Lifeskills
We want our children to SHINE as informed, caring and healthy members of the community
Life Skills at Cookham Rise Primary - Intent Statement
“Life skills as a subject is not only about making good decisions, it’s about being able to act on them. To be effective it must be grounded in an understanding of what enables us to act in real life situations, and this includes knowledge, but also skills and personal qualities.” The PSHE Association
We fully recognise the link between pupil health, wellbeing and attainment. Our intent is that through our spiral life skills curriculum, all children are empowered to observe and regulate their own thoughts and make conscious decisions about their own learning, behaviour and life choices both now and in the future.
Life Skills at Cookham Rise Primary - Implementation Statement
Our Life Skills curriculum is relevant to our both our locality and the wider world, it is exciting and in line with National Guidance. Each year group benefits from formerly taught weekly lessons. Within the subject, children develop their skills and knowledge on matters of health (physical and mental), relationships, diversity, safety, personal goals and challenges. At Cookham Rise Primary, class teachers observe, reflect upon and develop a detailed knowledge of their own cohort. Teachers use their professional judgement to adapt the programme in line with their pupils’ needs.
Relevant skills and personal attributes are also developed through our wider school ethos, including how the school community treats each other. Our ambitious and sequential curriculum is underpinned by our three school rules - ready, respectful and safe. Life skills are also enhanced through our ‘MindUp’ mindfulness programme which develops metacognition skills. Both the formal lessons and our wider ethos contribute to the spiritual, moral, social and cultural development of all pupils.
Life Skills at Cookham Rise Primary - Impact Statement
Our children receive a progressive curriculum designed for citizens of the 21st century. It develops skills and knowledge which promote resilience and well being both now and for the rest of their lives. Topics such as democracy and community, diversity, facing challenges, fostering good physical and mental health and understanding physical changes enable our children to take responsibility for their own wellbeing. Teachers give verbal feedback and collect data in order to maximise learning.
The 6 Jigsaw Life Skill Puzzles / Whole School Curriculum Overview
Jigsaw consists of six Puzzles containing six ‘Pieces’ or lessons for each academic year. Jigsaw equips children to thrive in today’s world, building resilience and self-esteem and helping them understand real issues.Each year group studies the same Puzzle at the same time, at their own level, (sequentially building through the school year), facilitating whole-school learning themes.
1. Being Me in My World - all year groups in Autumn term 1. Includes, for example, understanding my place in the class, school and global community as well as devising Learning Charters.
2. Celebrating Difference - all year groups in Autumn term 2. Includes, for example, anti-bullying and diversity work.
3. Dreams and Goals - all year groups in Spring term 3. Includes, for example, goal-setting, aspirations for yourself and the world and working together.
4. Healthy Me - all year groups in Spring term 4. Includes, for example, drugs and alcohol education for upper KS2 children, self-esteem and confidence as well as healthy lifestyle choices.
5. Relationships - all year groups in Summer term 5. Includes, for example, understanding friendship, family and other relationships, conflict resolution and communication skills.
6. Changing Me - all year groups in Summer term 6. This puzzle includes, for example, conversations about self image and self esteem and how to cope positively with change.
