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The Oaktree School

Inspiring Everyone to Learn

Life Skills, including Health and Relationship Education

Curriculum

Intent

‘The Oaktree Way - To care for everyone and everything’

The Oaktree School's Life Skills Curriculum teaches Personal, Social, Health and Economic (PSHE) Education and the statutory Health and Relationship Education, as well as the additional skills and knowledge that we feel are important for our children to acquire in order to live a happy, healthy and fulfilling life. Children's spiritual, moral, social and cultural (SMSC) are also promoted throughout our Life Skills curriculum and our school values.

We believe that the culture, ethos and environment of a school influences the health and wellbeing of children and their readiness to learn. Through our Life Skills curriculum we aim to embed the positive values of self worth, self respect, resilience, honesty, integrity, courage and kindness, along with the acceptance and appreciation of inclusivity and diversity, and the support of healthy bodies and healthy minds. 

Our spiral curriculum enables all children to develop the skills and knowledge they need to become successful individuals, confident learners and responsible citizens.

Implementation

Personal, Social and Emotional Development (PSED) is a Prime Area of EYFS. In year 1 and 2, discrete lessons are taught as well as the opportunity to discuss and embed learning throughout the day. Life Skills lessons are taught using the themes of Relationships, Living in the Wider World and Health and Wellbeing. In addition to Life Skills Lessons we -

  • Teach and model our School Values
  • Follow our Wellbeing (Behaviour) Policy
  • Use emotional coaching and check-ins to expand children’s emotional vocabulary and support them express emotions
  • Use the explicit teaching of self-regulation calming strategies and positive self-talk to help deal with intense emotions
  • Encourage children to develop a healthy growth mindset
  • Use additional circle time opportunities to talk about every day situations and scenarios when needed
  • Provide opportunities for children to learn about their rights and responsibilities and appreciate what it means to be a member of a diverse society.
  • Encourage children to develop a sense of self-worth by playing a positive role in contributing to school life and the wider community through our School Councils and other additional responsibilities.
  • Have a dedicated trained School Emotional Literacy Support Assistant (ELSA)
  • Have trained Mental Health Aiders amongst our staff

Teachers will deliver our Life Skills curriculum in a way that allows children to explore varying viewpoints by ensuring that information is unbiased and impartial. Potentially sensitive questions from children within lessons will be answered by teachers in a factual way. 

ROCK rules are used to provide a safe learning environment through clear ground rules which are made explicit to the children and reinforced consistently.

Respectful of what everyone has to say despite whether they agree or not.

Open to discuss the issue but at the same time understand that everyone has the right to privacy if they wish.

Confidential.

Kind in any discussion.

Impact

Children will ...

  • demonstrate a healthy outlook towards school – attendance will be in-line with national and behaviour will be good;
  • have good physical and mental health;
  • have resilience to ‘bounce back’ when faced with adverse childhood experiences (ACEs);
  • have a healthy growth mindset;
  • develop positive and healthy relationship with their peers both now and in the future;
  • understand the physical aspects involved in Relationship and Health Education at an age appropriate level;
  • have respect for themselves and others;
  • have positive body images;
  • foster the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty.

Children’s understanding, knowledge and skills are assessed through observation, discussion and questioning and participation in groups. Children will be involved in self-assessment, e.g. talking about their own experiences and in special assemblies celebrating achievement. Children will be rewarded in line with school policy, e.g. certificates in Celebration Assembly and special event assemblies, class reward charts.

Assessment is an on-going process through:

  • informal observation of children working and during break/play time and other unstructured play opportunities;
  • discussion with children;
  • formal assessments and recording across the curriculum at key points of the year.

All year groups plan lessons to ensure that the children develop their understanding of the subject, building on previous knowledge. As a result of high-quality teaching and engaging experiences, children are well-prepared for the next stage in their education.