Case Study 4 - Learning more about life

skills is more important

In brief
"This course is leading itself more towards life skills rather than just learning the content its that
motivation, aspiration to finish the skills."
Many of the students in the National Certificate in Sport and Recreation have a pre conceived idea that the
course is focused on playing sports. However, an essential part of the course for all students is to plan and
document all activities within a workbook. Initially there is some resistance to the reading and writing course work
requirement from students who mostly think they are primarily attending to complete a practical course and enjoy
their playing abilities.
Not wanting to detract from his students enthusiasm, this tutor has been busy refining a course workbook
developed specifically for the types and needs of his students. What he expects from his students is that they all
learn and experience a strong focus on life skills and attitudes.
The right balance between workbook theory and the practical component of the programme is indicated by high
success and retention rates, all of which encourages most of the students towards higher qualifications at the
institution.

About the tertiary teacher

Clark Tuagalu is a sports and recreation tutor at Te Kuratini o Poike, the Bay of Plenty Polytechnic, in
Tauranga. He is Samoan and maintains close contact with his island home. His main role is that of being the
Programme Coordinator for the National Certificate in Sport (level 3) and the delivery of the National Pool Life
Guard Award. Clark also co-ordinates the Sport and Leadership Programme run in local high schools (a unit
standard based programme - developing self confidence and leadership skills in young people in years 12 to
13). He is also required to teach a small section of the advanced sport diploma and degree programme in sport
management and sport sociology.
In 2006 Clark completed the Certificate in Adult Teaching and Learning (CALT). During the interview he found it
difficult to state how this formal qualification actually helped his development in assessment. He did
acknowledge that his Academic Advisor had been useful in guiding him with how to write and report results and
write and moderate assessments. But for the most part, according to Clark, he functions "independently with little
guidance and supervision."

Views of assessment
Unless there have been notified programme changes then little pre and post moderation takes place. Clark feels
that more moderation should be taking place as he is always keen to pick up new ideas and share his work with
others. Most information he receives during informal discussions with colleagues.
For Clark, experience on the job has been the best teacher when and where he has "picked up on mistakes on
areas that probably need improvement, and the evaluations that we conduct here as well."

Assessment trends
Clark acknowledged that because accountability and reporting requirements "had tightened up" then he has to
pay much more attention to his assessment practices. The sports and recreation industry was the main influence
of promoting change in assessment practices.

Description of the assessment strategy

Clark has complete nine and a half years experience at running the Sport and Recreation programme at the
Polytechnic. For the first three years of his teaching on this programme, the National Certificate in Sport was

originally run for a full year. It was restructured to run just for a half year in order to make the unit standards (at
level 3) and the qualification more achievable and responsive to market trends.
The programme now offers a pathway for the successful students to gain entry into a higher level 5 course. The
older second chance learners tend to take this pre-entry course while the younger students tend to come straight
from high school directly into the level 3 programme.
The main assessment strategy centres around the use of a course workbook. It is how this workbook is
presented and used by the students that determines the success of the course and includes a mixture of both
written and practical assignments.
Most of Clarks students first arrive at the beginning of the course expecting they are attending to play games all
day. Thus when first being presented with their workbooks, the tutor finds some initial resistance to the required
amount of reading and writing (which is actually very little). How then does this tutor convert and convince his
students to the discipline of reflecting on and recording their own progress?
Clark guides his students page by page, section by section through the workbook for all the assessment
tasks. Initially, there is some resistance from some students at seeing all the work required, from those who think
they are only enrolled to play sport all day and everyday. But this tutor carefully explains that this workbook is a
written record or diary of all their course achievements. All the set tasks are formatively assessed until
completed. Students may repeat any assessment activity until mastered.
Clark suggests that one of the main reasons for the workbook success is that he has provided a large number of
clear examples of problems that his students can model. He has built these up from his own teaching experience
and he continually revises his work.
Then when finally mastered, the activity is signed off to then become a summative record of
achievement. Formative assessment takes place frequently as all the students train to attempt various skills as
the unit standards require. It may appear to an outsider that the course looks rather unstructured. This is due to
the variation in timeframes caused by students being at varied levels of competence and performance. Students
seem to enjoy the open timeframe (of approximately 20 hours) to complete all their workbook
documentation. Continual encouragement to improve personal performances and succeed is very important in
building the self-esteem of the participating students.
The best part of the workbook, according to Clark, is that it is designed and constructed on a spiral learning
approach. Each section is a development of the proceeding section and progresses learning. To most students
the connections between skills and content is obvious. But where not, then Clark maintains "an open door policy"
to help and assist all his students.
With over nine years experience, Clark has been continually making refinements to the workbook by providing
clear and relevant examples, free of jargon, so that his students quickly respond to the set tasks.

