CLARENDON LIFE SKILLS CURRICULUM

2016 Working

Document

Clarendon’s life skills curriculum

A life skills curriculum approach blends academic, daily living, personal/social, and occupational skills into integrated lessons designed to help pupils develop the ability and knowledge to function independently in society. 

Introduction

Clarendon has developed its curriculum in light of the new National Curriculum 2014 which

introduced learning outcomes for year groups and labelled all of those who could not access

their chronological age group as working below age related expectations. To describe the

achievements and progress of our pupils in this way is potentially harmful to self-esteem and to

future progress. Our new curriculum takes into consideration the mainstream subjects and

expectations but has been developed around the needs of pupils with special educational needs

rather than inappropriately attempting to solely make the new mainstream curriculum

meaningful for our pupils. We offer tailored curricula for the different cohorts of learners. For

some pupils there is an academic curriculum which focusses on equipping pupils with

knowledge and skills from a range of traditional subjects. For some, we offer a mainly life skills

based curriculum. For most pupils we offer a mixture of the two. Our life skills curriculum plugs

the gaps in the National Curriculum; it enables our pupils to be as independent as possible

when they leave Clarendon, with increased life chances and the skills and knowledge to cope in

the wider environment whether it is at home, college, work or leisure. It is built on the idea of

ensuring that our pupils have the skills for life and includes areas that our pupils need to know to

be good citizens e.g. how to recycle certain materials.

We have developed, with the help of parents, pupils and governors, a set of expectations for the

ends of year 6 and year 11. These are used to set personal learning outcomes and to assess

progress. A pupil may be working on one outcome for an extended period of time. For example,

one group has recently spent a term learning the conventions of shopping and some of these

pupils are now able to use their family shopping list to buy a small number of items

independently from a supermarket. Others will need to continue this learning outcome next term

so that when they leave us they are able to do their own shopping. There is no requirement to

complete all the expectations during their time at Clarendon.

The appendix shows how life skills are taught alongside the National Curriculum subjects as

well as describing the life skill specific areas that are offered to our pupils. Outcomes from these

or from the end of phase expectations form part of each pupils’ EHCP and/or student profile.

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Life skills-End of year 6 expectations

I can:

Money Community Health and safety

Hygiene Travel School Home Other

Manage small amounts of pocket money

Demonstrate good table manners

Use stairs, escalators and lifts safely

Brush my teeth

Recognise common signs and symbols

Use scissors, glue and sticky tape independently

Lay the table

Refer to clocks meaningfully

Recognise coins and notes

Wait in a queue to buy something

Say what is real/not real

Say why you need to be clean

Pedal a trike

Say my birth date, age and own address

Put my washing out

Wrap a present

Hand money to shop or café staff

Say what can and cannot be touched e.g. in museums or shops

Wait calmly during a fire drill

Independently go to the toilet

Cross roads safely using a crossing

Speaks to others appropriately

Use zips and buttons

Use a phone to call for help

Understand the concept of needing money

Use a public toilet safely and appropriately

Identify people who help us in the community e.g. police officer

Use a tissue Ride a bike in the playground

Take turns when playing a game

Spot hazards in the home

Swim 5 metres in the swimming pool

Use a simple shopping list

Say/sign please, thank you, sorry

State which parts of the body are private and need to be covered

Wash my hands thoroughly

Read common danger signs

Know not to take someone else’s medication

Pack and carry own bag

Say no when asked to do something I know is wrong

Choose a drink/food in a cafe

Show awareness of how to behave and talk in different situations and with different audiences

Demonstrate the need to stay with the group during outings

Brush my hair Use a seat belt correctly

Organise my belongings

Dress myself

Make a simple drink and snack

Recognise that you have to pay for items in shops

Sit correctly in class, in the theatre, on a bus etc.

Ask an adult for help

Shower/ bath independently

Walk around a car park safely

Write my full name

Name the days of the week

Say what is and is not safe to eat

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Life skills-End of year 11 expectations

I can:

Money Community Health and safety

Hygiene Travel Work place Home Other

Follow the conventions related to shopping

State what different services provide

Follow basic safety rules to ensure that food preparation is safe

Keep myself clean

Travel safely on local buses & know what to do when something goes wrong

Recognise key features of health and safety in the work place

Take part in domestic activities to ensure that my home is healthy and safe

Tell the time

Buy a meal in the college canteen

Stand in a queue with due regard to the personal space of others

Use local health services

Self-medicate Ride a bike on the road with correct clothing

Follow instructions

Plan and cook simple meals

Reading age of>12.6

Locate chosen items in a shop

Put litter in the bin and know how to recycle

Carry out basic First Aid

Choose appropriate clothing for a range of events

Use roads safely

Be punctual and polite

Use appliances: microwave CookerWashing machine etc.

