The aim of Life Skills at Queensbury School is to equip students with the transferable skills needed to be able to have fulfilling lives, whilst at school and in the future. For our students achieving independence is an important part of the journey into adulthood. We offer preparation and guidance, so our students can develop and apply in the real world the essential skills required in independent living such as knowing ourselves, looking after myself and others, making meals, communicating and many more. Life Skills curriculum gives the opportunity to develop skills through the experience of daily activities both on and offsite. We encourage a strong liaison with families to ensure the teaching of life skills span across the students` day including before and after school. Our students can build on the foundation of Skills for Life and Work qualifications, to help them perform at work and progress with confidence in the future.
| KS3 | Intent (Why are we doing it) | Implement (How we are going to do it) | Impact (What we want to see and develop) | INSIGHT |
|---|---|---|---|---|
| Discovery | Students begin learning how to stay safe and look after themselves through practical, hands‑on activities that help them understand potential dangers to their safety, both in school and within the wider community. This includes learning about safety indoors and outdoors, including road awareness. Through structured learning experiences, students develop independence and essential life skills. This learning is supported through practical activities such as role‑play, visual prompts, routine‑based tasks, and supported real‑life scenarios. For example, students practice crossing roads safely, asking for help from trusted adults, recognizing hazards in the home, and responding appropriately to unfamiliar situations. Hands‑on activities such as practicing personal care routines, preparing simple snacks, organizing personal belongings, and following daily schedules help students build confidence and a strong sense of self. These experiences encourage resilience and support students to manage change and face challenges with increased confidence. Opportunities for communication and interaction with others are embedded across the curriculum through group activities, turn‑taking games, supported discussions, and collaborative tasks. These activities help students develop social skills, express their needs, make choices, and work alongside peers in a supported environment. Students are also supported to develop an understanding of the world around them and to practice making simple, informed, and responsible decisions in real‑life contexts. Overall, we aim to prepare students to make safe and appropriate choices in their daily lives by equipping them with practical skills, knowledge, and confidence. This supports their ability to live safely, participate in their community, and develop greater independence over time. | Students’ learning is based on making simple choices that support their understanding of themselves and the world around them. Learning is delivered through basic role play, carefully structured to simulate real‑life situations, with regular repetition of skills to reinforce understanding and awareness. Students are provided with opportunities to learn through sensory experiences, enabling them to engage meaningfully in activities. For example, they take part in cookery lessons where they taste and explore different foods, and they learn to recognize and respond to positive and negative emotions through supported activities and discussion. These practical and sensory‑based learning experiences help students to build confidence, improve self‑awareness, and develop essential life skills in a supportive and accessible way. | Students develop skills that support their understanding of themselves and their everyday lives, helping them to become more aware of who they are and how they can make simple, appropriate choices. They learn to make basic decisions that support their well‑being, such as dressing appropriately for the weather, recognizing healthy and unhealthy foods, and understanding how to stay safe. Students develop increased awareness of safety and risk through supported activities and role play. They begin to understand appropriate assertiveness, including learning how and when to say “no” to help avoid risky or unsafe situations. Over time, these skills support students to build confidence, self‑awareness, and independence within a safe and supported environment. | |
| Explorer | Students develop skills to manage time and improve self‑organisation, alongside learning about personal safety, personal hygiene, self‑awareness, and employability. This foundation supports students in recognizing and responding appropriately to a range of everyday situations, understanding how to act safely, and knowing how to seek help when needed. The Life Skills curriculum supports the development of self‑belief and confidence, encouraging students to trust in their abilities and take increasing initiative. Building resilience is a key focus, helping students to cope with setbacks and adapt positively to change. Students are encouraged to develop aspirations appropriate to their individual needs, motivating them to set achievable goals and work towards personal and academic progress. Preparation for the world of work is embedded throughout learning, with a focus on practical life and employability skills, appropriate workplace behaviours, and early career awareness. Regular opportunities for communication and interaction with others help students develop teamwork, social understanding, and effective interpersonal skills, supporting success in everyday life and future employment or supported pathways. | Students actively participate in and engage with learning activities linked to defined life‑skills topics. Learning takes place through a range of interactive approaches, including supported discussions, games, role play, and targeted questioning, enabling students to explore concepts in an accessible and meaningful way. Activities are practical and structured to allow students to practice skills repeatedly within a safe and familiar environment. Staff support students to apply and transfer the skills learned in school to real‑life situations, both within the school setting