, STUDY NOTES
The three (3) main areas of life skills curriculum.
Personal and Social Well-being;
Physical Education; and
Creative Arts.
Personal and Social Well-being
The study of the self in relation to the environment and society.
Provides opportunities to practise life skills required to make informed choices regarding
personal lifestyle, health and social well-being.
Provides skills to relate positively with and contribute to family, community and society.
Provide skills to deal with challenging situations positively and recognise, develop and
communicate abilities, interests and skills with confidence.
Learn values such as respect for the rights of others and tolerance for cultural and religious
diversity in order to build a democratic society.
Physical Education
Aims to develop learners’ physical well-being and knowledge of movement and safety.
Develop motor skills and participate in a variety of physical activities.
Nurture positive attitudes and values that will assist learners to be physically fit, mentally alert,
emotionally balanced and socially well adjusted.
Experience the benefits of participation.
Understand the importance of a physically active lifestyle.
During movement activities teachers will also address the development of other skills such as
relationship skills, problem-solving skills and the enhancement of self-esteem.
Creative Arts
Provides exposure to and study of a range of art forms including dance, drama, music, and
visual arts.
Purpose is to develop learners as creative, imaginative individuals, with an appreciation of the
arts.
Provides basic knowledge and skills to be able to participate in creative activities.
A safe and supportive environment is created for learners to explore, experience and express
thoughts, ideas and concepts within an atmosphere of openness and acceptance.
Provides opportunities for learners to give expression to their feelings and understandings,
individually and in collaboration with others.
Creates a foundation for balanced creative, cognitive, emotional and social development.
Improve literacy and reduce education dropout levels.
, Aims of the life skills curriculum
Life Skills deals with the holistic development of the learner throughout childhood. It equips learners
with knowledge, skills and values that assist them to achieve their full potential in terms of:
physical;
intellectual;
personal;
emotional; and
social abilities.
The subject encourages learners to acquire and practise life skills that will assist them to become
independent and effective in responding to life’s challenges and to play an active and responsible
role in society.
Aims:
guide learners to achieve their full physical, intellectual, personal, emotional and social
potential;
teach learners to exercise their constitutional rights and responsibilities and to respect the rights
of others;
guide learners to make informed and responsible decisions about their health and environment;
develop creative, expressive and innovative individuals;
develop skills such as self-awareness, problem solving, interpersonal relations, leadership,
decision making, and effective communication;
provide learners with exposure to experiences and basic skills in dance, drama, music and
visual arts including artistic literacy and appreciation; and
allow learners to enjoy the health benefits of exercise and develop social skills through
participation in Physical Education.
Discuss the 10 roles of the Life Skills teacher
Resource provider - Teachers help their colleagues by sharing instructional resources. These
might include websites, instructional materials, readings, or other resources to use with
students. They might also share such professional resources as articles, books, lesson or unit
plans, and assessment tools.
Instructional specialist - To help colleagues implement effective teaching strategies. This help
might include ideas for differentiating instruction or planning lessons in partnership with
fellow teachers. Instructional specialists might study research-based classroom strategies
(Marzano, Pickering & Pollock, 2001); explore which instructional methodologies are
appropriate for the school; and share findings with colleagues.
Curriculum specialist - Understanding content standards, how various components of the
curriculum link together, and how to use the curriculum in planning instruction and assessment
is essential to ensure consistent curriculum implementation throughout a school. Curriculum
specialists lead teachers to agree on standards, follow the adopted curriculum, use common
pacing charts, and develop shared assessments.
Classroom supporter - Help teachers implement new ideas, often by demonstrating a lesson,
co-teaching, or observing and giving feedback. Blase and Blase (2006:22) found that
consultation with peers enhanced teachers’ selfefficacy (teachers’ belief in their own abilities
and capacity to successfully solve teaching and learning problems) as they reflected on practice
, and grew together, and it also encouraged a bias for action (improvement through collaboration)
on the part of teachers.
