Learning for Life
Matthew Wigman | Final Paper | |
Specialist Conference Paper DID7230
‘Teaching for life’: Does Social Life Skills education as a rout to gaining recognised qualifications embrace a learning for life outcome that can be an integral part of the rehabilitation process?
Introduction
I work at Hindley HMP YOI, Europe’s largest juvenile estate, which caters for male 15 – 18 year olds. Its catchment area embraces prisoners from England and Wales, inclusive of the home counties. This results in a diverse population with a mixture of cultural and social backgrounds and range of life experiences. The course I teach is Social Life Skills to the academic standards of Adult entry level three and Adult level one. The education department within Hindley is committed to providing a learning environment where the physical, mental and emotional well-being of the learners is intrinsic to everything we do.
The provision of the Social and Life Skills curriculum meets the outcomes in a number of ways through units such as Healthy Living, Healthy Eating/Food and Nutrition, Food Preparation/Hygiene and Introduction to Drug and Alcohol awareness. In particular, these units promote positive sexual health and relationship choices through education about STI’s, responsibilities in a relationship as well as challenging the increased risk of sexual activity under the influence of intoxicating substances. These units also highlight the physical and emotional risks of using both legal and illegal substances and encourage positive lifestyle choices.
This paper intends to examine how the subject offers an experiential and learning forum designed to enhance academic learning, increase knowledge, build strategies and provide learning for life. However does the environment in which I teach can ultimately affect the end result?
Experiential Learning
Activities based around subjects such as ‘Healthy Lifestyles’ , ‘Drug and Alcohol Awareness’ and ‘Sexual Health awareness’ strengthen
Specialist Conference Paper DID7230
‘Teaching for life’: Does Social Life Skills education as a rout to gaining recognised qualifications embrace a learning for life outcome that can be an integral part of the rehabilitation process?
Introduction
I work at Hindley HMP YOI, Europe’s largest juvenile estate, which caters for male 15 – 18 year olds. Its catchment area embraces prisoners from England and Wales, inclusive of the home counties. This results in a diverse population with a mixture of cultural and social backgrounds and range of life experiences. The course I teach is Social Life Skills to the academic standards of Adult entry level three and Adult level one. The education department within Hindley is committed to providing a learning environment where the physical, mental and emotional well-being of the learners is intrinsic to everything we do.
The provision of the Social and Life Skills curriculum meets the outcomes in a number of ways through units such as Healthy Living, Healthy Eating/Food and Nutrition, Food Preparation/Hygiene and Introduction to Drug and Alcohol awareness. In particular, these units promote positive sexual health and relationship choices through education about STI’s, responsibilities in a relationship as well as challenging the increased risk of sexual activity under the influence of intoxicating substances. These units also highlight the physical and emotional risks of using both legal and illegal substances and encourage positive lifestyle choices.
This paper intends to examine how the subject offers an experiential and learning forum designed to enhance academic learning, increase knowledge, build strategies and provide learning for life. However does the environment in which I teach can ultimately affect the end result?
Experiential Learning
Activities based around subjects such as ‘Healthy Lifestyles’ , ‘Drug and Alcohol Awareness’ and ‘Sexual Health awareness’ strengthen
Bibliography: * Inspiration: Your Ultimate Calling - Wayne W. Dyer p130 * Changing the Outlook - A Strategy for Developing and Modernising Mental Health Services in Prisons – p3 * Developing access to Skills for Life for offender learners with learning difficulties or disabilities – p27