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Education Policies and Structures Their impact on the delivery of Gaelic Games.

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Presentation on theme: "Education Policies and Structures Their impact on the delivery of Gaelic Games."— Presentation transcript:

1 Education Policies and Structures Their impact on the delivery of Gaelic Games

2 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

3 “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”

4 “It’s all been said before but nobody listened so it’s time to say it all again” [Agite]

5 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”

6 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)

7 How Good is Our School System Significant gap between the highest and lowest achievers Reading - 19 th out of top 30 countries Mathematics - 27 th 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)

8 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 1/3 rd of 863 Primary - less than 100 1/5 th of 217 post – primary less than 400 50 of the 172 sixth forms - less than 100

9 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

10 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

11 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

12 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”

13 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

14 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

15 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”

16 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

17 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

18 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

19 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

20 Thank you Making a difference to young people

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