education policies and structures
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Education Policies and Structures. Their impact on the delivery of Gaelic Games. Session objectives. To appraise delegates of how the implementation of key DENI policies may impact on the delivery of Gaelic games - PowerPoint PPT PresentationTRANSCRIPT
Education Policies and Structures Their impact on the delivery of Gaelic Games
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
• “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”
“It’s all been said before but nobody
listened so it’s time to say it all
again” [Agite]
• 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”
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)
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)
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
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
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
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
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”
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
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
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”
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
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
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
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
Thank you
• Making a difference to young people