「以兒童為學習的主體」、「培養學童的生活課程核心素養」、「拓展學童對人、事、物的多面向意義」是生活課程統整教學設計的三大原則，因此，生活課程素養教學模式以學生為自主的學習者，教師是引導者與協助者。透過「脈絡化的學習情境、學習任務、使用方法與策略、思考或討論、採取行動和進行反思調整」等五大教學要素，學生的素養得以深化與生成。以學生學習為主軸的素養導向教學，在教案發展與教學實踐上有六大特性：一、教案發展的程序是非線性的；二、主題從學生的問題意識開展；三、不斷地交錯與接續「情境、任務、思考、學習方法或策略使用、行動或反思」等要素；四、善用教學策略促進學生素養發展以及自主學習；五、透過形成性評量關注學生學習的情況，給予鼓勵與回饋，促進素養形成；六、時常反思學生表現目標達成的情形，調整教學流程與目標。

Life Curriculum is an integrated curriculum. The curriculum design principles are: student as an active learner, cultivating students’ competency, and expanding students’ meanings about things and phenomena around them. The model of the competencybased instruction for Life Curriculum is action or autonomy approach. The five essential elements of the model are: coherent learning situation, task, learning methods or strategies, students’ thinking or discussing, action and refl ection. The backbone of competency-based instruction for Life Curriculum is students’ learning. Therefore, there are six characteristics of curriculum design and of implementation: (1) The developmental steps of lesson plans are non-linear. (2) The topic begins with students’ awareness of problems. (3) The fi ve essential elements intertwine during teaching processes. (4) Using teaching strategies to help students acquire competencies and autonomy. (5) Using formative assessment to look at students’ learning and to give qualitative feedbacks. (6) Reflecting on the gaps between students’ performance and the learning goals to adjust the instruction or the objectives themselves.