Our work relies on creative collaboration and we welcome the input of all who are inspired to contribute to the Curriculum for Life.
Partner with us
We are making the most of an extensive network by gathering existing learning content and ideas to create a wealth of curated curriculum resources.
Our aim is to bring coherence and accessibility to the best of existing Life Skills Learning.
For those who wish to see Life Skills Learning available to all, we’d love to partner with you as we build the Curriculum for Life.
Are there learning experiences that you want to see in the world that align to our mutual interests?
Commission us to co-create bespoke learning experiences;
Using our intergenerational curriculum design process we will convene, curate and create together to produce learning materials tailored to your needs.
Explore our curriculum design process in more detail here.
Contribute to our evolution
The success of our process relies on collaborating with passionate and knowledgeable organisations and individuals; the village that raises the child.
The eight contributing domains below are a guide to the key areas of expertise we draw from. They represent the breadth of input required to develop a Curriculum for Life and ensure that it is informed by the most up to date research, knowledge and practices.
Use the wheel to explore our contributing domains. Cycle through the slides below to learn more
Teaching, Coaching and Mentoring
Drawing on content from pedagogical and andragogical learning and development in relation to life skills, personal development, social and emotional wellbeing and sustainability thinking.
Developing awareness, skills and habits that support wellbeing. Already offered in many schools, we are building on existing excellence to extend and enhance self-knowledge, self-care and relationship management as part of education.
Collective & Planetary Wellbeing
Including content from organisations and thought-leadership to continuously evolve our understanding of social, environmental and ecological challenges.
Pupils & Young People
Young people are both participants and active co-creators, bringing relevance to the content and delivery of the curriculum.
Organisations & Employers
Calls for change often come from employers. We partner with organisations interested in better equipping young people for the modern workplace.
Philosophical Thought and Spiritual Insight
We provide resources that support the learner’s personal and emotional development. By exploring big questions we develop self and social awareness through thoughtful discussion, deeper faculties and the exploration of the ‘big’ questions inherent in personal awareness and development.
Psychology & Child Development
Supporting personal development, social and emotional wellbeing and the skill sets needed to be responsive in their lives, we support young people to develop skills and confidence to shape their own future.
The cultural sphere offers rich reference points for young people that present opportunities for life lessons, role models and relatable stories.
Co-create with us
Collaborative Partners play a central role in the development of the Curriculum for Life.
We invite you to co-create experiential learning with us aligned with our mutual interests.
Have your say
Below are the major themes that young people and educators in our network think should be part of the Curriculum for Life. Do you agree?
Calls for change
“Education is no longer about teaching students something alone; it is more important to be teaching them to develop a reliable compass and the navigational tools to find their own way in a world that is increasingly complex, uncertain and volatile.”
“In 2018 over 130,674 young people voted having a curriculum for life as the most important issue for them. Young people are saying that the education system needs to prepare them for life after school and college!”
“Integrating social and emotional development with academic instruction is foundational to the success of our young people, and therefore to the success of our education system and society at large.”
“It is disturbing to find that around half of young people feel their education has not prepared them for the world of work, at a time of great economic uncertainty and technological change. Teachers, schools and colleges deserve better support.”
“With little idea about the jobs of the future, the key responsibility of the education system is to equip young people with the skills needed to manoeuvre this ever-changing landscape.”
“Our research highlights that current Government policy, such as the narrower curriculum and increased content and exam-focus of GCSEs and A levels, are standing in the way of young people developing the skills necessary for working life.”
“Education needs a major transformation to meet the current challenges facing humanity and the planet. There is an urgent need for greater headway in education.”
“One thing that is clear from the research is that the pace of change will continue to accelerate. Education systems developed 20-30 years ago will actually need to plan for a future 20-30 years away.”
“It is believed that as many as 65 per cent of today’s students will be employed in jobs that don’t yet exist, which means preparing our young people for the future world of work has never been more challenging. While qualifications and knowledge remain important, the students of today need the opportunity to grow into creative and critical citizens, ready to shape the future for themselves.”
“The importance of a broad and balanced education system that equips students with the character, knowledge, and skills needed to adapt to the changing nature of work is critical. This matters most for communities and people from difficult or less advantaged backgrounds and places.”