Download - Education Policies and Structures
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Education Policies and Structures Their impact on the delivery of Gaelic Games
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Session objectives
• To appraise delegates of how the implementation of key DENI policies may impact on the delivery of Gaelic games
• To consider if new structures will impact on school and community coaching
• to review best practice as required by Safe Practice in Physical education
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• “Looking into the future gives me a headache”
• “ Those who can - do those who can't - teach those who can’t teach - teach physical education”
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“It’s all been said before but nobody
listened so it’s time to say it all
again” [Agite]
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• Putting Children First Shaping the Future
• “ we must prioritise the needs of our children over institutions and make sure that it is the needs of all our young people that are to the fore”
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Key educational Policies
• Schools for the Future A Policy for Sustainable schools
• Every School a Good school A Policy for School Improvement
• Shared Futures Policy• Safe Practice in Physical Education • “I intend to step up the pace in terms of
implementation and delivery of existing policies” ( John O’Dowd 2011)
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How Good is Our School System
• Significant gap between the highest and lowest achievers
• Reading - 19th out of top 30 countries• Mathematics - 27th out of the top 30 • 1:5 children leave primary school with a
significant difficult in Maths and English• 9,000 pupils leave without out 5 GCSE ( incl
English and Maths)
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Schools for the Future A policy for Sustainable Schools 2009
• Stable enrolments Primary 140 urban/105 rural• Post primary 500 – 11 – 16 600 11 – 19
• 85,000 spare places - 150 schools• 1/3rd of 863 Primary - less than 100• 1/5th of 217 post – primary less than 400• 50 of the 172 sixth forms - less than 100
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Impact on the delivery of Gaelic Games
• Potential loss of school numbers employment viability issue?
• Potential loss of numbers in school competitions - larger schools
• The “emotional” effect on communities • The need to link this effect with other changes in
community structures • A need for greater social cohesion in
communities
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Every school a good school A school Improvement Policy 2009
• “the interests of pupils rather than institutions must be at the centre of efforts to improve educational achievement and tackle underachievement”
• Child centred provision• High quality teaching and learning• Effective leadership• A school connected to the local community
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Impact on delivering Gaelic games
• Curriculum Sports Programme: 3 Key aims
• develop generic physical literacy skills • Help raise children’s confidence, self-esteem,
motivation to learn – supporting achievement in other curricular areas ( literacy, numeracy)
• To raise the confidence and skills of primary teachers in delivering physical education
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How well are you doing?
• Strengths:• Opportunities to build on FMS in coaching and
PE sessions• High levels of participation and engagement• Inclusion agenda • Teacher confidence and working relationships
“ Activity = learning”
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Areas for Improvement
• Provide opportunities for collaborative planning - learning intention / learning outcome - Personal and interpersonal skills/communication /application of number /critical and creative thinking skills
• Link the CSP programme to literacy and numeracy contexts
• Coach evaluation and pupil self evaluation
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Impact on delivery of Gaelic Games
• Progress / attainment in PE and School sport• Increased involvement in healthy lifestyle• Behaviour - school and club• Attendance• Attitudes to learning • Attainment across the curriculum• Leadership • Citizenship qualities Inclusion in PE and sport
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Safe Practice in Physical Education and School Sport
• “ a need to ensure that the programme aims are clearly recognised and the roles and responsibilities of the schools and the coaches clearly established (ETI report 2010)
• Adult other than teacher AOTT • “people who do not hold a recognised teaching
qualification but operate in schools with the permission of the principal”
• “he who is his own lawyer has a fool for a client”
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Role of the School
• Child protection pre-employment check• Relevant coaching qualification• Competence of the coach in:• Quality of relationships - knowledge of the
pupils – pupil management – knowledge of the activities – observation and analytical skills
• CSP in enrichment not a substitute for PE
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Role of CSP - AOTT
• Have appropriate coaching qualifications• Public liability insurance• Be aware of school policies• Understand the duty of care• Ensure sessions are pre-planned with clear
learning objectives matched to the schools schemes of work
• Promote the community opportunities
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Making a difference
• KISS approach• Evidence base• Strengthening partnerships • “ you want to do the right things for the right
reasons but if you don’t apply the right processes you just hit the brick wall again” (Covey)
• Learn from previous strategies and meet the identified needs of the key stakeholders
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Making a Difference
• External Context Internal Context• Gov Policies GAA corporate plan• SNI/DCAL strategy C.S.P • Community Shared Future• Employment /Leisure Employability• Tourism• ESA ( 5 Elb’s) Professional Dev
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Thank you
• Making a difference to young people