The Life Skills Project Approach
At The Life Skills Project, we believe every learner should feel valued & able to grow in ways that matter to them. The The Life Skills Project approach combines relational care with evidence-based methods rooted in education theory & SEN practice.
- Trust & Relationships
- Scaffolding
- Person-Centered Planning
- Well-Formed Outcomes
- Resilience & Confidence
- Accessible Learning
- Experiential Learning
- Structured Monitoring
- Learner Voices
Trust & Relationships
PACE, developed by Dr. Dan Hughes, is a relational approach built on playfulness, acceptance, curiosity & empathy. It can support learners to feel understood so they can take positive steps forward.
Why this matters
Learners with SEN can experience heightened anxiety & other emotions more intensely. By focusing on emotional security & trust first. We aim to create the foundation for trust. This can support individuals to fee calmer, more confident & more open to learning tasks & activities.
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For more information, see:
Exploring the PACE Model
Scaffolding
Vgotsky’s theory of the ZPD shows that learners can grow best when supported just beyond what they can do independently.
Combining clear scaffolding with the gradual reduction of support as independence develops. Can unlock new pathways & avenues for progress & achievement.
Why this matters
Step-by-step support can make challenges achievable. Without the right support tasks & activities can feel overwhelming – or too easy to be motivating. ZPD styles of scaffolding aim to keep learning achievable but can also enable the right amount of challenge.
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For more information, see:
Understanding Vygotsky’s ZPD for Learning
Person-Centered Planning
Person-Centered Planning (PCP) puts learners at the heart of their learning. Creating personalized goals & support plans that reflect their strengths, interests & aspirations. Families & educators are actively involved to ensure every plan is meaningful & achievable.
Why this matters
PCP can empower learners, giving them a voice, ownership & motivation. Research suggests that PCP can lead to more relevant learning, smoother transitions to adulthood & stronger confidence, independence & life skills.
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For more information, see:
The Impact of Person-Centered Planning on the Content of Transition Plans
Developing Person-Centered IEPs
Well- Formed Outcomes
Well-Formed Outcomes (WFO) is a goal-setting approach that aims to support the setting of clear, meaningful & achievable goals. Unlike traditional methods, WFO aims to go beyond measurable targets by incorporating valuable context & emotional engagement.
At The Life Skills Project, WFO can ensures that each goal supports both academic growth & life skills. While being motivating & empowering for the learner.
Why this matters
Goals that are positive, relevant & personally meaningful can support learners to take ownership of their learning journey.
By including sensory evidence, flexible approaches & consideration of broader life impacts. WFO aims to empower learners to build confidence, independence & resilience. While tracking real progress in both academic & everyday life skills.
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For more information, see:
Beyond SMART? A New Framework for Goal Setting
Resilience & Confidence
At The Life Skills Project, we combine academic support with life skills development to support learners develop resilience & confidence. Inspired by programs like ARC (Academic Literacy, Resilience & Confidence), we aim to provide structured guidance & encouragement tailored to each learner.
Why this matters
Resilience & confidence can enable learners to overcome challenges, persist with new skills & celebrate achievements. By integrating emotional support with practical learning, we aim to support learners to thrive academically, socially & personally.
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For more information, see:
‘Maybe I can do this. Maybe I should be here’
Accessible Learning
At The Life Skills Project, we integrate principles inspired by Jennifer Katz’s Three Block Model of UDL (Universal Design for Learning). To create accessible & engaging learning experiences for learners.
Inclusive Learning Environments: We aim to foster a culture where every learner feels valued, respected & part of a community. Promoting participation & belonging.
Universal Design for Learning (UDL): We aim to provide flexible teaching methods & materials so that learners can access & engage with academic content in ways that suit their strengths.
Social-Emotional Learning (SEL): Our sessions aim to nurture emotional intelligence, resilience & interpersonal skills. Supporting learners to feel more confident & supported.
Why this matters
By combining flexible academic support with emotional & social development. Learners can build confidence, independence & life skills while enjoying accessible & supportive learning environments.
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For more information, see:
A Three Block Model for a Universal Design for Learning
Experiential Learning
At The Life Skills Project, we integrate experiential learning to support learners in developing skills through direct experience, reflection & application.
Inspired by Kolb’s model, our approach aim to combine academic learning, hands-on activities & practical life tasks. With opportunities to reflect & apply learning in real-life contexts.
Why this matters
Learning by doing can support learners to connect knowledge with practice, build confidence & develop problem-solving & life skills.
By engaging actively in meaningful experiences, learners can gain deeper understanding, adaptability & independence. Preparing them for both academic & everyday challenges.
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For more information, see:
Experiential learning: Experience as the source of learning & development
Structured Monitoring
At The Life Skills Project, we integrate structured tools & regular reviews to track both academic & life skills progress. Our monitoring focuses not only on outcomes but also on how learners engage, the quality of support provided. As well as the real-world application of skills.
Why this matters
Evidence suggests that interventions for learners with SEND are most effective when paired with skilled staff, robust assessment & continuous monitoring.
Research also highlights that the context of the learning environment can influence how well evidence-based strategies can be applied.
By integrating these principles, we aim to tailor our monitoring & support to each learner’s unique needs. Supporting families & learners to see clearer progress while ensuring that teaching strategies are meaningful & personalized.
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For more information, see:
The impact of introducing robust monitoring of interventions
SEN support: A rapid evidence assessment
Learner Voices
At The Life Skills Project, we welcome opportunities for learners to share their experiences, views & progress in ways that suit them. Whether through speech, writing, drawing, photos, or digital tools.
Why this matters
Research suggests that involving learners in monitoring & assessment can enhance engagement & ownership of their learning.
Learners can build confidence, self-advocacy & independence as a result. By valuing learner voices, we aim to ensure that each learning journey is meaningful, personalized & reflective.
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For more information, see:
Student-Led Tutorials in Problem-Based Learning
✓ Skills Classes.
✓ Individual Learning.
✓ Family Support.
✓ SEN Training.
Invest in specialist SEN individual learning & support services today.
Take part & learn in ways that make sense to you, however you experience the world
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