ON THE RIGHT TRACK

PROGRAMME STRUCTURE 2 GROUPS OVER 3 DAYS Grp A (Monday), Grp B (Wednesday), Both together (Tuesday) – Day 1 (Mon + Wed): Meet and Greet + snack & games (15 mins) Talk (10 mins) Homework support + worksheets (20 mins) Core activity that reflects theme of talk (30 mins) – Day 2 (Tues): Meet and Greet + snack & games (15 mins) Talk (10 mins) Sporting/fun activity (1 hr 20 mins)

ADDITIONAL ELEMENTS REFERRAL BY SCHOOLS + PARENTS WEEKLY MEETING MENTORING VOLUNTEERS PARENT SESSIONS SCORE CHART – ATTENDANCE AND PARTICIPATION AWARDS SESSIONS SUMMER ACTIVITY CONTINUED ENGAGEMENT UPON COMPLETION EVALUATION – Students – Parents – Teachers – Staff

WHAT HAS WORKED? One day academic focus one day non-academic + Overlap of groups Communication and connection between schools, parents and Citywise – greater awareness all round Creation of a positive peer group – young people encouraging each other to participate Continuation of students into other Citywise groups – on-going support Character development talks – consistent message, re- inforcing specific positive behaviours, interactive, they want to learn

SAMPLE OF SUCCESSFUL ACTIVITIES 15 month programme with 2 activities per week – Too many to go through Selection of activities chosen to give a feel for how we try to meet our objectives

OCTOBER If you’ve nothing good to say, say nothing – New school: Earn a good reputation by treating people well First impressions Be a positive person – see the cup half full Think well of others – look for other’s strengths Ignore other’s faults – we all have them Forgive and forget – don’t hold grudges (hot potato)

Get to know you bingo 30 minute activity Everyone given a sheet with characteristics Find someone in the group with one of these characteristics Each person can only be used twice – Students learn names – Energy and enthusiasm – Students help each other find answers – Students learn what they have in common

NOVEMBER Students study, workers work. What about you? – Why students study – worth the effort? – Getting organised – Can learning be fun? – It takes courage not to be lazy – Doing well in school – positive consequences – Teachers as workers – what’s their job?

How organised are you? 30 min activity Questionnaire that raises several key issues regarding successful integration into secondary school Students normally realise quickly what they ‘should’ be answering – nurtures a positive discussion about being organised Alternative activity – Role play (The teacher)

DECEMBER Look what He has done. What can you do? – Thinking about others at Christmas – Generosity – time and actions v gifts – Sacrificing for others – small things the most important – Being cheerful at home

TUESDAY ACTIVITY Walking debate + The Cube 2 x 40 min activity Series of statements read out based on the monthly motto Students reflect on their role in their family, among their friends, in school Developing empathy, self-awareness and creating a positive peer group The Cube adapts challenges from the game show and it very popular

JANUARY Think before you act – Overreactions – emotions and reflecting after events – ‘Because I feel like it’ – doing the right thing – The classroom – what’s important regarding how we act – The school yard – thinking about others – People are good – sometimes they just behave badly but behaviour can change!

Treasure hunt 40 min activity A list of ‘tips’ for getting on well in class are hidden around the centre – Group divided into teams - Team work – Active way of reflecting on important issues that cause students problems in the classroom – ‘Perfect student’ award for the winner of the hunt as they have all the ‘tips’ for doing well – Alternative – Right track Family Fortunes

FAMILY FORTUNES 30 min activity 100 students asked for the top 5: – Classroom rules – Regulations around homework – Lunchtime rules – School regulations – Students divided into teams and game is run in same way as tv show

FEBRUARY Sacrifice makes for stronger people – Life can be tough – focus on what we can change – Choices – life is full of them – secondary school brings even more (Homework, attendance, how we treat others, who we want to be) – Self-control – computer, biscuits/sweets, tv, lent – Role models – who sacrifices for us – parents, friends, teachers, family

MARCH Courage is tested through our word – Telling the truth Can get you in trouble with your friends Practice telling the truth – Mean what you say Empty promises Be trustworthy – Be your own person – peer pressure and saying no

APRIL Your interests you develop will define you – Use your talents and learn what you’re good at – Wasting time – computers, tv, addiction – Watch what we watch. – Good habits – Getting organised, homework, getting the balance between fun, sports, school, friends, family

Things that I’m good at 30 min activity Worksheet that highlights positive characteristics people have Students identify their own strengths Pick different ones and explain them Identify one you’d like to improve at Good exercise for public speaking

Freeze 30 min activity Students move slowly around the room and have to ‘freeze as a….’ Role: pop singer, guitar player, boxer, garda In emotion: Angry, bored, frightened, confident In character: Strict teacher, soldier marching.. Main idea is to talk about hobbies – broaden horizons

TIME TRIALS 30 min activity Locker relay race (fill bag with school books, pass bag on, empty bag into locker neatly – until the whole team has completed the task) Schoolbag packing – One bag, 5 books – pack the bag, empty the bag – one book at a time. Uniform challenge – Relay race involving putting on a piece of clothing These activities help staff raise key issues in a fun and competitive way

CONCLUSION Areas of strength – Contact time – Community based provision with strong links to schools – Significant experience of key staff working in this particular educational context – Availability of other Citywise programmes to continue supports – Very cost effective programme

CONCLUSION Areas for improvement – Follow up on non-attenders – Follow up on referrals who didn’t engage – Contact time with parents – feedback – More intense literacy support – targeted – More detailed records