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C4LS at Eye

Curriculum For Life Skills 

PSHE has had a major overhaul and is now known as Curriculum For Life Skills, or C4LS for short. 

 

Why do we need C4LS?

At Eye CE Primary School we recognise that the future is certainly bright for our young learners; though it is also largely unknown. The careers they will have may not even have been invented yet, as science, technology and travel are opening up new and exciting opportunities every day. It is our duty to provide them with learning experiences which prepare them for this undetermined future. Our Curriculum for Life aims to provide the children with the knowledge, skills and understanding to enable them to thrive in whatever future they choose.

 

Our Curriculum for Life Skills will ensure children:

  • know and understand what constitutes a healthy lifestyle;
  • understand what makes for good relationships with others;
  • have respect for others;
  • can learn both independently and collaboratively;
  • are positive and active members of a democratic society;
  • develop self-confidence and self-esteem, and make informed choices regarding personal and social issues;
  • develop good relationships with other members of the school and the wider community;
  • develop a sound understanding of financial capability;
  • understand sex and relationships at age-appropriate levels in order to safeguard them against abuse;
  • know and understand e-safety and how they can both protect themselves and respond to situations online
  • can risk assess and take action to ensure their safety;
  • have a wide range of thinking skills which enables them to take their place in the local community

 

What is C4LS?

The C4LS curriculum is organised into 7 areas:

  • Citizenship
  • E-Safety
  • Financial Education
  • Keeping Healthy
  • Relationships and Sex Education
  • Staying Safe including Drug Education
  • Thinking and Learning Skills

 

Citizenship

This supports children's social development, enabling them to engage with others, to develop understanding of their communities and society, in addition to providing opportunities for responsible and active citizenship.

 

E-Safety

More and more technology is being developed to ensure we are connected and plugged in at all times, which therefore increases the opportunities for children to be at risk of bullying, grooming and other online abuse. It is crucial that we teach children how to protect themselves and how to respond to situations rather than shielding them from them.

 

Financial Education

Pocket money is the start of budgeting and savings. For some, it is even investment if they buy a collectible item! Why do children need to know about earnings, expenditure, gambling and borrowing in primary school? If children learn crucial money management from a young age, building on their understanding, by the time they reach the age of 16, they will be able to save, invest and spend their Saturday job wages sensibly.

 

Keeping Healthy

The World Health Organization (WHO) regards childhood obesity as one of the most serious global public health challenges for the 21st century. The WHO has published results from 2014 which show that 31.2% of children aged 2 to 15 were classed as either overweight or obese. By teaching about healthy eating and exercise, we can ensure our children are not a part of these statistics.

 

Relationships and Sex Education

This is not simply teaching children about sex. It is about ensuring they know what positive, supportive and healthy relationships are to protect them from entering into potentially abusive relationships with family, friends, and ultimately spouses. In addition, SRE is about preparing children for the changes their bodies go through- and as all children are different and develop at different rates, it is important to not limit these lessons to what may be considered the ‘right’ age. Our approach with Big Talk also ensures that children know the scientific vocabulary for body parts. The children learn about good and bad touches, helping to protect them from sexual abuse. This is a crucial element of our safeguarding practices at Eye EC Primary School.

 

Staying Safe including Drug Education

In Eye there are busy roads, a reservoir, and electricity substations. By teaching children about the hazards of water, fire, roads and electricity, we can empower them to make safe choices when at home and when out playing in the village and beyond. Sun safety is a part of this element. 14, 509 new cases of skin cancer were diagnosed in 2013 and of those, 86% were preventable. Drugs are more and more commonplace- alcohol, tobacco, caffeine, and other illegal drugs. Children can find pills, syringes, etc in parks or even in their own homes. We have a responsibility to educate them to make good choices and respond to risky situations sensibly.

 

Thinking and Learning Skills

Education is not about filling a child’s head with knowledge. It is about equipping them with skills they can use outside of education- problem solving, questioning, planning, creating, discussing, collaborating, sorting, debating. We provide opportunities throughout our entire curriculum for these skills to be embedded from the very first day in Foundation Stage.           

 

How is C4LS taught?

All members of staff will be involved in the teaching of C4LS across the Key Stages and in the Foundation Stage. We will provide opportunities in our everyday teaching, alongside separately timetabled lessons and focus weeks to deliver learning opportunities which cover the target areas. Provision will also be delivered through collective worship, extra-curricular activities, visits, visitors, school council meetings and playtimes. We will also endeavour to respond to local, national and international incidents and special events in school.

 

Special  Weeks

  • Anti-Bullying Week (Autumn in line with national event)
  • Safety Week (Spring linking to home, fire, water, personal and safety/cyber bullying)
  • My Future Event for Year 6 (Spring to inspire children to strive and thrive at school)
  • Healthy Me Event (Summer linking to SRE, healthy eating, exercise, sun safety and personal hygiene)
  • Online Safety Event (Summer linking to e-safety, anti-bulling and SRE- grooming, ect).
  • My Money Week (Summer linking to Financial Education)

 

How does C4LS link to other subjects?

Subjects such as English, History, Geography, Science and RE provide opportunities for children to:

  • Use role-play and drama activities to ensure equality of access to a diverse range of language and literature.
  • See the diversity of human experience and understand more about themselves as individuals and members of society.
  • Understand that people involved in the same historical event had different experiences and views, and developed a variety of different versions and interpretations.
  • Challenge stereotypical views of countries and understand changes within a global context.
  • Focus on common elements, concerns and values in human experience and religious traditions, while appreciating the distinctiveness and integrity of individual faiths. 

 

Maths provides opportunities for children to investigate, use and apply their knowledge of financial concepts within real-life contexts. They can explore the value of money in literal and more abstract terms, for example comparing deals in shops, calculating true savings for offers, etc.