Maths age of >10

Use a shopping list to buy basic items

State why I must keep the noise down when returning home late at night

Show understanding of contraception and pregnancy

Use public toilets safely

Follow and give instructions to get somewhere

Dress appropriately

Use local leisure services

Spelling age>9

Use a bank and ATM

Be a responsible member of the community

Identify and anticipate danger

Follow simple healthy routines

Use and safeguard an oyster card

Make appropriate friendship choices

Follow simple routines to ensure my home is locked when I leave

Use a mobile phone to call, answer and text

Keep money safe when out

Recognise responsibilities I have towards others

Name common drugs and understand the dangers of drugs

Make decisions based on an understanding of health

Can talk appropriately to strangers e.g. bus, shops etc.

Set an alarm Say what to do when locked out

Give appropriate personal information e.g. to book a table

Use the calculator on my mobile phone

Work with others to plan an event e.g. birthday party

Tie shoe laces

Help my younger siblings e.g. bath time

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APPENDIX

ContentsMathematics Life Skills..........................................................................................................................................6

Science...................................................................................................................................................................7

English....................................................................................................................................................................8

Work Experience..................................................................................................................................................14

Cycle Mechanics...................................................................................................................................................16

Physical Education (PE) at Clarendon School......................................................................................................17

Cooking and Nutrition Life Skills..........................................................................................................................19

Computing Life Skills............................................................................................................................................20

Personal Social and Health Education.................................................................................................................21

First Aid................................................................................................................................................................24

Travel Training at Clarendon...............................................................................................................................25

Practical life skills gained through Design and Technology................................................................................26

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Mathematics Life Skills

At Clarendon pupils follow the National Curriculum for maths at levels appropriate to their ability. A

range of qualifications in maths are taken during KS4 including Functional Skills. Traditional maths

teaching is linear, with pupils needing to understand and use certain concepts before they move on

e.g. counting to 10 before going on to count to 100. For some of our pupils this could mean that they

would never have access to the higher level maths skills needed to function in the real world.

Therefore, across the whole school there is a focus on teaching pupils the mathematical skills that are

most useful in everyday contexts and the world of work; skills that they will use in further education,

work and everyday life. These skills will help pupils to develop higher levels of practical skill in

mathematics which they can apply to real life contexts: skills that will help them to manage their bills

and finances at college or when they start work; to access banking services and arrive on time for

work or leisure activities. Together these skills promote both independence and confidence.

The school aims for all pupils to be able to tell the time and manage money by the end of Year 11. The

measurement skills that are needed in everyday life are also taught. All of our pupils will have a mobile

phone so it is important for them to learn how to remember a numerical password, input phone

numbers and how to use the calculator to check bills etc.

The following are some examples of life skills that are taught in maths lessons at Clarendon:

Laying the table with the correct number of items for the group Recognising coins and notes Understanding the concept of needing money Setting an alarm clock Resetting the time on a clock Using calendars/diary Knowing the days of the week, months of the year Understanding time intervals in relation to time waiting for an appointment, in a hospital etc Understanding concepts such as empty/full Measuring the length of a room Weighing ingredients for a meal Mixing squash in the correct quantity Knowing own height, weight, shoe and dress size

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Using and reading dials e.g. volume, temperature… on a microwave, washing machine etc

ScienceAt Clarendon, pupils are supported to develop and understand the skills and processes of Science.

These skills are: observation, questioning, testing, hypothesizing, planning, doing and recording, finding

patterns and drawing conclusions. Many science skills have their basis in life skills and are useful in and

transferable to everyday situations.

Pupils are encouraged to work systematically and safely. Where possible, pupils learn to investigate

independently, but also how to work collaboratively on an investigation. Whilst undertaking scientific

investigations, pupils are:

Measuring: reading scales and digital displays; with rulers, tape measures, balances,

thermometers, measuring jugs and stop watches.