Motivation for adopting the assessment strategy

From the very beginning of the course, Clark sets the standards for his students by explaining to them all that this
workbook, in terms of the important record it contains, will determine their pass or failure in the course. He
expects it to be neat and tidy (from students who may not have a neat and tidy attitude from their previous
schooling experience).
The same approach and attitudes have to carry over when students are directed to visit a facility, talk to any staff,
carry out surveys, demonstrate skills, meet visitors, etc. All students are required both to perform and document
their entire course.

Strengths and limitations

The workbook contains all the information the students need to complete the unit and so pass the course. As
one document it is easy to refer to when needed. It remains as a check list of all things required and no student
can ever claim s/he was never told because it is all written and explained in class.
Clark regards the use of the workbook as sufficiently challenging but definitely not overwhelming. To him this is
its success. It does also have the added bonus of preparing these students for the literacy requirements and
expectations as students move towards higher qualifications.

These students, who mostly come from an educational background of not particularly liking or being successful
with lots of reading and writing, are carefully nurtured to move up from simply filling out pages with a pen to more
advanced on-line learning.
He has also added value to the course by the use of the e-learning programme, Moodle. This allows all students
to take their own responsibility to submit and track their own learning on the Polytechnic intranet. However, one
student who has a computer phobia is allowed to complete the workbook manually for submission and
assessment.

Receiving feedback and sharing the strategy

Response from students
While the actual number of enrolled students for this course has steadily dropped over the last few years, the
success and retention rates have remained constant. Most of the students opt to move up into the Polytechnics
diploma programme and advance into the full degree.
Response from colleagues and the institution
While there are frequent discussions on general aspects of assessment, Clark feels there is little, if any, talk
about particular assessments because the pre and post moderation process happens so infrequently.
External reviews
Industry advisor groups are encouraged to comment on the sports programmes, especially the content and
desired outcomes. There is always a focus on the skills required to make successful graduates for the industry.
Clark considers the valuable feedback he receives from his industry colleagues by reflecting on how he can
incorporate new information into his own course. Although he usually meets with the ITO only once a year the
reflection is ongoing by many informal meetings and discussions held at other times and places.

Dissemination
Clark is currently engaged in research to determine health and physical activity needs with people of his home
country of Samoa. His findings will be important in determining the future shapes of his course structures and
teaching methodologies.

Life Skills Education Resources

Here is an annotated list of practical life skills education resources for those
seeking to develop children's life skills. Many of them focus on health and well
being. The resources have been organised into five specialist areas and are free to
download unless otherwise stated. At the bottom of the list are links to
organisations who also produce good lifeskills materials.
Please let us know if you have any comments or additions to this list
Lifeskills Education Resources
1. Child Health Education
(Clare Hanbury) Children for Health: Children as Partners in Health
Promotion. This book advocates, and aims to strengthen, the provision of good
quality health education with and for all children, using examples of inspiring
children's participation work being done across the world by dedicated
educators and health workers. There are many objectives in this book, including
broadening the idea of what health education is, providing basic facts on
selective health issues, describing how effective health education programmes
help children and their families - and how to implement them - and
demonstrating how to achieve the objectives through quality planning, teaching
and evaluation. To purchase from TALCUK click here
(Clare Hanbury) Child-to-Child and Children Living in Camps. This is designed

for teachers, health workers, group leaders and others. The book includes
activities can be used to improve the health and well being of children living in
camps. Water and sanitation, malaria, disability and preventing accidents are
some of the topics covered within in the four chapters. For the link click here .
For a case study on a project that used this book to develop an award-winning
project with traumatised children living in refugee camps in Rwanda, click here
(Various authors) 27 Free Story Books on a range of health topics for children of

primary school age. Click here to download (the list is at the bottom of the
page!)
(Clare Hanbury/Rachel Carnegie) Child-to-Child approaches to HIV and

AIDS. This is a manual for teachers, young leaders and health workers. There
are two sections and the first focuses on sexual health and the prevention of HIV
and AIDS. Section Two focuses on coping and living with HIV and AIDS.
To purchase from TALCUK. For link, click here
Our Future: Sexuality and Lifeskills Education for Young People. (Clare

Hanbury member of writing team). This series of books and training materials
contribute to a comprehensive strategy for sexual and reproductive health and
HIV education for young people in and out of school.
It provides clear and factual information about puberty, friendship, gender,
sexuality, pregnancy, sexually transmitted infections, HIV and AIDS and drug
use. The books contain many learning activities and illustrations, which engage
young people in understanding themselves and their world.. For the link, click
here.