Learning facilitator - Facilitating professional learning opportunities among staff members is
another role for teacher leaders. When teachers learn with and from one another, they can focus
on what most directly improves student learning. Their professional learning becomes more
relevant, focused on teachers’ classroom work, and aligned to fill gaps in student learning.
Such communities of learning can break the norms of isolation present in many schools.
Mentor - Serving as a mentor for novice teachers is a common role for teacher leaders.
Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers
about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great
deal of time and expertise and makes a significant contribution to the development of a new
professional.
School leader - Being a school leader means serving on a committee, such as a school
improvement team; acting as a grade-level or department chair; supporting school initiatives;
or representing the school on community or district task forces or committees. A school leader
shares the vision of the school, aligns his or her professional goals with those of the school and
district, and shares responsibility for the success of the school as a whole.
Data coach - Although teachers have access to a great deal of data, they do not often use that
data to drive classroom instruction. Teacher leaders can lead conversations that engage their
peers in analysing and using this information to strengthen instruction.
Catalyst for change - Teachers can also be catalysts for change, visionaries who are “never
content with the status quo but rather always looking for a better way” (Larner, 2004:32).
Teachers who take on the catalyst role feel secure in their own work and have a strong
commitment to continual improvement. They pose questions to generate analysis of student
learning.
Learner - Among the most important roles teacher leaders assume is that of learner. Learners
model continual improvement, demonstrate lifelong learning, and use what they learn to help
all students perform well.
Role of the subject teacher
Subject teachers have first-line responsibility for the education of all students in their classes.
They should ensure that they plan their lessons carefully to address the diverse needs within the
classroom.
They may need to adapt their teaching approaches for some students whose application,
motivation, communication, behaviour and interaction with peers are causes of concern.
This may require targeted interventions to develop relevant adaptive skills related to these
needs.
Students should be provided with opportunities to be active participants in their own learning
through lessons that are carefully planned to include independent and collaborative tasks and
the reinforcement of skills’ development.
All subject teachers should implement teaching approaches and methodologies that facilitate
the meaningful inclusion of all students.
The three (3) main areas of life skills curriculum.
Personal and Social Well-being;
Physical Education; and
Creative Arts.
Personal and Social Well-being
The study of the self in relation to the environment and society.
Provides opportunities to practise life skills required to make informed choices regarding
personal lifestyle, health and social well-being.
Provides skills to relate positively with and contribute to family, community and society.
Provide skills to deal with challenging situations positively and recognise, develop and
communicate abilities, interests and skills with confidence.
Learn values such as respect for the rights of others and tolerance for cultural and religious
diversity in order to build a democratic society.
Physical Education
Aims to develop learners’ physical well-being and knowledge of movement and safety.
Develop motor skills and participate in a variety of physical activities.
Nurture positive attitudes and values that will assist learners to be physically fit, mentally alert,
emotionally balanced and socially well adjusted.
Experience the benefits of participation.
Understand the importance of a physically active lifestyle.
During movement activities teachers will also address the development of other skills such as
relationship skills, problem-solving skills and the enhancement of self-esteem.
Creative Arts
Provides exposure to and study of a range of art forms including dance, drama, music, and
visual arts.
Purpose is to develop learners as creative, imaginative individuals, with an appreciation of the
arts.
Provides basic knowledge and skills to be able to participate in creative activities.
A safe and supportive environment is created for learners to explore, experience and express
thoughts, ideas and concepts within an atmosphere of openness and acceptance.
Provides opportunities for learners to give expression to their feelings and understandings,
individually and in collaboration with others.
Creates a foundation for balanced creative, cognitive, emotional and social development.
Improve literacy and reduce education dropout levels.
, Aims of the life skills curriculum
Life Skills deals with the holistic development of the learner throughout childhood. It equips learners
with knowledge, skills and values that assist them to achieve their full potential in terms of:
physical;
intellectual;
personal;
emotional; and
social abilities.
The subject encourages learners to acquire and practise life skills that will assist them to become
independent and effective in responding to life’s challenges and to play an active and responsible
role in society.
