The Forum’s mission is to promote a life-based approach to learning for children aged 5 to 11 or thereabouts.
All young children learn and thrive in a society dedicated to ensuring that future generations are armed with life-based knowledge and skills that will benefit themselves, other people and the environment.
The purpose of Life-Based Learning is to better prepare young people for the challenges of tomorrow.
Life-Based Learning aims to ensure that children:
Life-Based Learning aims to build stronger communities:
Life-Based Learning also aims to ensure that the physical environment is better looked after, improving the long-term prospects for the entire human race.
Life-Based Learning promotes high-quality learning for all pre-teenage children.
The Forum is putting forward an ambitious new learning framework for development into fully-fledged programmes of learning for the seven years that children are in the primary stage of education — from reception year through to year 6 — setting a strong foundation of life knowledge and skills for the next stage in children’s schooling leading into adulthood.
No content from the current national curriculum in England is lost. Instead it is rearranged and merged into nine life themes.
The life-based approach to learning:
Note: ‘[In Britain] the right to education does not give you the right to learn whatever you want, wherever you want. The courts have ruled that the right to education relates to the education system that already exists. It does not require the government to provide or subsidise any specific type of education.’ https://www.equalityhumanrights.com/en/human-rights-act/article-2-first-protocol-right-education.
That being said, it is extremely difficult to reorganise learning along life-based lines and still meet the statutory requirements of the national curriculum in England. The national curriculum itself needs to be changed from a subject-based to a life-based approach.
Individual improvements: Life-Based Learning tackles, as a priority: obesity; mental ill-health; and learning apathy
Social improvements: Life-Based Learning tackles, as a priority: restricted ability in children to communicate effectively; relationship breakdowns (personal and workplace); and lack of community cohesion and activity
Environmental improvements: Life-Based Learning tackles, as a priority: damage to plant life and degradation of plant environments; abuse of animal life and loss of animal habitats; unsustainable use of physical resources and damage to humankind’s ability to survive into the future
Educators have the duty and responsibility to ensure that all children are taught to look after themselves, to interact positively with other people and to live sustainably. It is the duty and responsibility of educators to ensure equal priority is given to the education of children in these three areas of life.