 (Clare Hanbury) Mine Risk Education Booklet. This activity booklet provides

ideas on helping children be alert to the dangers in mined areas, how to avoid
these dangers and how to encourage others to do the same. It is aimed at those
planning mine risk education projects for children and for those involved in
mine awareness programmes as teachers or trainers. Click the link here

2. Life Skills Education (including values eduction)

(Clare Hanbury) The Life Skills Handbook. This book is a revised and updated

version of a book published by VSO, An Active Learning Handbook for Working

with Street Children. To Purchase The Lifeskills Handbook, click the link here.
(Diana Sterling) Parent As Coach. I have known the author Diana Sterling for

many years and have become one of her accredited PAC coaches. The book and
her approach focuses on building fundamental skills of how to foster respect and
appreciation with children and develop in them responsibility and
independence. I am in talks with Diana at the moment about adapting the
approach for grandparents who are raising children whose parents are affected
by HIV and AIDS To purchase, click the link here
(Aids Alliance) A Parrot on Your Shoulder: A guide for people working with

orphans and vulnerable children. (Clare Hanbury was part of the advisory and
review team). This fully illustrated activity guide is aimed at those who working
with OVC's. Drawing on the experiences of the Alliance, its partners, and other
organisations working in the field, it gives some pointers on working with
children, including cultural and gender considerations. It includes 30 activities
for engaging children in group work, as well as fun ideas for ice-breakers and
energisers, group work and co-operation, observation, active listening and
analytical skills, drama, mime and role play, and painting and drawing. To
download click the link here

3. Child Participation, Child Protection and Children's Rights

Bamboo Shoots. A training manual on child rights, child protection and child-led

community actions for facilitators working with children and youth groups.
It was originally created by Plan in Cambodia. It was developed to: Increase
childrens understanding of their rights as defined by the United Nations
Convention on the Rights of the Child (UNCRC); raise childrens awareness of
their rights and build their capacities to claim them; create opportunities for
children to recognize, identify and prioritize issues and problems or gaps in
relation to child rights violations; and provide opportunities for children to
influence agendas and action regarding identified and prioritized child rights
violations.To download, click the link here

4. Training Adults and Young Leaders as Participation Practitioners

(Clare Hanbury) The Tricycle System. This is a new framework for promoting

children's participation in health and other child rights-related projects. It

builds upon the 6-step Child-to-Child approach that I helped to develop as a
result of many years of field work with The Child-to-Child Trust. New elements
are ideas and activities developed out of work in mentoring, coaching and
appreciative enquiry. For a summary of the Tricycle System click here.

 (Clare Hanbury) We are On The Radio. A book and tape about children making

radio broadcasts for other children and families about health and development
issues important to them. This is only available from us. Please contact us to
find out how to get hold of a copy!

5. Monitoring and Evaluation

(Clare Hanbury) Monitoring and Evaluating Life Skills Projects for Youth

Development for The Jacobs Foundation. (April 2011). For link click here
Author of Monitoring and Evaluating Childrens Participation in Health and

Education. The Child-to-Child Trust. 2007. To purchase from TALCUK click here

Other Organisations Promoting Life Skills

Aflatoun

Here is a bit about Aflatoun from their websites home page where you will also
find a video!
The Aflatoun programme provides children and youth with the building blocks of
life and empowers them to make a positive change in their lives. The Child Social
and Financial Education (CSFE) programme balances personal and social awareness
with practical planning, saving and entrepreneurial skills.
We deliver our programme to children in schools and out of school settings. Using
an activity-based curriculum, Aflatoun students learn and become empowered by
doing. Activities include story-telling, song and dance, games, savings clubs, as
well as financial and community improvement enterprises.
Aflatoun is delivered by our network of partners, which ensures that the
programme is adapted to local cultures and requirements and is supported at
local levels. These unique partnerships ensure that the Aflatoun message is passed
on to all children everywhere.
UNICEF has asection of its website dedicated to Life Skills. Click here to get

there!
- See more at: http://www.lifeskillshandbooks.com/2011/10/life-skills-educationresources-.html#sthash.DtizMjEY.dpuf

