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Programmes
Overview
LSE workshops and programmes meet National Curriculum guidelines in PHSE and Citizenship. They build self-esteem and provide students with the information, communication and decision-making skills needed to behave responsibly and care for themselves and others.
Life Skills Education professionals use a variety of techniques to equip students with these essential life skills. Our workshops and programmes are experiential, challenging and creative.
We use art, role play, life skills games, drumming, movement and quality circle time discussion to achieve real results. We will tailor each workshop to meet the specific needs of your school and its students.
Every session is unique, but broadly speaking, issues, concepts and activities covered in our three key areas of personal development, cultural education and education for sustainable development include:
Personal Development:
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Develop and build healthy relationships with self, peers, and adults at schools and family
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Develop emotional literacy
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Rediscover aspirations, hopes and dreams
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Build self esteem
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Widen-choices,-decisions-and-understand
pressure
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Spirituality
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Self-image
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Conflict resolution
Cultural Education
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Democratic-decision-making---listening-and communication skills
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Reflection-on-family-and-world-history-–-concept of global family
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Racism
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Role-play-of-different-value-systems-–-celebrating difference
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Multi-cultural-awareness-–-perception-and
prejudice
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Teaching stories
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Food and living things
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Critical thinking to challenge injustice
Education for sustainable development
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Experiential activities indoors and outdoors
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Indigenous approaches to nature
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Why is the environment so important - the affects of our decisions
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Inner and outer ecology
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Nature as alive and with intrinsic value
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Interdependence
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Citizenship and stewardship
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Needs and rights of future generations
Many of the sessions use Circle time. This model draws heavily on a range of learning approaches that encourage spontaneity, creativity, imagination, non-verbal communication, fun and reflection. A commitment to building self-esteem in the circle then develops the personal power needed to bring about the changes they wish to make.
Schools are uniquely placed to play a central role alongside other agencies and professionals in promoting and sustaining young people’s emotional health. Life Skills Education programmes reinforce the 5 key outcomes within Every Child Matters green paper: being healthy; staying safe; enjoying and achieving; making a positive contribution and economic well-being.
There is a growing government recognition of the importance of personal and social development – and with a greater emphasis being placed on this sector of the curriculum, it’s good to know that expert life skills educators are on hand to help.
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“The School Curriculum should aim to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.”
National Curriculum, Aims
“ I feel a lot more confident about being me, everybody has different talents and are special in their own way”.
“ It brought me closer to my feelings……….I can speak to people and I can explain myself more and let everyone know how I am feeling”.
“ I speak to people I wouldn’t have spoken to before, or I wouldn’t have said ‘OK come and join our group’ and things like that. I work with them more now”. (Year 7 Pupil)
“ It makes you feel you are not the only person with problems and worries about yourself. It makes you have more self-confidence, more self-esteem because before I felt ‘Oh I don’t like my face or I wish I could change this’. But when you speak about these things like that in the circle it makes you realise that other people have the same worries as you and you are not abnormal when you have those thoughts”. ( Year 7 pupil)
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