Following instructions: step-by-step instructions given in pictures, text and verbally

Recording: systematically in pictures, numbers or words

Questioning: using “What if?” and “Why?” questions that can be tested practically

Planning: the basic steps and equipment needed to complete a task

Finding patterns: in observations, pictures, words and numbers

Classifying: by grouping objects and observations

Working safely: by using previously explained routines and the correct tools, and by showing

awareness of dangers/risks

Life skills are supported by the Science knowledge that students gain through Science topic work.

The following are some examples of other life skills that are supported in Science lessons at

Clarendon:

Using electricity safely in the home and in the work place

Interpreting basic weather forecasting for personal decision making

Working hygienically with food by applying basic knowledge of germs

Applying basic first aid with a basic understanding of human anatomy

Making effective use of healthcare services with basic knowledge of the human body

Applying knowledge of Science ideas to:

Be safe on the road

Maintain cycles, bikes and cars

Respect the Earths’ resources and environment

Recycle materials

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Care for and respect living things

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English

In a special school literacy and communication are inextricably mixed. Communication is the central

focus, pervading everything else we aim to teach, as it is the key to our pupils accessing and

influencing the world around them. Literacy is the most complex facet of communication, but it is

essential to understanding in all areas of the curriculum. Words, word recognition and reading,

abstraction and fictionalization are often difficult for our pupils and we use a variety of strategies to

enable pupils to access the world around them.

Purposes of Literacy SkillsThe ability to read, write and understand text are key life skills that are crucial for functioning both

within school and beyond. It is also very important to use and understand both verbal and non-verbal

communication techniques when engaged in a face-to-face conversation together with listening skills.

Well-developed listening skills are key to understanding and empathising with others.

Who benefits?As a school we actively focus on equipping all our pupils with these skills and they are prioritised

throughout the whole curriculum as well as implicitly taught within English lessons.

Reading outcomesAll pupils will recognise common signs and pictograms e.g. toilet symbols, and recognise common

danger signs/ words e.g. stop.

Most pupils will be able to: Read a menu to order a meal

Read simple product information from a bottle

Read instructions from a medicine bottle

Read cooking instructions on a ready meal

Follow simple written instructions and recipes

Read and understand information from a simple public notice

Read a simple timetable e.g. digital timetable in a bus shelter

Read key facts from a tabloid newspaper or digitally on a computer

Achieve a reading age of >10 years

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Some pupils will be able to: Read a formal letter and understand key points and follow more complex written instructions and

recipes.

Read and complete an application form

Read and understand a variety of age appropriate magazines and digital content

Writing outcomesAll pupils will be able to: Write the name they are known by

Write a simple three word sentence and write a simple list of three things

Most pupils will be able to: Write and spell the first 200 words

Write a note independently with most known words spelled correctly

Some pupils will be able to: Achieve a reading age of >12.5 years

Write their full name and address including postcode

Complete a simple application form

Complete a simple online form

Write and spell the first 400 words correctly

Communication outcomes

All pupils will be able to: State the name they are known by and answer simple questions directed at them

Say “no” when asked to do something they know to be wrong

Ask an appropriate adult for help

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Most pupils will be able to: State their full name and address

Explain a problem and ask for help to an appropriate adult

Make a simple request/enquiry on the telephone

Speak appropriately with strangers (bus drivers, shop assistant etc.)

Demonstrate an awareness of not speaking to strangers

Ask for simple directions

Buy tickets (cinema, swimming pool etc.)

Give eye contact when speaking to someone and take turns in speaking

Some pupils will be able to: Describe any medical needs they have in an emergency situation

Dial 999 and ask for the appropriate services

Communicate appropriately in all social situations

Initiate an appropriate conversation

Drama to be added by Nicole and Lyn

This will include:

Presentation skills

Performing to groups

Facial expression and body language to convey meaning

Understand time, place and pace

Voice projection

Practice communication and social skills through role play and dramatizations

Use of props and costumes to understand image/ impact (link to dressing appropriately for an interview)

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ASDAN Courses(Award Scheme Development and Accreditation Network)

ASDAN courses explicitly grow skills for learning, skills for employment and skills for life. At Clarendon

we run the following ASDAN courses: the Personal Development Program (PDP), Personal Progress

(PP) and Short Courses in: English, Science, Performance Arts, PSHE and History. These courses

focus on 6 skill areas:

Teamwork: planning with others, taking on a role and helping to reach a goal.

Learning: setting your targets, planning to improve and checking your progress.

Problem Solving: recognising a problem, trying different things and checking if they work.