TESTIMONIALS FROM PROVIDERS

When a child comes to me and they say Because of LifeSkills I am

making better decisions I am staying away from the nonsense and
focusing on the grade sense. It has been life changing in our district. Christina D. DeFalco, LifeSkills Lead Health Educator at the Substance
Awareness Center of Indian River County in Florida

Through Lifeskills we are teaching/equipping them with skills that they

need to be productive members of society and be happy and healthy
in every single class we have 100% improvement overall in LifeSkills
knowledge. - Cynthia Jones, LifeSkills Instructor, Project
Crossroad in Maryland
As an early adopter of the LST program, I have been really kind of in
love with the program for many years, what I like about is that it is
focused on essential skills and this very important idea of having
children working together with each other. For me it incorporates the
great ideas for effective instructions, the teaching skills I want to use to
be a strong facilitator and good coach. - Alayne MacArthur, LifeSkills
Trainer, NY
"One of my students really looks down on himself, especially in math.
He feels he can't do anything I teach him. I thought it would be helpful
for him to watch the section about self-esteem. He learned about the
different types of self-esteem and what it means. He was able to speak
on what he thought he was good at and needed more work on. He
learned how to improve his self-esteem by creating a list kit to
keep." 2009 Teacher's Choice Award Evaluator on the AwardWinning Botvin LifeSkills Training Elementary CD-ROM
"Public school, what used to be a place of just the A,B,C's is now a
place required to pick up what is missing in the homes of our youth.
LifeSkills Training can provide the educator with a quality curriculum to
support that missing link that is tragically not being provided in some of
our student's homes. I have heard students say in the halls, "hey cool
we have LifeSkills class today"! This is a curriculum that not only meets
the needs of the educator but most importantly it meets the needs of our
youth. The best judge of this curriculum is the kids and plain and simple,
they like it."
John Richardson, Coordinator New Directions Grant, Vermont Life
Skills Training; Teacher and Trainer of Teachers
"After completing the training, I witnessed my colleague working with a
group of children and using the techniques we learned in the LST
sessions. The kids were involved and motivated and he was
enthusiastically delighted with the amount of participation. This training
model encourages teachers to interact with children in a way which

promotes positive exchange, creates a new level of trust in the

classroom, sets up the dynamics for supportive and significant long term
learning and is just wonderful old fashioned FUN".
Gena Rotas, Springfield, MA, Teacher
"I've found LifeSkills to be a highly effective, evidence based, social
skills program for teachers to present to students in the Denver Public
Schools."
Dr. Gene Jacquez, Licensed Psychologist, Program Manager of
Safe and Drug Free Schools, Denver Public Schools
"LST is a teacher-friendly, student-centered curriculum targeting the
most basic prevention strategies. It is easily implemented in the
classroom and aligns with many of the national health standards. Kids
enjoy the behavior rehearsals (role plays) and always ask to do more."
Geri Graham, 31 years, Minnesota middle school teacher
"We are implementing Botvin's LifeSkills Training in 10 of our area
middle schools. At a recent meeting of our educational coalition,
teachers expressed excitement and enthusiasm for a curriculum that
allows strong student interaction, fun activities that promote social skills,
and a program that shows immediate changes in behaviors. The
Communication unit, in particular, which includes behavior rehearsals,
allows students an opportunity to "act out" while providing an immediate
awareness of how body language is a form of communication. While we
are primarily targeted to 6th, 7th and 8th grade youth, several schools
are now planning to implement Botvin's Life Skills in grades 3, 4 and 5
also."
Casey Boyle Eldridge, Coordinator
New Directions - A Substance Prevention Initiative in Caledonia
and southern Essex Counties in Vermont
"Unlike other prevention programs, LST is research based and has a
solid track record that shows results. Its approach is somewhat common
sense, in that, any multi-faceted problem requires a multi-faceted
approach - LST does just that. It approaches the problem of substance
abuse from more than one angle and gets to the heart of the matter. It
offers kids hands-on skills that they can apply in real day-to-day
situations. In addition, teachers can complete a lesson in the 45minute
class period and know that they have addressed the important issues
that affect their students. As a trainee, I am excited about becoming a
lead trainer because I believe that I can be part of a program/approach
that offers a proven method of helping our youth. Oddly enough, this is
the same reason that as a parent I am attracted to LST."
Cherrie Campbell, New York, NY
"LST is a natural addition to an academic curriculum. The self image
and decision making units help both teacher and student clarify a
course for the classroom wherein positive feedback creates an inclusive
environment where personal and group goals can be achieved."