 

Other subject areas provide a context for children to work cooperatively in a variety of different groups, to value and respect the views of others. All subjects can ensure that resources provide a balance of role models from diverse cultural backgrounds, that the past and present are reflected accurately and that global links are made. 

 

How are children assessed in C4LS?

Teachers assess the children’s work in C4LS by making judgements as they observe them during lessons, gauged against the specific statements provided in the C4LS assessment tickets. We have clear expectations of what the children will know, understand and be able to do at the end of each year. Children will be assessed as beginning, developing and secure at the key learning objectives for each area. Teachers will assess as they go through the year. Children will have one or two C4LS books which travel with them through school. Each year, a new ticket will be overlaid to show progression.

 

Assessment should be active and participatory- helping children to recognise the progress that they are making in developing skills and taking part, as well as in their knowledge and understanding. 

 

This is the long-term plan for C4LS and it includes how this curriculum links to safeguarding.

Safety Week 2017 Nat from Wood Green led an assembly on how to be safe around dogs, then she worked with children around the school in workshops to teach us even more.

Safety Week 2017 Year 2 children learning how to cross the road safely.

Sex and Relationships Education

We understand that SRE can be a sensitive area of the curriculum for both children and parents alike. SRE is a statutory requirement and it is our duty to deliver a high-quality programme of study. We believe the best way to help children access and engage with this area of PSHE is to work in partnership with parents and carers.

 

The Wider Agenda

SRE is part of the wider agenda of promoting positive relationships and sexual health for young people to which many individuals and organisations in our community contribute. Our SRE policy contributes to meeting local and national priorities as described in strategies such as:

  • Every Child Matters
  • Looked After Children
  • School Based Health Services
  • Children and Young People’s Plan
  • National Service Framework for Children, Young People and Maternity Services
  • Keeping Children Safe in Education
  • Safeguarding Children and Young People from Sexual Exploitation

 

 

Our Approach to Sex and Relationships Education

 

Our work in SRE is set in the wider context of our school values and ethos:

 

  • We promote a healthy, safe and caring environment for all pupils and staff.
  • We provide a broad and balanced curriculum for all our pupils, having considered gender, ability and culture.
  • We promote pupil’s self-esteem and emotional well-being and help them to form and maintain worthwhile and satisfying relationships, based on respect for themselves and for others, at home, at school, at work and in the community.
  • We prepare our pupils to confidently engage with the challenges of adult life.
  • Through an enriched curriculum, we provide young people, with opportunities to develop the necessary skills to manage their lives effectively.
  • We help our young people to learn to respect themselves and others and move safely from childhood, through adolescence, into adulthood.
  • We create a wider awareness of religious and moral values within a Christian framework and respect for other races, religions and ways of life.

 

Delivering Entitlement Curriculum for SRE in our School

The objectives of the SRE Curriculum will be taught in:

  • PSHE through designated lessons, the SEAL programme of study and circle time.
  • Other Curriculum areas, especially Science, English, RE and PE
  • Outside companies which specialise in SRE provision eg Big Talk

 

We understand that at times young people will benefit from varying methods of delivering the SRE curriculum. For example, we will use single-sex groups or small group teaching where this will help us to meet the needs of young people more effectively, we will use team teaching where this enables us to best use teacher expertise.

 

SRE is taught in a safe, non-judgemental environment where adults and young people are confident that they will be respected. Specific ground rules will be established at the beginning of any SRE work, in addition to those already used in the classroom. They will cover the following areas:

  • Appropriate use of language
  • The asking and answering of personal questions
  • Strategies for checking or accessing information

 

Answering Questions: We acknowledge that sensitive and potentially difficult issues will arise in SRE as young people will naturally share information and ask questions. When spontaneous discussion arises, it will be guided in a way which reflects the stated school aims for SRE. When answering questions, we shall ensure that sharing personal information by adults, pupils or their families is discouraged.

Distancing Techniques:  In order to protect young people’s privacy, we will employ teaching and learning strategies which enable pupils to discuss issues without disclosing personal experience. For example, we will use fiction, puppets, case studies and role-play, to enable young people to share ideas and opinions and to practise their decision-making skills in a safe learning environment.

 

Big Talk Education

Big Talk Education delivers age appropriate Sex & Relationship Education (SRE) to approximately 17,000 children and young people each year across 120 Schools, through 1:1’s, Lessons, Workshops and Roadshows in Mainstream & Faith Schools, Academies, Pupil Referral Units, Colleges and a wide variety of other settings.  The founder of Big Talk, Lynnette, has a background in Youth & Community Work; she is also a qualified teacher, trainer and Specialist Relationship & Sex Education Trainer having worked in the field of SRE since the early 1990s. She has worked for several Authorities in the Yorkshire and Humber Region before setting up Big Talk Education in 2005. All their staff have advanced DBS clearance, are covered by full insurance and have all received appropriate Health and Safety training. Big Talk Education is CHAS registered and affiliated to the Sex Education Forum.

 

Each year, Big Talk comes into school over 2 days and delivers age-appropriate SRE education to all children in school. Lynette also holds an information session for parents. From year 5, children are taught as boys and girls to enable them to feel more comfortable with asking questions. Parents have the right to withdraw their children from these sessions, though we encourage parents to discuss this with the C4LS leader, headteacher or Big Talk before making a final decision. Please see the SRE policy for more information about the content of the Big Talk sessions for the different age groups.

 

The Big Talk event is held in the Spring term, to allow time for teachers to revisit this crucial learning later in the year to reinforce and consolidate understanding. Teachers will use the same materials and language used by Big Talk to ensure a consistent message is given to the children in line with the SRE policy. 

This page will be updated with specific websites during focus weeks. Keep coming back to see what new links have been added!
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