Use of Maths: measuring, working something out and presenting.

Use of English: finding information, using the right language, listening and asking questions.

Use of IT: using different equipment, using programs and presenting information.

The following are examples of activities supporting life skills that can be included in the Personal

Development Program (PDP) at Clarendon:

Planning and preparing a healthy packed lunch for one person

Tidying and cleaning a room

Washing and ironing items of clothing for yourself

In an emergency contacting: builders, plumbers, electricians, computer technicians, washing

machine technicians…

Comparing prices on home delivery sites

Creating a meal suitable for someone with a specific dietary requirement

Creating a traditional meal from another culture/country

Designing leaflets or posters for display in a food preparation area to show importance of:

cleaning, personal hygiene and storage

Improving the look of a garden by: tidying up or weeding, planting seeds or plants, making a

wildlife area, repairing or painting an item

Undertaking a recognised First Aid course

Building a shelter that you can survive in overnight

Camping outside for one night and cooking a meal

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Personal Progress (PP):The Personal Progress qualifications span a wide range of achievement from the ability to encounter

experiences to the ability to apply basic skills, knowledge and understanding to a range of familiar

experiences. Units can further be broken down into smaller steps to ensure all candidates attain

achievement at either award (8 credits), certificate (14 credits) or diploma (37 credits) level. The

modules offered under ASDAN PP can be started in year 9.

All pupils who follow Personal Progress will have the opportunity to complete the following modules as part of their maths curriculum in Key Stage 4: Early Mathematics: Developing Number Skills (2 Credits)

Early Mathematics: Position (2 Credits)

Early Mathematics: Shape (2 Credits)

Early Mathematics: Measure (2 Credits)

Early Mathematics: Sequencing and Sorting (3 Credits)

Understanding what money is used for (3 Credits)

Additional Modules for identified groups of pupils in Key Stage 4 can include:

Developing communication skills (3 Credits)

Developing reading skills (3 Credits)

Developing writing skills (3 Credits)

Developing ICT skills (4 Credits)

Travelling within the community: Going places (3 Credits)

Developing independent living skills: Personal presentation (2 Credits)

Developing independent living skills: Looking after yourself (2 Credits)

Developing independent living skills: Following instructions (2 Credits)

Developing independent living skills: Being healthy (2 Credits)

Developing independent living skills: Keeping safe (2 Credits)

Participating in a mini-enterprise event (4 Credits)

Providing personal information (2 Credits)

Preparing drinks and snacks (3 Credits)

Using local health services (2 Credits)

Planning and preparing food for an event (3 Credits)

Each credit equates to 10 hours of work meaning a module offering 3 credits will require pupils to

complete 30 hours of work in total.

Examples of activities which can be covered in the above topics include:13 | P a g e

Playing turn taking games

Visiting local libraries / supermarkets

Planning a birthday party

Completing tasks around school such as laminating / photocopying

Preparing snacks at a school event

Pupils following Personal Progress will typically complete modules in approximately 5 terms over a

two year period.

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Work Experience

Throughout their time at Clarendon pupils participate in activities to develop an awareness of the world

at work and a range of careers. This is delivered through outside speakers, visits and group

discussions. This is then extended through a work experience programme in Key Stage 4. There is a

week of work experience activities and work place visits in Year 10. Year 11 pupils are placed with

employers for a full two weeks of work experience in the summer term. These opportunities are

supported by the ASDAN courses that run in Key Stage 4 and pupils’ work on the College Link Course

each Friday in Year 11

Working with the Richmond Education Business Partnership (REBP), we aim:

To develop an awareness of the world of work from first-hand experience.

To enable pupils to make the connection between school based learning experiences and the

world of work.

To enable pupils to build their self-esteem, develop confidence in their own abilities and

develop appropriate interpersonal skills.

To enable pupils to respond appropriately to rules and norms of behaviour in the world of work.

To enable pupils to make informed choices at 16+ and make a smooth transition to their

chosen destination whether it be college, further training or direct employment.