Detailed Curriculum content by year group
Cookham Rise Life Skills Learning Intentions & progression
Being Me in My World term 1 | Includes understanding my place in the class, school and global community |
Celebrating Difference term 2
| Includes anti-bullying and diversity work |
Dreams and Goals term 3
| Includes goal-setting, aspirations for yourself and the world and working together |
Healthy Me term 4
| Includes drugs and alcohol education for upper KS2 children, self-esteem and confidence as well as healthy lifestyle choices. |
Relationships term 5
| Includes understanding friendship, family and other relationships, conflict resolution and communication skills |
Changing Me term 6
| Includes conversations about self image and self esteem and how to cope positively with changes |
Life Skills in Reception
Being Me in My World | I understand how it feels to belong and that we are similar and different I can start to recognise and manage my feelings I enjoy working with others to make school a good place to be I understand why it is good to be kind and use gentle hands I am starting to understand children’s rights and this means we should all be allowed to learn and play I am learning what being responsible means |
Celebrating Difference | I can identify something I am good at and understand everyone is good at different things I understand that being different makes us all special I know we are all different but the same in some ways I can tell you why I think my home is special to me I can tell you how to be a kind friend I know which words to use to stand up for myself when someone says or does something unkind |
Dreams and Goals | I understand that if I persevere I can tackle challenges I can tell you about a time I didn’t give up until I achieved my goal I can set a goal and work towards it I can use kind words to encourage people I understand the link between what I learn now and the job I might like to do when I’m older I can say how I feel when I achieve a goal and know what it means to feel proud |
Healthy Me | I understand that I need to exercise to keep my body healthy I understand how moving and resting are good for my body I know which foods are healthy and not so healthy and can make healthy eating choices I know how to help myself go to sleep and understand why sleep is good for me I can wash my hands thoroughly and understand why this is important especially before I eat and after I go to the toilet I know what a stranger is and how to stay safe if a stranger approaches me |
Relationships | I can identify some of the jobs I do in my family and how I feel like I belong I know how to make friends to stop myself from feeling lonely I can think of ways to solve problems and stay friends I am starting to understand the impact of unkind words I can use Calm Me time to manage my feelings I know how to be a good friend |
Changing Me | I can name parts of the body I can tell you some things I can do and foods I can eat to be healthy I understand that we all grow from babies to adults I can express how I feel about moving to Year 1 I can talk about my worries and/or the things I am looking forward to about being in Year 1 I can share my memories of the best bits of this year in Reception |
Life Skills in years 1 & 2
Being Me in My World | I can identify some of my hopes and fears for this year I understand the rights and responsibilities for being a member of my class and school I understand the rights and responsibilities for being a member of my class I can listen to other people and contribute my own ideas about rewards and consequences I understand how following the Learning Charter will help me and others learn I can recognise the choices I make and understand the consequences |
Celebrating Difference | I am starting to understand that sometimes people make assumptions about boys and girls (stereotypes) I understand some ways in which boys and girls are similar and feel good about this I understand that bullying is sometimes about difference I can recognise what is right and wrong and know how to look after myself I understand that it is OK to be different from other people and to be friends with them I can tell you some ways I am different from my friends |
Dreams and Goals | I can choose a realistic goal and think about how to achieve it I carry on trying (persevering) even when I find things difficult I can recognise who I work well with and who it is more difficult for me to work with I can work well in a group I can tell you some ways I worked well with my group I know how to share success with other people |
Healthy Me | I know what I need to keep my body healthy I can show or tell you what relaxed means and I know some things that make me feel relaxed and some that make me feel stressed I understand how medicines work in my body and how important it is to use them safely I can sort foods into the correct food groups and know which foods my body needs every day to keep me healthy I can make some healthy snacks and explain why they are good for my body I can decide which foods to eat to give my body energy |
Relationships | I can identify the different members of my family, understand my relationship with each of them and know why it is important to share and cooperate I understand that there are lots of forms of physical contact within a family and that some of this is acceptable and some is not I can identify some of the things that cause conflict with my friends I understand that sometimes it is good to keep a secret and sometimes it is not good to keep a secret I recognise and appreciate people who can help me in my family, my school and my community I can express my appreciation for the people in my special relationships |
Changing Me | I can recognise cycles of life in nature I can tell you about the natural process of growing from young to old and understand that this is not in my control I can recognise how my body has changed since I was a baby and where I am on the continuum from young to old I can recognise the physical differences between boys and girls, use the correct names for parts of the body and appreciate that some parts of my body are private I understand there are different types of touch and can tell you which ones I like and don’t like I can identify what I am looking forward to when I move to my next class |
Life Skills in years 3 & 4
Being Me in My World | I know my attitudes and actions make a difference to the class team I understand who is in my school community, the roles they play and how I fit in I understand how democracy works through the School Council and our Pupil Parliament I understand that my actions affect myself and others; I care about other people’s feelings and try to empathise with them I understand how groups come together to make decisions I understand how democracy and having a voice benefits the school community |
