectives of the policy. An action plan will then be formulated to: inform the spending of capitation monies (for which the Subject Co-ordinator is responsible) direct the activity of the Subject Co-ordinator over the coming year. identify any professional development needs and respond as appropriate by, for example, providing the staff with advice & support and, where additional resources are necessary, these needs will be brought to the attention of the Deputy Headteacher - responsible for Curriculum and/or the Headteacher responsible for Professional Development. The Subject Co-ordinator will assist in the delivery of INSET as necessary. The Subject Co-ordinator may, from time to time, be required to give presentations to school governors regarding life skills delivery, purchase of resources and local/national initiatives related to life skills. 7: Parents as Partners/Homework Information and advice is available to parents/carers on how they can assist their child s development in life skills at home. Life skills is a core part of the school s Homework Policy and will be set in accordance with that document. 8: Community Links Communication is vital to make sense and interact with the world around us. It would be desirable to make links with the community whenever possible. These may include: Libraries Mainstream Schools Leisure Facilities Health Facilities Local Transport Services Theatre Trips Shopping and Cafe expeditions Cromwell High School Model Curriculum Subject Policy 5

6 9: Cross Curricular Links In life skills we will seek to: use ICT effectively and develop pupils skills in this area develop Communication and Literacy Skills develop Numeracy SKills develop pupils thinking skills; information processing, reasoning, enquiry, creative and evaluation skills. integrate the spiritual, moral, social and cultural aspects of XXSubjectXX into our teaching along with implications for sustainable development. develop pupils personal, social and health education develop pupils financial capability and entrepreneurial skills as appropriate develop skills important for future work opportunities. Life skills in other subjects: We will seek to ensure that relevant aspects of life skills are generalised and developed through inclusion in other subjects as opportunities arise. Whereas all aspects of life skills come into all subjects these are the ones we particularly wish to emphasise: ICT, Citizenship, Careers, RE, PSHE and Food Technology. 10: Health & Safety Staff are reminded to think ahead about possible dangers. Pupils will be taught about keeping safe and following safe procedures, rules and routines. Where there is a significant possibility of danger a Risk Assessment will be undertaken resulting in precautions being taken or a potentially dangerous activity not taking place at all. Note in particular that under COSHH Regulations (Control of Substances Hazardous to Health) no chemicals, including kitchen chemicals, should be used without a Risk Assessment. 10: Access Support Pupil s access and achievement within Life skills will be supported through specialist support teams according to identified pupil need. This support will be provided both on the basis of withdrawal and advice to teachers in the following areas: English as an Additional Language PMLD support Academic Communication Cromwell High School Model Curriculum Subject Policy 6

7 Hearing Impaired Visually Impaired 1:1 support Cromwell High School Model Curriculum Subject Policy 7

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