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