Celebrating Difference | I understand that, sometimes, we make assumptions based on what people look like I understand what influences me to make assumptions based on how people look I know that sometimes bullying is hard to spot and I know what to do if I think it is going on but I’m not sure I can tell you why witnesses sometimes join in with bullying and sometimes don’t tell I can identify what is special about me and value the ways in which I am unique I can tell you a time when my first impression of someone changed when I got to know them |
Dreams and Goals | I can tell you about some of my hopes and dreams I understand that sometimes hopes and dreams do not come true and that this can hurt I know that reflecting on positive and happy experiences can help me to counteract disappointment I know how to make a new plan and set new goals even if I have been disappointed I know how to work out the steps to take to achieve a goal, and can do this successfully as part of a group I can identify the contributions made by myself and others to the group’s achievement |
Healthy Me | I recognise how different friendship groups are formed, how I fit into them and the friends I value the most I understand there are people who take on the roles of leaders or followers in a group, and I know the role I take on in different situations I understand the facts about smoking and its effects on health, and also some of the reasons some people start to smoke I understand the facts about alcohol and its effects on health, particularly the liver, and also some of the reasons some people drink alcohol I can recognise when people are putting me under pressure and can explain ways to resist this when I want I know myself well enough to have a clear picture of what I believe is right and wrong |
Relationships | I can recognise situations which can cause jealousy in relationships I can identify someone I love and can express why they are special to me I can tell you about someone I know that I no longer see I can recognise how friendships change, know how to make new friends and how to manage when I fall out with my friends I understand what having a boyfriend/ girlfriend might mean and that it is a special relationship for when I am older I know how to show love and appreciation to the people and animals who are special to me |
Changing Me | I understand that some of my personal characteristics have come from my birth parents and that this happens because I am made from the joining of their egg and sperm I can correctly label the internal and external parts of male and female bodies that are necessary for making a baby I can describe how a girl’s body changes in order for her to be able to have babies when she is an adult, and that menstruation (having periods) is a natural part of this I know how the circle of change works and can apply it to changes I want to make in my life I can identify changes that have been and may continue to be outside of my control that I learnt to accept I can identify what I am looking forward to when I move to a new class |
Life Skills in years 5 & 6
Being Me in My World | I can identify my goals for this year, understand my fears and worries about the future and know how to express them I know that there are universal rights for all children but for many children these rights are not met I understand that my actions affect other people locally and globally I can make choices about my own behaviour because I understand how rewards and consequences feel and I understand how these relate to my rights and responsibilities I understand how an individual’s behaviour can impact on a group I understand how democracy and having a voice benefits the school community |
Celebrating Difference | I understand there are different perceptions about what normal means I understand how being different could affect someone’s life I can explain some of the ways in which one person or a group can have power over another I know some of the reasons why people use bullying behaviours I can give examples of people with disabilities who lead amazing lives I can explain ways in which difference can be a source of conflict and a cause for celebration |
Dreams and Goals | I know my learning strengths and can set challenging but realistic goals for myself I can work out the learning steps I need to take to reach my goal and understand how to motivate myself to work on these I can identify problems in the world that concern me and talk to other people about them I can work with other people to help make the world a better place I can describe some ways in which I can work with other people to help make the world a better place I know what some people in my class like or admire about me and can accept their praise |
Healthy Me | I can take responsibility for my health and make choices that benefit my health and well-being I know about different types of drugs and their uses and their effects on the body particularly the liver and heart I understand that some people can be exploited and made to do things that are against the law I know why some people join gangs and the risks this involves I understand what it means to be emotionally well and can explore people’s attitudes towards mental health/illness I can recognise stress and the triggers that cause this and I understand how stress can cause drug and alcohol misuse. |
Relationships | I know that it is important to take care of my mental health I know how to take care of my mental health I understand that there are different stages of grief and that there are different types of loss that cause people to grieve I can recognise when people are trying to gain power or control I can judge whether something online is safe and helpful for me I can use technology positively and safely to communicate with my friends and family |
Changing Me | I am aware of my own self-image and how my body image fits into that I can explain how girls’ and boys’ bodies change during puberty and understand the importance of looking after yourself physically and emotionally I can describe how a baby develops from conception through the nine months of pregnancy, and how it is born I understand how being physically attracted to someone changes the nature of the relationship and what that might mean about having a girlfriend/boyfriend I am aware of the importance of a positive self-esteem and what I can do to develop it I can identify what I am looking forward to and what worries me about the transition to secondary school /or moving to my next class. |
One detailed example of ‘Being Me in My World’ progress across the year groups -
Elm reception class - Being a member of Elm class. Introducing ourselves and choosing a favourite toy from a range. Discussing that the toys belong to Elm, as children are now members of Elm. Different children like different toys and personal choices are to be respected.