and, where appropriate, in the wider community. This approach helps students develop confidence, understanding, and independence, supporting their ability to use learned skills in everyday life. | We would like to see our students become more confident in keeping themselves safe and, as a result, be less likely to place themselves in risky or unsafe situations. Through repeated practice and supported discussion, students develop an increased awareness of potential dangers and appropriate responses in everyday life. We would like students to gain an understanding of where to access local help and advice and to recognise trusted people and services within their community. Over time, students feel more comfortable asking questions, including about difficult or unfamiliar topics, and seeking support when they are unsure or concerned. These outcomes support students in developing confidence, self‑advocacy skills, and safer decision‑making, contributing to greater independence, well‑being, and participation in daily life. | |
| Navigator | The intent of the Navigator pathway is to enable students to apply the skills they develop to real‑life situations, supporting them to feel positive about who they are and to make informed choices that promote healthy, safe, responsible, and fulfilling lives. Through the development of ambition, self‑belief, teamwork, confidence, resilience, and determination, we aim to empower students to overcome challenges, work effectively with others, and strive towards personal goals. This approach supports students on their journey towards greater independence and prepares them for adulthood, further learning, employment, or supported progression routes that reflect their individual strengths and needs. | Students learn through structured and supported discussions that explore similarities and differences between people and everyday situations. Activities are carefully planned to help students consider different viewpoints in an accessible way and to develop an understanding of opinions that may differ from their own. Through guided discussion, role play, and practical examples, students are supported to clarify their own values and attitudes. Teaching is scaffolded and differentiated to meet individual needs, enabling students to practise decision‑making and problem‑solving. Opportunities are provided for students to apply the skills and understanding they have developed to real‑life situations, helping them to make informed choices and respond appropriately in everyday life, learning, and work‑related contexts. | We would like our students to apply their understanding to everyday living situations, developing greater confidence in making appropriate and informed choices. Through this, students gain increased knowledge about their own lives, helping them to feel safe, valued, and supported. We would also like students to be able to transfer the skills they have developed into the world of work, supporting their preparation for employment, further learning, and greater independence in adulthood. | |
| Venture | Students develop key skills that encourage them to think critically and prepare them for the wider world. We aim to foster the development of empathy, helping students to understand themselves and their emotions, building trust and relationships, and how to effectively interact with the world around them. Through building resilience, students will be equipped to handle challenges and learn independently, engaging with learning in whatever method is appropriate to the individual, and becoming confident, self-motivated learners in the process. | Students learn through personalised learning outcomes to engage and participate fully in activities related to real life. Encouragement to focus on personal well-being helps our students embrace change, feel positive about who they are. | Applying their knowledge and understanding to everyday living problems, gaining more confidence in making the right choices. To be able to transfer the gained skills to the world of work and enjoy healthy, safe, responsible and fulfilled lives. | |
| Quest | Students develop key skills such as interacting with others, communication, independence, and an understanding of the world around them. These skills support students in developing awareness of who they are and how they engage with everyday life. Through role play and supported discussion, students explore ways to keep themselves safe and develop social understanding and resilience. They learn to identify and respond to their own needs and develop an understanding of appropriate assertiveness, including the ability to confidently say “no” to help avoid risky or unsafe situations. | Students explore and develop their understanding of how to keep themselves and others safe through structured, practical learning experiences both in school and within the wider community. Learning is delivered through basic role play, visual supports, sensory activities, and supported discussion, allowing students to practice safe behaviours in familiar and real‑life situations. Students explore scenarios such as staying safe in school, at home, when out in the community, and around roads, with learning broken down into small, manageable steps and reinforced through repetition. Staff model safe behaviour and support students to identify potential risks, make simple choices, and respond appropriately to different situations. Opportunities are planned for students to practise these skills during supervised community activities, helping them to apply their learning in meaningful contexts. Communication strategies are embedded throughout teaching to support students in expressing their needs, asking for help, and using appropriate assertiveness, including learning how to say “no” in unsafe or uncomfortable situations. | As a result of these learning opportunities, Quest students develop increased confidence to make simple choices and share ideas within small group settings. They demonstrate improved communication and listening skills and become more comfortable responding to others appropriately. Through basic role‑play activities, students show greater awareness of the world around them and begin to recognize potential dangers that may arise in different situations. These activities help students to develop social understanding, safety awareness, and resilience, enabling them to reflect on real‑life scenarios in a supported and meaningful way. Over time, students become more able to identify risks, make simple, appropriate decisions, and respond more confidently to everyday situations, supporting their personal safety, independence, and well‑being. |