Anonymous

Skills for Life: workplace case studies

You may wish to look at how other organisations have implemented Skills for Life learning in their
workplace. This page offers a series of case studies from the Campaign for Learning and other
organisations as well as links to websites, which have case studies and information on the different
approaches that organisations have taken.

Learning at Work Day

Skills for Life activities are an important part of Learning at Work Day. Nearly half of
organisations that took part in Learning at Work Day 2007 ran sessions that included literacy,
language or numeracy. A number of Skills for Life case studies from Learning at Work Day
can be downloaded below.
You are not alone at Fox's
Fire Service
UCL Hospital
IDeA
'Get on local government' is the national campaign to address skills for life in the local
government workforce. The campaign aims to get local authority employers to take a more
proactive, sustained and strategic approach to workplace skills for life. Download case studies
below and visit www.idea.gov.uk for more information.
IDeA case study: Doncaster College
IDeA case study: Newcastle County Council
IDeA case study: Staffordshire County Council
Move On/ Get On at Work
The Move On website has a searchable database of case studies illustrating how the Move
On approach works for learners, providers and organisations. Access the database
by clicking here or visit the case studies section of the Move On website at www.moveon.org.uk
Investors in People
The Investors in People website has a searchable database of case studies including
organisations that have focussed on skills development. Access the database by clicking
here or visitingwww.investorsinpeople.co.uk
Business in the Community
Business in the Community's Skills for Life section on its website includes case studies and
illustrations of the business case for Skills for Life. Visitwww.bitc.org.uk
Learning and Skills Network
The Learning and Skills Network website provides case studies developed from the 'Whole
Organisation Approaches for delivering Skills for Life' project. Access them by clicking here or
visitingwww.lsneducation.org.uk
Government Skills
Government Skills, the Sector Skills Council for Central Government has a series of case
studies showing how government departments have identified strategies for taking forward
Skills for Life in their organisation. Visitwww.government-skills.gov.uk
Individual Case Studies
The unionlearn website has individual stories of people who have overcome personal barriers
and taken up learning (including Skills for Life learning) with the help of their union. Click
here for more details or visit unionlearn's Skills for Life section atwww.unionlearn.org.uk
Skills for Life: introduction
Skills for Life: how they affect organisations
Skills for Life: the benefits for your organisation
Skills for Life: workplace case studies
Skills for Life: useful tips
Skills for Life: useful links
Skills for Life: Learning at Work Day

TESTIMONIALS FROM STUDENTS

LifeSkills has shown me that the most important thing is to set good
example and show pride. Its not always about being a part of the
coolest clique or looking the best. Set goals and stand up for what
you believe in, have fun, be confident, and make the most of life. All
of this has been shown to me in LifeSkills and has helped me
become a better person, inside and out. Student, Vero Beach, FL
"Maya Angelou told me in a famous poem that I was on my way to becoming a
phenomenal woman. I feel that LifeSkills is a critical step that I have conquered
that is putting me closer to reaching that goal. LifeSkills has been such a great
experience for me because it has taught me so much about morals, values, and
decision making. LifeSkills is an essential class that many people should consider
taking because it truly works. I learned great ways to overcome peer pressure and
I learned to say no to drugs in a respectful wayI, Kajanae Walton, am a
LifeSkills graduate and I am definitely on my way to becoming a phenomenal
woman."
Kajanae Walton Mary Bird Student LifeSkills Graduation Speech Fairfield,
CA
"I used to think I had to be Wonder Woman in order to avoid the pitfalls that life has
to offer. However, this year in LifeSkills I learned that it is very easy to say no to
what is truly wrong. I learned that drugs can have a negative effect on me, but also
on people around me, such as my family and friends. I hear people all the time use
the excuse that they smoke cigarettes to calm their nerves, however, in LifeSkills I
learned that smoking cigarettes actually makes your nerves
worse. LifeSkills provided me with qualities and skills I will use for the rest of my
life. I know now how not to let pressure get the best of me. I think before I speak
because I know any kind of insult whether it is big or small can hurt someones
feelings. Overall, I am proud to say that I, Willena Glaster, am a better person
because of LifeSkills. I would like to conclude this speech by advising my peers to
join LifeSkills because it gives you life advice not just for the present, but also the
future." Willena Glaster Middle School LifeSkills Graduation Speech,
Fairfield, CA
"The LifeSkills program is a great tool to help reduce tobacco use among youth.
The program has taught me and my fellow classmates the life skills we need to
reach our full potential. I'm sure that the program has enlightened many youth,
including myself, to make different choices and live a long, healthy, tobacco-free
life!"
Alyson Brown, Manchester Middle School, Richmond, VA
"This program has actually made my second period of the day (LifeSkills) fun!!! It is
much more interesting than I expected and I would recomend this program to any
life skills teacher!!!"
Audrey Henkels, Cooperstown, NY
"My class and I just finished your book LifeSkills Training. Our school Cunningham