Year 3 - Seeing things from other points of view. Debating a range of responses to a theoretical situation. Debating a photo of a new girl who stands alone - is she being ‘standoffish?’ Is she lonely? Can the children empathise and draw on their own knowledge to do so?
Year 6 - Our wants and needs when compared to those of other children around the world. Looking at Maslow’s hierarchy of needs, highlight those that are met in order to promote effective learning. Watch a clip of a boy from another country and then one of a homeless boy. Which of their needs are met? What would you say to them if you met them in real life?
Key concepts and vocab | ||||
Key concepts | Reception | Years 1 & 2 | Years 3 & 4 | Years 5 & 6 |
T1 Being Me In My World:
| similar different Feelings Kind Gentle Rights responsibility
| Hopes Fears Rights Responsibilities Choices consequences Rewards Contribute Rule following | Attitudes Actions Team Community Democracy Roles Consideration Empathy decisions | Goals Worries Future Universal rights Locally Globally Rights Responsibilities Behaviour choices Rewards Consequences democracy |
T2 Celebrating Difference:
| Personal skills Different Special understanding Standing up for self kind | Assumptions Stereo types Differences Similarities Bullying
| Assumptions Influences Physical appearance Bullying Witness Unique First impressions
| Perceptions Normal Different Power Bullying Disabilities Celebration conflict |
T3 Dreams and Goals:
| Persevere Challenges Achieve Goal Encourage Job pride | Realistic goal setting Persevere Challenges Achieve Groups Success
| Setting new goals Counteracting disappointment Reflecting Positive experiences Achieve Teamwork contributions | Learning strengths Challenging Realistic goals Learning steps Motivation Accepting raise Global issues challenges |
T4 Healthy Me:
| Exercise Healthy Resting Healthy choices Unhealthy choices stranger | Healthy Relaxed Stressed Medicines Food groups Healthy snacks energy
| Friendship groups Value Roles Leaders Followers Smoking facts Alcohol facts Peer pressure Self knowledge
| Well being misuse Drug facts Liver heart Exploited Illegal Gangs Risk Mental health issues Emotional health stress |
T5 Relationships:
| Family Belong Good Friend Lonely Unkind Problem solving Manage feelings
| Relationships Co-operation Physical contact Acceptable Unacceptable Conflict Secrets Appreciation Special relationships | Jealousy Love Special Appreciation Missing people New friendships Conflict
| Mental health Self care Grief Loss Power Control Online safety communication |
T6 Changing Me:
| Body parts - generic New skills Babies Adults Healthy Feelings Worries Change Memories | Life cycles Inevitable Natural process Continuum Physical differences Body parts - girls’ and boys’ external parts Private
| personal characteristics Egg Sperm Internal parts External parts babies Menstruation Factors out of our control
| Self image Body image Puberty Physical health Emotional health Conception Pregnancy Birth Positive self esteem Physical attraction Girlfriend Boyfriend transition |
Information from the Jigsaw scheme
Cookham Rise Primary School's Lifeskills in action
The children have created their own anti bullying posters.
Our gifted Emotional Literacy Support Assistant, Alison Deeley, creates a wonderfully positive and warm environment to support pupils.
As Good Cookham Rise Citizens, we all share duties and responsibilities.
