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Cookham Rise Primary School

Lifeskills

Life skills at Cookham Rise Primary

 

Life skills is a programme of learning opportunities and experiences that help children to grow and develop as individuals, as members of families and of social and economic communities. Taught reception to 6, Life skills provision is an important element of our wider curriculum. We use the Jigsaw scheme across the school to support our teaching of this subject area.

 

 

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.
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Cookham Rise Primary School's Lifeskills in action

 

 

The children have created their own anti bullying posters.

The children have created their own anti bullying posters.  1
The children have created their own anti bullying posters.  2
Our gifted Emotional Literacy Support Assistant, Alison Deeley, creates a wonderfully positive and warm environment to support pupils.
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Teaching Assistant Lisa Peters has worked tirelessly to support the charity 'New Brainstorm School' in Uganda, with the help of Cookham Rise pupils, parents and staff.
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As Good Cookham Rise Citizens, we all share duties and responsibilities.

As Good Cookham Rise Citizens, we all share duties and responsibilities.  1

Teaching assistant Julie Armstrong leads CREW (Cookham Rise Eco Warriors) to develop our environment and raise awareness of green credentials.

 

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End of Year 2 Lifeskills expectations for children.

 

During key stage 1 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood.

 

End of Year 6 Lifeskills expectations for children.

 

During key stage 2 pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.

 

 

 

 

 


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