Essential life skills such as confidence, motivation, resilience and communication are associated with better academic outcomes and better prospects in the workplace, and there is an increasing emphasis on their value, given labour market trends towards automation.

Studying for a nationally recognised qualification in communication or performance at level 3 or above gives the learner the time and focus to develop these essential life skills. These life skills qualifications involve practical tasks which reflect real-world situations allowing learners to develop a range of transferable skills. They also provide clear evidence of ability and proof of achievement.


  • Increase confidence in communicating and performing in public
  • Strengthen creativity, and problem solving skills
  • Exercise memory retention and recall
  • Enhance verbal and non-verbal communication skills
  • Expand vocabulary and self-expression
  • Increase ability to understand and express own and others’ emotion
  • Bolster confidence when making statements and defending arguments
  • Engage fully in professional conversations
  • Generate greater self-awareness
  • Enrich inter-personal behaviour and team working skills


We offer life skills qualifications from three highly regarded examination boards.

TRINITY COLLEGE LONDON is a leading international exam board and independent education charity that has been providing assessments around the world since 1877

NEA (NEW ERA ACADEMY) is an innovative exam board which established in 1941 and is rapidly became one of the leading regulated boards in the UK

LAMDA (LONDON ACADEMY OF MUSIC AND DRAMATIC ART) has been providing examinations for over 130 years and is a highly regarded awarding body



Research into effective learning models supports our experience that spaced repetition and building ‘muscle memory’ in soft skills is much more effective for developing and retaining skills long term. 

Much like learning a musical instrument, having regular lessons spaced over time, ‘spaced repetition’, is much better than a one-off workshop for long term development.

We therefore recommend regular 30min-1 hour sessions on a regular basis. This could be every week or every other week, at the same day and time or could vary depending on what works best for your organisation and the individuals involved.

Given the practical needs of these skills, small groups of 1-6 people are preferable. Although we may also consider occasionally combining groups into larger longer sessions to kick start new skills, collaborate with creative activities and showcase development.

All regulated qualifications are assigned a duration of study time as a guide for teaching practices. This time is recommended to combine both guided and independent learning. For these level 3 qualifications the recommended guided hours range from between 30-90 hours depending of the examining body.. We would therefore expect individuals to complete a qualification within a year (approximately 30-40 weeks of lessons).




Through a range of contexts such as pitching, presenting, public speaking, interviewing, business discussion, negotiation, and persuasion, this syllabus enhances skills in communication, critical thinking, problem solving, creativity, planning and preparation, self-reflection and interpersonal behaviours 


Explores the different styles of public speaking, giving opportunities to adapt according to differing aims and audiences. Covers all aspects of creating and delivering an effective speech and these skills are also practiced under time pressure when delivering impromptu speeches. Speech topics may be tailored according to the learner’s focus and provide preparation for a work presentation.


Using verse, prose and public speaking, this syllabus explores and develops clarity of English as a second language. We combine this with diagnostic tools to target each individual’s specific areas for development.


This incorporates both a written CV and interactive interview along with some presentation and analytical aspects of communication providing skills for any interview situation. Carefully tailoring the writer elements allows the learner to focus on interviews relevant to their personal development.


Using an object, word or idea as a stimulus, learners engage creatively to devise two dramatic scenes of contrasting style as well as an improvised scene created in the moment. This highly creative syllabus may be tailored by the learner to explore relevant themes such as research areas for public engagement, STEM topics for apprenticeship engagement, mental health awareness or corporate messaging. 


This enhances the verbal and non-verbal skills needed when speaking from the page. This syllabus combined verse, prose, and speech scripts into a themed recital, embellished with memorised linking segments. Learners also practice sight reading skills for those impromptu moments.


Explores vocal and visual clarity, emphasis and expression when performing verse and prose. These pieces are performed from memory exercising recall. Learners also practice sight reading skills for those impromptu moments.


Explores three contrasting styles and periods of acting, focussing on creating believable characterisation and demonstrating understanding of techniques required for effective performance

*Further communication and performance qualifications are available from each of the examining bodies and may be considered if appropriate for the learners


Contact us to find out more about how you could benefit from Life Skills Qualifications.