| KS4 | Intent (Why are we doing it) | Implement (How we are going to do it) | Impact (What we want to see and develop) | INSIGHT |
|---|---|---|---|---|
| Discovery | Students develop supported participation and engagement in activities. They are encouraged to discover themselves better and start exploring the world around them. T Through this process, students begin to build independence and life skills, a stronger sense of self, and the ability to communicate and interact with others. They also develop confidence and resilience as they engage with and begin to understand the world. Students participate in making simple decisions related to their health, safety, likes, dislikes, and choices for their future, fostering essential personal and social development. | Students participate in activities, some of their responses may be supported by staff or other learners. They are encouraged to use single words, gestures or symbols to communicate and express their feelings. | We would like to see our students to become more aware of themselves and the world around them. We want them to be able to participate in making a decision about their future and express their feelings, likes and dislikes. | |
| Explorer | Students gain, strengthen or make general use of skills, knowledge, concepts or understandings that relate to their experience of the world around them. They extend their understanding of the community, increase financial awareness and explore the choices about their life. They also develop self-belief and confidence, build resilience, nurture aspiration to achieve, and prepare for the world of work. In addition, they enhance their communication skills and ability to interact effectively with others. | Students participate in activities to improve skills required for living independently, learning and work, such as resilience, being a good team member, patience, working hard. We help our students to make informed choices e.g. to choose the right college or 6th form after finishing year 11. | We would like to see our students start making the right, mature decisions about their future, stay safe and be aware of the choices they have in life. | |
| Navigator | Some of our students from the Navigator group take part in Life Skills lessons and are supported to gain skills, knowledge, concepts, and understandings that relate to their experience of the world around them. These lessons help students extend their understanding of the community, increase financial awareness, and explore the choices about their life. Through these experiences, students develop key personal attributes such as ambition and self-belief, confidence and resilience, courage, and the ability to work effectively as part of a team. These skills are essential in preparing them for a more independent and fulfilling future and adulthood. | Students are supported to improve skills required for living independently, learning and work, such as resilience, being a good team member, leadership. We help our students to make informed choices e.g. to choose the right college or 6th form after finishing year 11. | We would like to see our students to make the right, mature decisions about their future, stay safe and guide themselves to take chances and make the right choices in life. | |
| Venture | Students develop key skills which encourage them to think critically and prepare them for the wider world—to become independent learners or to engage in learning independently, in whatever method is appropriate to the individual. They are supported to gain skills, knowledge, concepts, and understandings that relate to their experience of the world around them. Through this, students deepen their understanding of themselves and their emotions, develop empathy, and build resilience. They also strengthen their ability to build trust and relationships, interact with the world around them, extend their understanding of the community, increase financial awareness, and explore the choices about their life. | Students learn through personalised learning outcomes to engage and participate fully in activities related to real life. Encouragement to focus on personal well-being helps our students embrace change, feel positive about who they are. | Applying their knowledge and understanding to everyday living problems, gaining more confidence in making the right choices. To be able to transfer the gained skills to the world of work and enjoy healthy, safe, responsible and fulfilled lives. |
Delivery of Life Skills at Queensbury School:
How we make Life Skills subjects interesting?
Teaching across Life Skills follows a curriculum map designed to develop key skills in our pupils which encourage them to think critically and prepare them for the wider world.
The curriculum is designed in such a way as to support pupils through challenges facing adults in everyday living, how to cope with these and how to make decisions in regards to their future.
Dedicated staff making learning interesting and practical as much as possible;
Topics carefully chosen and tailored to students needs and interests, related to everyday
living;
Offsite education- Community Access lessons, visiting places such as Birmingham Library, city
centre, Job Centres, museums, cafes;
Travel training – close liaison to Life skills targets to increase students` independence;
Cooking – real life experience to prepare and taste different foods;
Close liaison with parents to extend learning in the classroom by practicing gained skills at home;
Taking part in events such as Road Safety week, healthy tuck shop.
Learning through experience – vocational education studies- Hair & Beauty, Catering,
Painting &decorating, Office skills, Household skills, Horticulture.
Visiting school`s allotment, looking after 6th form veggies garden.
Visitors invited to employability lessons.
Preparing students for works experience.
Taking part in raising money for different charities, Food bank.
Taking part in organising events such as Coffee mornings.