Where appropriate, each student will:

Select each work placement with support and guidance

Attend an interview and/or make a visit to the work placement prior to commencing work

experience, with support if necessary

Undertake a work placement for up to two weeks in Year 11, or an extended weekly or block

work experience

Receive full preparation, debriefing and evaluation of work experience

Be visited by a member of school staff at the placement

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Life Skills are developed in each of the following areas:

Preparing a job application

Booking an interview by phone

Presenting yourself at an interview

Communicating effectively at an interview

Following the rules of the workplace

Being safe at work

Asking for help

Organising for work; equipment, clothes, travel and punctuality

Reflecting on performance at work

Working together with colleagues

Adapting and solving problems

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Cycle Mechanics

Cycle mechanics offers important life skills that can promote independent travel, teaches new skills

that are transferrable, and may lead to a career path. Pupils gain an AQA Unit Award that can be

added to their academic portfolio. This certificate can be used for gaining a work experience

placement or a job in a bicycle shop. Cycle mechanics also links with Travel Training and Bike Ability

where pupils can learn about road safety, planning a journey, and time keeping

Our aims are to give pupils the chance to:

Refine their hands-on-skills, suiting those who are kinaesthetic learners

Gain independence. By servicing their own bike and keeping it running, pupils can in turn travel by

themselves

Learn new skills that are transferrable to other general DT and DIY jobs

Keep fit and healthy

Mentor new pupils starting the AQA Unit Award, once they have completed the award themselves

Problem solve; figuring out how to use the correct tools and spare parts to repair bicycles and get

them back on the road

Be responsible for maintaining the school bicycles

Wider community:

Work on second hand bicycles, part of our social enterprise and learning about weighing up the

cost-benefit of servicing a bicycle for resale versus saving the parts for another bike

Learn about customer service; how to advertise and sell bicycles and meet customers’ needs and

demands

Engage in the community through selling bikes and show casing what we do

Take part in cycle charity rides

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Physical Education (PE) at Clarendon School

The PE curriculum enables pupils to understand the importance of health, and that well-being is

directly affected by our exercise and diet choices. It is our aim that PE provides a basis for pupils to

choose a lifetime of physical activity and healthy choices.

PE provides the opportunity for pupils to participate in a wide range of sport and activities:

Invasion games e.g. football and basketball

Net and wall activities e.g. tennis

Striking and fielding activities e.g. cricket and rounders

Athletics

Gymnastics, dance and yoga

Health related fitness activities

In addition, PE provides the opportunity for pupils to learn important life-skills:

Swimming: this is regularly taught in KS2 and there are opportunities built into the curriculum for older

pupils. This most valuable physical skill is taught to ensure pupils have basic life-saving skills in the

water, especially as many of our pupils live near to the river, as well as being a physical and leisure

activity in which they can continue to take part after they leave school.

Map reading: an outdoor map reading course is set up in school to teach pupils to use a map.

Dressing and undressing: Using zips and buttons

Tying a shoelace

Folding clothes

Dressing/undressing independently

Using a leisure centre: Using a locker

Using toilets and changing facilities in a public building

Booking and paying for a session

Finding the information desk

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Reading the timetable, opening/closing times

Behaving appropriately in a public space

Cycling: All pupils are given opportunities to develop cycling skills. The Primary department has

scooters and trikes available at all morning break sessions and have lessons to introduce bikes when

appropriate. The Bike Ability scheme is offered to those pupils who can ride a 2 wheeler bike in Years

5 and 6. Older pupils are given opportunities to cycle further by taking the bikes out of school to Bushy

Park.

PE also provides the opportunity for pupils to excel at competitive sport through a comprehensive

fixture and competition schedule against other SEN and mainstream schools. This helps pupils

broadly develop their leadership, teamwork, communication and problem-solving skills in demanding

situations.

Qualification OutcomesBy the end of year 11:

All pupils will complete 1 module of the Entry level course.

Most pupils will gain an entry level certificate in PE.

Some pupils will gain a BTEC Level 1 Award/Certificate/Diploma in Sport and Active Leisure. 

Yoga and dance Kelly to add?

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Cooking and Nutrition Life SkillsThe Cooking and Nutrition curriculum at Clarendon gives pupils the opportunity to develop the

important skills necessary to be independent in the home environment, follow simple healthy recipes

and make simple meals for themselves, as well as learning where food comes from.

These activities will involve other aspects that are important to becoming an independent learner such

as reading, sequencing, working together, following directions and health and safety when working in

the kitchen.

Our aim is for all pupils to be able to do the following by the time they leave Clarendon at 16:

Take part in domestic activities to ensure that their home is healthy and safe

Make a hot drink and snack

Plan and cook simple meals

Use common household appliances: microwave, cooker, washing machine etc.

