General Information

All.u.re runs workshops for high school students, youth conferences and organisations. We offer a series of modules which focus on different areas relevant to young women; some encourage participants to investigate interior components of themselves, whilst others focus on exterior elements. All the modules reflect our mantra of holistic beauty; helping women value themselves from the inside-out.

Each module is complementary to the others, and often clients select a combination that best suits their personal aim of having the workshop. Each module offers a combination of theory combined with practical discussion and activities.

For expressions of interest or for an approximate workshop quote, please go to the Contact tab and fill in your details.

How Each Module Works

Each module is approximately 1 hour:

Part 1:30 minute interactive power-point presentation 
This is the theory component of the workshop and offers key learning points relevant to the topic being covered. Each presentation is accompanied by a visual slide deck.

Part 2: 30 minute group work project (from our self-designed resource kit) 
This is the practical component of the workshop, which provides an environment of peer-to-peer learning. Students are given a mini-project to engage with the topic previously covered in an interactive way, they are also given the opportunity to present their findings to the rest of the groups.

Module Delivery Options

Each Allure Module runs for approximately 1 hour (or can be tailored to one lesson period).

We are aware that teachers have tight schedules with learning outcomes that need to be adhered to, thus we strive to be flexible with our delivery options.

Teachers can opt from anywhere between one to eight modules depending on their outcomes needed. 

Our recommendation is that  the modules to be either incorporated into  ‘special event days’, such as student retreats or wellbeing initiatives, or to be used during lesson times that have relevant syllabus outcomes to the topics All.u.re covers.

If the sessions are to be run during lesson time, the subjects we recommend doing this during are PDHPE and RE classes:

PDHPE Syllabus Alignment

Our workshops act as a positive reinforcement to syllabus outcomes centred around promoting healthy body image in young people. The workshops help students consider how they see and value themselves as a whole person, and assess the external influences which support a holistic outlook, or limit it, by a preoccupation with external appearance.

We encourage students to reflect on their relationships with their peers and families, in particular healthy friendships. We promote relationships based on mutual respect and support, genuine friendship as opposed to competitive relationships, which can lead to emotional abuse or bullying.

RE Syllabus Alignment

There are various syllabus outcomes which All.u.re complement, since, while our program is not considered ‘theological’, it discusses a number of qualities and virtues which are essential to living a truly Christian life. We encourage students to think about societal influences, and to consider what is unhealthy versus healthy behaviour and attitudes towards oneself and towards others.

Our program aims to be the first step in promoting different kinds of virtues and living an authentic Christian life, by thinking well of oneself and of others. Our activities help them to think of practical ways they can apply virtuous behaviour to their everyday life and we ask them to come up with takeaway ‘goals’ to help them achieve this.

Recommended Module Sessions

Duration of recommended session: Two hours (or two lesson periods)

Number of Modules in each session: Two modules

Recommended break time between sessions: A minimum of fifteen minutes

While we are able to run our modules according to your specific preference, we are often asked by teachers what order of modules we would recommend, as well as what time frame.

Our recommendation is that teachers pick a minimum of two module topics in any one learning session, which equates to a time block of two hours. This allows for our message to sink in and gives the students enough time to unwind and start participating in the activities.

Following a two hour session, we recommend a break with a minimum of fifteen minutes, for students to go to the bathroom and/or eat snacks. Some teachers may opt to have another learning session after this and others may wish to schedule another session at a later date to spread them out.

A1 [All You Are Philosophy] – Compulsory Intro

This introductory module is a compulsory start to our workshops, as it explains All.u.re’s overall ethos, as well as how the workshop will be broken up. It gives an evaluation of the different ways women can be presented in society, explores the true meaning of beauty and the importance of putting image in perspective when considering overall life goals of happiness and fulfilment.

A2 [What Friendship is]

This module encourages participants to critically assess our culture’s portrayal of friendship in various media outlets and how this can sometimes skew our own understanding of what friendship means. Issues such as: comparing, individualism and negative talk are addressed, as well as the true qualities of friendship.

