Living Skills
I never teach my pupils, I only attempt to provide the conditions in which they can learn.
Albert Einstein
Curriculum Vision
The intent of the Living Skills curriculum at New Bridge is to ensure that our young people develop functional skills for living so each of them can lead a fulfilling and independent life in their chosen Destination.
An essential aspect of the curriculum is that it reflects the needs of all our pupils and prepares them to participate as fully as possible in the hugely complex modern world and to take part in the wider community as a valued member.
Our aim is that the curriculum supports pupils to develop their independence with an aspirational approach to achievement that will equip them with lifelong skills for their future. The curriculum provides opportunities for young people to develop their understanding of their own unique development and encourages them to be proactive rather than passive participants, through practical tasks and planned opportunities for risk taking, independent learning and problem solving.
Our intent is also to develop a strong working partnership with families to ensure that the teaching of life skills is holistic and that families can provide opportunities to practice and extend the skills taught within school. Underpinning the curriculum is the promotion of positive self-esteem and confidence, leading to respect for self and others.
Living Skills at New Bridge School
Living Skills is taught across 3 lessons per week. The curriculum is tailored to meet the specific needs of all learners using a stage not age approach which has a positive impact on learning. Pupils are baselined around their knowledge and understanding against a series of ‘I can’ statements in each of the different strands and then lessons are differentiated accordingly.
The level of maturity and emotional development of the young people influences the teaching style, content and materials used to deliver the curriculum. Their form tutors are best placed to create activities and experiences which best match need and ensure the maximum level of progress is achieved. The teacher will facilitate the learning by providing resources and specialist knowledge as appropriate.
This curriculum allows pupils to experience real-life situations and work-related learning. A variety of teaching strategies are employed, depending on the type of activity, intended learning outcomes and the needs of the pupils. These include direct teaching, discussion, independent work, individual, practical session’s, role play, group work and whole class work. A large proportion of the curriculum is delivered through practical lessons which are planned to include a balance of, listening, group discussions, and research activities. This may take the form of written tasks, worksheets, related artwork and annotated diagrams. Pupils are taught to develop their communication, problem solving, group work and independent work skills through stimulating lessons.
Activities are designed to be challenging and aim to provide access to achievement. The element of participation is especially important because it can nurture self-confidence and self-esteem in a non-threatening way. All pupils are actively encouraged to participate in practical lessons. All equipment and activities are adapted to meet the needs of everyone.
The curriculum follows the above implementation model in each of its three strands:
- Home: home organisation, cleaning, laundry, home safety, shopping, buying and storing food, toiletries, medicines, budgeting and banking.
- Self: personal hygiene, team building, keeping safe, dressing, relationships and well-being.
- Community: accessing the community, asking for, giving and following directions, road safety, using public transport, timetables, maps, independent travel and personal safety.
Within each strand pupils are taught in a way which supports three core principles: developing independence, safety and problem solving.
Pupil Voice