Other life skills may be incorporated into the Cooking and Nutrition curriculum including:

Identifying familiar household chemicals i.e. washing up liquid, fabric softener, soap etc.

Using household chemicals (cleaning products) safely i.e. cleaning up after a lesson in the cooking

room

Cleaning different surfaces e.g. windows, tables, ovens

Recognising mould and decay on food

Understanding what is food and what is not food (awareness that some substances can be eaten

and some are poisonous)

Using on/off switches for various appliances

Using a power socket carefully and safely

Identifying appliances that need to be plugged in

Identifying and addressing fire hazards

Stacking shelves and storing cleaning products

Knowing when something needs cleaning and knowing when to stop cleaning

Knowing what to do if there is a fire in the kitchen

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Computing Life Skills

The computing curriculum at Clarendon, in line with the new Curriculum, aims to educate pupils so

that they can use technology safely and respectfully. We teach our pupils to become safe and

confident computer users, equipping them with skills for today’s world in which technology is an

increasingly significant part of society. Digital technologies are now embedded in our society and

throughout Clarendon pupils use a range of up-to-date technologies, and are educated about how to

use these as effective communication tools. Our aim is for all pupils to be able to do the following by

the time they leave Clarendon at 16:

To use the most up-to-date technologies, including computers, laptops, tablets and smart phones

effectively.

To demonstrate their understanding of formal and informal communications and social forums, and know how and when to use these and to do so appropriately.

Pupils need help and support to recognise and avoid e-safety risks and build their resilience. E-Safety

education and life skills will be provided in the following ways:

A planned e-safety programme is provided as part of ICT, PSHE and other lessons, and is

regularly revisited – this covers both the use of ICT and new technologies in school and outside

school

Where relevant, e-safety is a focus in all areas of the curriculum and staff reinforce e-safety

messages in the use of ICT across the curriculum. Key e-safety messages are reinforced as part

of a planned programme of assemblies, tutorial and pastoral activities

Pupils are taught to be critically aware of the materials and content that they access online and be

guided to validate the accuracy of information

Pupils are encouraged to adopt safe and responsible use of ICT, the internet and mobile devices

both within and outside school

Pupils are taught to acknowledge the source of information used and to respect copyright when

using material accessed on the internet

When using digital images, staff inform and educate pupils about the risks, and the law, associated

with the taking, using, sharing, publishing and distributing images. In particular, they should

recognise the risks attached to publishing their own images or personal information on the internet

e.g. on social networking sites

Pupils will be taught to identify where to go for help and support when they have concerns about

content or contact on the internet

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Personal Social and Health Education

PSHE is the thread that runs through every curriculum area. It is the subject that binds the National

Curriculum and provides the statutory guidance on ‘drug education, financial education, sex and

relationship education (SRE), the importance of physical activity and diet for a healthy lifestyle’. It is a

planned spiraling programme in which pupils learn the skills for life outside of school. It is where they

learn what is needed to manage their lives as individuals, family members and members of the wider

society.

Life skills provide our pupils with the opportunities and experiences which are required to lead happy

and fulfilling lives. The following are some examples of life skills and knowledge that pupils are taught

in PSHE lessons at Clarendon:

Pupils will be able to:

Drugs (including medicines)

Express opinions re drug issues Understand the meaning of legal and illegal (and their meaning) Resist pressure from peers re drugs Name some common drugs Describe physical effects of some drugs Understand the concept of addiction State the difference between safe and harmful drugs State the names and uses of common medicines Find the expiry date and dosage of common medicines State how to store medicines Say what to do when finding a harmful substance Understand when to take medicine Identifying labels and images on medicines Collect a prescription Understand the dangers of taking others’ medication Explain the meaning of an overdose

Alcohol Resist pressure from peers re alcohol Recognise a drunk or intoxicated person Say what a pub is State the age when it is legal to drink

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Cigarettes State the dangers of smoking Describe addiction State the age when it is legal to buy or smoke cigarettes

Professional Help State when to dial 999 Recognise police officers Say who to ask for help Choose safe places to wait and rest Interact with medical officers, police, social workers etc. Explain basic human rights

People Skills Use appropriate manners Take turns Be gracious about winning/losing Talk about friendship Understand what is okay/not okay behaviour from a friend Learn strategies for overcoming peer pressure Understand personal space Solve simple problem Understand that it is inappropriate to look or point at people who are different or make comments

that are homophobic, sexist etc. Understand stranger danger Know how to respond to inappropriate looks