Aims:
guide learners to achieve their full physical, intellectual, personal, emotional and social
potential;
teach learners to exercise their constitutional rights and responsibilities and to respect the rights
of others;
guide learners to make informed and responsible decisions about their health and environment;
develop creative, expressive and innovative individuals;
develop skills such as self-awareness, problem solving, interpersonal relations, leadership,
decision making, and effective communication;
provide learners with exposure to experiences and basic skills in dance, drama, music and
visual arts including artistic literacy and appreciation; and
allow learners to enjoy the health benefits of exercise and develop social skills through
participation in Physical Education.
Discuss the 10 roles of the Life Skills teacher
Resource provider - Teachers help their colleagues by sharing instructional resources. These
might include websites, instructional materials, readings, or other resources to use with
students. They might also share such professional resources as articles, books, lesson or unit
plans, and assessment tools.
Instructional specialist - To help colleagues implement effective teaching strategies. This help
might include ideas for differentiating instruction or planning lessons in partnership with
fellow teachers. Instructional specialists might study research-based classroom strategies
(Marzano, Pickering & Pollock, 2001); explore which instructional methodologies are
appropriate for the school; and share findings with colleagues.
Curriculum specialist - Understanding content standards, how various components of the
curriculum link together, and how to use the curriculum in planning instruction and assessment
is essential to ensure consistent curriculum implementation throughout a school. Curriculum
specialists lead teachers to agree on standards, follow the adopted curriculum, use common
pacing charts, and develop shared assessments.
Classroom supporter - Help teachers implement new ideas, often by demonstrating a lesson,
co-teaching, or observing and giving feedback. Blase and Blase (2006:22) found that
consultation with peers enhanced teachers’ selfefficacy (teachers’ belief in their own abilities
and capacity to successfully solve teaching and learning problems) as they reflected on practice
, and grew together, and it also encouraged a bias for action (improvement through collaboration)
on the part of teachers.
Learning facilitator - Facilitating professional learning opportunities among staff members is
another role for teacher leaders. When teachers learn with and from one another, they can focus
on what most directly improves student learning. Their professional learning becomes more
relevant, focused on teachers’ classroom work, and aligned to fill gaps in student learning.
Such communities of learning can break the norms of isolation present in many schools.
Mentor - Serving as a mentor for novice teachers is a common role for teacher leaders.
Mentors serve as role models; acclimate new teachers to a new school; and advise new teachers
about instruction, curriculum, procedure, practices, and politics. Being a mentor takes a great
deal of time and expertise and makes a significant contribution to the development of a new
professional.
School leader - Being a school leader means serving on a committee, such as a school
improvement team; acting as a grade-level or department chair; supporting school initiatives;
or representing the school on community or district task forces or committees. A school leader
shares the vision of the school, aligns his or her professional goals with those of the school and
district, and shares responsibility for the success of the school as a whole.
Data coach - Although teachers have access to a great deal of data, they do not often use that
data to drive classroom instruction. Teacher leaders can lead conversations that engage their
peers in analysing and using this information to strengthen instruction.
Catalyst for change - Teachers can also be catalysts for change, visionaries who are “never
content with the status quo but rather always looking for a better way” (Larner, 2004:32).
Teachers who take on the catalyst role feel secure in their own work and have a strong
commitment to continual improvement. They pose questions to generate analysis of student
learning.
Learner - Among the most important roles teacher leaders assume is that of learner. Learners
model continual improvement, demonstrate lifelong learning, and use what they learn to help
all students perform well.
Role of the subject teacher
Subject teachers have first-line responsibility for the education of all students in their classes.
They should ensure that they plan their lessons carefully to address the diverse needs within the
classroom.
They may need to adapt their teaching approaches for some students whose application,
motivation, communication, behaviour and interaction with peers are causes of concern.
This may require targeted interventions to develop relevant adaptive skills related to these
needs.
Students should be provided with opportunities to be active participants in their own learning
through lessons that are carefully planned to include independent and collaborative tasks and
the reinforcement of skills’ development.
All subject teachers should implement teaching approaches and methodologies that facilitate
the meaningful inclusion of all students.