A3 [Heart Attachment]

Girls can sometimes base a large part of their identity on a relationship, which leads to toxic assumptions about themselves. This module seeks to cultivate in girls a healthy, balanced perspective on relationships. It encourages girls to see ‘having a boyfriend’ asa part, rather than the main part, of life. Further, the end of a relationship is often one of the hardest challenges a young person can go through. The module provides behavioural strategies to overcome the temptation so many girls face after a breakup: to think they’re not good enough.

A4 [Like the Real You]

This module focuses on social media and how this interplays with one’s personal identity and the need to be ‘known’. We encourage the concept of balanced social media use, as a tool to communicate with others or a means of self-expression, rather than falling into the trap of relying on it to fulfill us emotionally, or use it for escapism. We discuss the ‘overshare’ phenomenon; deep down everyone has a desire to make themselves known to another person, yet there should be different levels of this self-exposure depending on the environment. Overall, the aim of this module is to help young women see social media as a communicative tool, not an extension of self.

 

A5 [All You Represent]

In this module, participants learn that one’s external image is important in so much that it conveys an instant grab of our personality, our all-you-are. The media’s focus on external appearance has led many to assume that external beauty is synonymous with ‘looking hot’, yet we consider that what is more important is to reflect who you are as a unique person; someone more than a two-dimensional object. The module also considers the impact self-respect has on one’s ability to respect others, particularly peers. We discuss the impact our image can have on others, both females and males, and we explore the concept of ‘focal points’ in our attire. Overall, we show that the aim of our self-representation is to lead others to value the whole of us.

A6 [You Are What You Read]

There are many peer-reviewed studies which link unhealthy attitudes to image with unrealistic portrayals of women in the media. One of the biggest sources of this is magazines, which this module seeks to address. We encourage participants to be selective about what they read, as well as watch and listen to and to choose what will inspire and motivate rather than create insecurities. In the same way that a constant flow of junk food creates an unhealthy body, a constant diet of mainstream magazines can lead to an unhealthy mind!

 

A7 [You Can Lead]

What does our allure have to do with leadership? In this module, we explore how women can use our inner and outer beauty for positive leadership. We explore notions such as being an example to others, being trustworthy and approachable, being a mentor, unity of life (aiming to be your best in all aspects of life, not just some – from how well you treat others, to how you get out of bed in the morning, to the details of how you dress) and feeling confident in yourself. We challenge the assumption that image is all about self-focus and encourage the idea of seeing image as a tool to engage and elevate others. We discuss aspects of leadership, what it means to have ‘leadership potential’ and how everyone has the opportunity to use their abilities to uplift others or to bring down others. We also compare and contrast different types of leadership ‘types’ such as: commercial leadership, socialite leader, philanthropic leader, entrepreneurial leader and more.

A8 [All You Give]

In this module, the idea is put forward that sometimes we need to take the time to look outwards rather than inwards, and to see the needs of those around us. In a fast-paced, social media driven society like ours, there is a tendency to spend a lot of time focused on ourselves and we limit the time we spend reaching out to family, friends and charitable causes. We encourage girls to have ‘time accountability’, whereby they have achievable goals on what % of their day/week/year is spent on other-focused versus self-focused activity. We encourage them to spend time thinking about what they are passionate about and how they can use this passion to help others.

Round Chart: Our Approach to the Module Topics

The following Round Chart depicts All.u.re’s reasoning for offering the modules in the order outlined above. The first goal for us is to build up a sense of self worth in participants. Once they are able to value their own uniqueness, the second goal is that participants can then learn to form friendships with their peers from a position of openness and respect. Thirdly, when it comes to social behaviours and expectations, such as: social media usage, having a relationship or reading magazines, they can learn to approach these areas not with neediness and dependence but rather with confidence and a healthy balance. Finally, we can help shape the youth of today, to be the leaders of tomorrow, by inspiring them to use their unique talents for the good of society and encourage them to give more of themselves to others. We are firm believers in the philosophy: ‘you can’t give what you don’t have’ and believe helping young people forms a domino effect; empowering one individual can lead to the empowerment of many others.

  • 1. Having self worth
  • 2. Developing authentic friendships
  • 3. Healthy use of social media
  • 4. Mature discernment of relationships
  • 5. Respectful image and behaviour
  • 6. Reading material that uplifts
  • 7. Using talents for the good
  • 8. Contributing to wellbeing of society