Safety Solve common home hazards Understand hazards that can cause a fire Develop safe habits around the home e.g. don’t tell everybody you are on holidays Recognise social symbols e.g. male/female toilets, no smoking Store gadgets safely Understand when a situation is an emergency Tolerate sirens Evacuate buildings

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SRE

Describe differences and similarities between themselves and others

Distinguish between ‘public’ and ‘private’

Define different types of relationships and appropriate behaviours in these

Recognise the behaviours of ‘healthy’ and ‘unhealthy relationships’

Identify parts of the body and their functions, including sexual organs

Understand ‘good’ and ‘bad’ touch

Understand that the body changes during puberty and how to manage these changes including:

using sanitary items correctly (girls), dealing with wet dreams and erections

Know how babies are made and that contraception can be worn to avoid pregnancy and STI’s

Put on a condom

Know where to access contraceptive and sexual health services

Use public toilets safely and demonstrate appropriate toilet routines e.g. close the door, flush,

wash hands

Understand consent

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First Aid

We offer the British Heart Foundation first aid programme to all pupils in KS3 and 4. This supports

pupils to recognise dangers and respond to accidents by safely using basic first aid and seeking

emergency assistance. Basic First Aid is also covered in the PP and PDP (ASDAN) Programme and

when it arises during the school day e.g. a cut finger in a cooking lesson.

Our pupils will be taught:

To knowing when/ when not to call 999

To recount an accident or incident recalling significant details

To clean a cut

To put on a plaster

To use the recovery position

To understand the concept of an electric shock

To recognise a burn and know how to treat it

To follow infection controls eg. washing hands

To demonstrate CPR on a Resuci-Annie (training manikin)

To say what to do if someone chokes

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Travel Training at Clarendon

Who benefits?Travel Training is an important life skill which promotes independence and builds up pupils’

confidence. It can also be combined with other life skills activities outside of school e.g. shopping.1:1

intensive travel training is offered to pupils in years 9, 10 & 11 as appropriate. Travel training skills are

also taught to groups and whole classes when on educational visits and school outings.

Purposes of travel training: To promote road safety and awareness of danger

To promote independent travel to college in year 11

To promote independent travel to school

To promote independent travel at weekends or in the evening in order to facilitate social or leisure

activities

Road Safety: Walking safely on pavement

Choosing a safe place to cross (Green Cross Code)

Use of zebra/pelican crossings

Public Transport: Recognise bus numbers

Find correct stop and correct side of road

Use of Oyster Card and topping-up

Ask for help as appropriate

Getting on and off buses safely; queuing; choosing a seat/standing

Practise familiar routes (home, college etc.)

Coping with delays and change

Use of TfL journey planner/ bus app/ timetable Tube and rail (if needed to travel from home to college): finding platform, single or return ticket

Booking a taxi

Outcomes

By the end of year 10:

All pupils will have experience of using public transport and other life skills

Most pupils will be able to travel independently to college in year 11

Some pupils will be able to use public transport independently

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Practical life skills gained through Design and Technology

The design technology curriculum at Clarendon gives the pupils the opportunity to work with a range

of resistant materials and create products through problem solving activities. The practical nature of

the subject enables many different life skills to be addressed from learning how to tie an apron at the

start of every lesson to understanding common risks and dangers in the home or workplace as well as

learning basic DIY skills.

The following list is a selection of typical life skills addressed through Design and Technology in a unit of work:

Understanding why we wear protective equipment and independently putting it on

Cleaning equipment and work spaces after work to ensure the space is left suitable for the next

user

Recognising warning signs and symbols relating to hazards and danger

Understanding the properties and uses of specific materials

Understanding the importance of selecting the appropriate equipment needed to solve a

problem

Understanding the risks when operating electric equipment or sharp tools

Recognising when a task needs more work or is finished

Identifying how something can be improved

Understanding appropriate places to use specific equipment in relation to surrounding people/

furniture/equipment (not sanding wood near to wet paint on another pupils’ work)

Recognising how and why things become hot and understanding the risks associated, such as

how long something takes to cool and how we should safely handle hot things

Understanding the importance of health and safety in relation to substances such as oils,

paints, varnishes and lubricants and how to dispose of them

The following routine tasks are regularly addressed that are life skills / motor skills related:

Tying knots

Opening containers

Collecting things from a location

Putting things in a specific place

Tightening screws, nuts and bolts

Keeping a work area tidy

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