On a practical level, our objectives are to;
1. Provide the opportunity for children to progress and expand their skill set across 4 essential Life Skills in a fun and engaging environment.
2. Foster an attitude of "if it is to be, it's up to me". We expose each child to practical tools and strategies, in a relaxed environment, that helps ground them in their potential during each session.
The 4 Life Skills are Cookery, Self-Defence, Sports Development and Survival Skills.
The course is split into 2 separate but connected terms. Each term is 12 weeks in length.
Within each 12 week term, your child will receive a minimum of 24 hours of exposure across the 4 Life Skills, accumulating 6 hours of tuition in each Life Skill.
The course curriculum will be progressed over the 24 weeks (the two 12 week terms), however, a child can choose to take part in either the 1st or 2nd term or progress from the 1st to the 2nd seamlessly.
The curriculum for each term is different and progressive in nature.
Progression Through Age Ranges
The courses are split into 3 different development stages based on age-appropriate content.
Growth (age 7 - 8)
Proficiency (age 9 - 10)
Leader (age 11 - 13)
The Growth Course, which caters for children ages 7 - 8, commences Saturday the 12th of September 2020. The venues which will be utilised are Blackrock College, Loreto Foxrock and CBC Monkstown.
The Proficiency Course and The Leader Course will commence in September 2021.
Developing Resilience and Ownership through each Life Skill.
Why we use Goal Setting
Goal setting terminology has become synonymously linked with business and a mentality of forcing and striving for success, however, its origin is much more balanced in nature.
Goal setting, in its untainted form, is a self-reflective behaviour that encourages us to think about what we would like to create in our lives instead of drifting with societal norms. It enables us to practice focusing energy and attention on an area of life we wish to transform.
Goal setting can be frustrating and undermine a person's opinion of themselves if the goals they are setting are not in line with what is most important to them.
That is why it is crucial, when setting a goal, to make sure the person can see how the achievement of the goal is of benefit to them in an area of their lives they value the most.
When we can see how an activity/goal we are engaged in, directly benefits us in an area we really value, the activity/goal itself tends to become more important to us. In turn, we become more resilient in the activity/goal to the inevitable obstacles that appear, and the probability of achieving this goal increases.
In summary, the first step of the goal-setting process is to encourage the children to write down 1 or 2 things they love doing most of all.
At the beginning of each session, children are encouraged to use their Life Skills Academy Goal Book, to note down a couple of specific things they would like to get better at or accomplish. This is a playful activity, it is child-led and child-centred. The Experts will help the children through the process and be guided by participation levels. Time is allocated at the end of each session to do a short recap and reflection on any goals the children may have set. This time is used to talk through any thoughts the children have in relation to their goals.
Again this is a no-fuss, playful activity. Children can engage with this as much or as little as they like. As outlined in step 1, this stage is important in order to increase the relevance and importance of the activity in the perception of the person setting the goal. The more we perceive a goal to be in line with something we love doing, the more we increase the probability we will follow through and achieve our objective.
As children, one step at a time, begin to take ownership of little outcomes, the more grounded they become in their ability to control the controllable's. This is a precursor to developing a strong sense of self-belief and self-reliance.