In any mainstream school environment, it is commonly observed that a school year is designed heavily around a focus on standardised testing and student learning is dictated by high stake exams and on-going assessments. Often, when it comes to saving time, resources, and budget, we see that there is less emphasis on life-skills, physical development, and holistic learning. This experience, although often unassessed and not structured is left wanting. This is a problem that educators face globally as they are pressed for time and, demand for an improved school performance through student academic achievement.  We have seen new curricula emerge such as the IB, which emphasizes these extended educational skills, applied concepts, and project-based learning. However, a structured approach to this is still lacking. Students, once they enter higher education or professional life, are required to develop skills such as teamwork, leadership, self-management, discipline, stress management, health, and nutrition, purely based on the need. It can, and should be argued that such program based interventions must be made at the school level and should be provided substantially if not equally compared to the core subjects, as the idea is to prepare students for life and not necessarily an exam.