“Jesus grew in wisdom and stature, and in favour with God and men” Luke 2:52

The aim of Christian education is that, with the help of the Holy Spirit, children should achieve this integrated lifestyle. As well as speaking about our individual and corporate relationship with God, the Bible also has a lot to say about our relationship with the world in which we live and how we should order our lives in this world. It is concerned with practical Christian living. Therefore, woven throughout the curriculum of a Christian School should be instruction in, and application of, Christian life-skills.

Aims

• To introduce children, throughout their life at school, to a framework of Christian values and behaviour, based on Biblical principles
• To develop within children the skills and attitudes necessary for their growth as responsible Christian citizens, potential marriage partners and parents, and leaders in church and society
• To support children as they apply these skills, attitudes and values in decision-making about social skills, relationships, use of money, planning, careers, maintenance of property and care for the environment, use of leisure time, health and safety, etc.

Framework

There should be progressive and incremental instruction in Life-Skills throughout the school, beginning with the youngest children. Life-Skills should be taught in a variety of modes: as discrete short courses; as elements integrated within existing projects and subject teaching; and as incidental instruction dealt with during playtimes, trips, clubs, prayer and worship.

Life-Skills should include elements suggested within 5-14 Personal and Social Education guidelines and should proceed at the secondary level to embrace the kinds of work involved in SVQ short course provision. However, in order to present these skills within a Biblical perspective and from a Christian value base it may be necessary to modify and add to these government programmes.

Instruction and training in Life-Skills should not be merely theoretical. There should be opportunity for application and mastery. Therefore, each set of Life-Skills will be presented with competency outcomes at various levels. These competencies will be assessed by a teacher, parent or other appropriate person when the child judges her/himself to be ready. The aggregation of competencies within a set of Life-Skills will lead to the award of a Certificate of Competence in that skills area. The Certificates will be kept by each child in her/his Record of Achievement. Thus, the Life-Skills curriculum will have in-built progression, purpose and motivation.

These modules will operate at: BRONZE level for around P3

SILVER level for around P7

and GOLD level for around S4

Attainments for the Bronze award will be automatically included in the Silver and similarly, the Bronze and Silver attainments will be included in the Gold.

Life-Skill Areas

• Safety in the home – undertaking a health and safety audit in the home, etc., First Aid, emergency procedures, using phone in emergencies, dealing with unwanted calls
• Travel – Safety in travel, train & bus timetables, giving directions, contact numbers, planning a holiday, packing for a trip
• Budgeting – assessing value, saving and tithing, prioritising money, keeping within a budget, stewardship, reading meters & bills
• Study – prioritising time, planning work schedules, study skills, setting standards, dealing with difficulties, study aids, use of library and resource banks
• Planning – seeking God’s guidance, using sources of advice, setting realistic objectives, identifying gifts and talents, careers
• Maintenance – care of property, household maintenance (plugs, curtains, ironing, putting up shelves), tidying and decorating
• Leisure pursuits – planning and selecting leisure pursuits, developing positive approach to use of leisure time (e.g. TV, video, films, computer games, sports activities, etc.), increasing skill in a particular leisure activity
• Health and Hygiene – Personal hygiene, environmental hygiene, developing a healthy lifestyle (exercise, habits, discipline – including spiritual discipline)
• Relationships – Christian family values, peers, care of babies / elderly / disabled/vulnerable/housebound. Parenting. Basic manners and courtesy. Maintaining a relationship with God.
• Contemporary issues – drugs, sex, abortion, euthanasia, sexuality, media
• Employment – seeking God’s will, job-searching, applying for a job, interview skills, attitude to work, employer, clients; enterprise and initiative;
• Citizenship – rights and responsibilities, informing oneself critically through news coverage, recognising and responding to injustice and evil, supporting the just and good; developing a responsible attitude towards the civil authorities, seeking advice as a citizen
• Religions