and the students loved your book. We related in positive ways. I myself as a
student at Cunningham related to this book in very good ways. So I thank you not
only for me but also for my whole school. In your book life skills training, the
chapter that I mostly related to was Self-Image and Self-Improvement. In this
chapter it makes you list your strong and weak points. This might make you
realized things about yourself that you never knew about yourself. You might
change the bad things about yourself. I liked how you made the worksheet that you
can list the good and bad things about you. I really didn't have any regrets on
reading this chapter or book. So thank you for this program."
Andrene Clay, I.S. 234, Brooklyn, NY
"I'm a student of Cunningham. My class and I enjoyed this program. Thank you for
sending this program, LifeSkills Training to our Cunningham Intermediate School.
The chapter/topic that most impressed me was Social Skills. Social Skills talked
about Getting Over Being Shy. That really had helped me get over shyness. Social
Skill was helpful. But it did not mention what type of person to start a conversation
to. The subject on this topic, Social Skills should have contained more details or
even in higher details. I hope these information comes useful to my future."
Henry Eng, I.S. 234, Brooklyn, NY
"My class and I have recently completed "LifeSkills Training". We would like to
thank you for choosing to send this delightful program to I.S. 234. We really
appreciated it. Doing the activities in this program was really fun. I enjoyed almost
all the chapters but I mostly enjoyed chapter 1, "Self Image and Self Improvement".
This chapter helped me a lot. After I read all the tips on how to achieve goals and
on how to improve your self and your image. I started caring about myself and on
how I look. Before I read this chapter I didn't care how I looked. After I changed my
self-image I started to feel good about myself. I started socializing more and I got
higher grades in school. This is why I really enjoyed this chapter. I would
recommend this workbook to everyone. Everyone thinks that self-image is just
looking good but inside them they know that they just don't feel right. They don't
feel comfortable with themselves. Those type of people have to learn that selfimage affects how good you are. Also they have to know that people that feel good
about themselves have more confidence and more popular than those who don't.
This is why I would recommend this chapter to everyone. Again, I thank you for
these workbooks, we really appreciated it. They were very helpful. We all learned
new things that were really interesting. We hope that next year you will send them
again."
Gisselle Alba, I.S. 234, Brooklyn, NY
"My class and I just finished your bookLifeSkills Training. The book was interesting
to learn about. I want to thank the program for choosing our school Cunningham to
be in the LifeSkillsTrainingprogram this year. The chapter that I think most
impressed me was Social Skills. The chapter most impressed me because when I
meet someone new I never talk to them or I just ignore them, but when I learned
about it I felt confident that I can talk to someone without being shy. The chapter
about Social Skills is about someone who is kinda shy and meets someone they
like or someone who wants to get over shyness or meeting new people. The
chapter tells you some tips like start a conversation going or ending, and
compliments. Thank you again for choosing our school and helping me get over my
shyness for people I meet."
Simone Maledon, I.S. 234, Brooklyn, NY
"Hello, I appreciate that you chose Cunningham to be part of your program. I
learned a lot. My favorite topic was Assertiveness. It taught me how not to be
passive or aggressive and how to stay calm and different ways of saying no.
However, I recommend that you put in how to stop a fight. Thank you again for
choosing Cunningham."

Kergeniv Goyfman, I.S. 234, Brooklyn, NY

"Hello, I am a student at Cunningham I.S.234. My class and I have recently
completed your program "LifeSkills Training". We enjoyed it. In your program, my
favorite chapter was "social skills". I liked this chapter because it was about
socializing and I like to socialize. It was really interesting to learn new ways to meet
people and to learn how to make interesting conversations. However, your chapters
were very short. Also, you left out a lot of issues. Other than that, your program was
great. I look forward to using the info that I have learned." Jeannie Thai, I.S. 234,
Brooklyn, NY

http://www.boardofstudies.nsw.edu.au/special_ed/life-skills.html