Presentation Youth Sport Trust by liaoqinmei

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									Leadership in the Curriculum
  The contribution that student leadership can
  have in raising attainment and improving the
  quality of learning.
                 Overview
We deliver the following courses within our
curriculum:
Sports Leader Award Level 1 (Year 10)
Young Sport Leader Award (Year 8)

The following courses are delivered in our
Sixth Form and Primary Schools:
Sports Leader Award Level 2 (Year 12 and 13)
Primary Leader Award (Year 5)
          Focus of today

1) Young Sport Leader Award

2) YSLA Extension

3) JSLA Extension
      Young Sport Leader Award:
            Starting Point
Initial reason was the encouragement of positive behaviour
from an identified Year group and certain individuals within
that year. (Year 8 2002/2003: Present Year 11).

Although the school had been delivering the JSLA for the
previous two years, it was noticeable that many pupils were
not attending on assessment days.
On further inspection it became apparent that the pupils were
lacking the confidence to lead and the knowledge of skills
required to co-operate with their peers.
          YSLA : Process
• Started as an after school club for 40
  students.
• 31 completed the 12 week course.
• Focus on teamwork and leadership skills.
• 19 students delivered a warm up and
  game.
• 12 students were outstanding – warm up,
  skill, a progression and game.
   YSLA : On the Curriculum
• The success as an after school club
  prompted the SMT to provide Year 8‟s with
  an additional hour of PE (Leadership
  development), in addition to the existing 2
  hours.

  At the expense of 1 hour of Humanities.
             YSLA : Targets
• To develop and deliver an appropriate Scheme of
  Work which covered all the key issues (including
  assessment).
• To provide each pupil with the opportunity to
  develop their personal leadership skills in a safe
  yet challenging environment.
• To provide a platform to share good practice with
  staff.
• To make it enjoyable and fun in order to maintain
  interest.
            YSLA : IMPACT
• The pupils were given positive feedback
  throughout the course both by staff and their
  peers (pro forma available in booklet).
• The final assessment was based on the delivery
  of a sports session and was separated into three
  awards:
  Individual
  Partner
  Group
               YSLA : Awards
•   Individual – Did the following on their own:
•   1)Plan the session
•   2)Organise equipment
•   3)Check area
•   4)Deliver a warm up activity
•   5)Skill with progression
•   6)Organise teams
•   7)Referee/Umpire game(s)
•   8)Collect in equipment
•   9)Evaluate with peers.
            YSLA: Awards
• Partner – All of the above but dual
  delivery. It is not possible to pass the
  partner award without delivering a warm-
  up, skill or refereeing/umpiring game.

• Group – Maximum of four people
  organising and delivering the session.
                RESULTS
 Type of     2003/2004   2004/2005   2004/2005
 Award
Individual   29 pupils   51 pupils   20% of the
               18%         36%          pupils
 Partner     55 pupils   28 pupils    delivered
               34%         19%           their
 Group       77 pupils   65 pupils   sessions in
               48%         45%         Primary
  Total        161         144        Schools
        Measuring success
• Passes
• Independent study by G.Liggett PhD.
  Interviewed the Year 8 cohort in 2003/2004
  after the YSLA course.
• Pupils were open and honest with her
  (based on her interview scripts)
• Findings were very positive.
       YSLA : G.Liggett results
• Majority interviewed liked YSLA
• Fun, different, challenging, teamwork, more active, choice
  of activity, mixed, learn more from peers.
• Builds confidence – help others learn
  “I like YSLA – you get to take lead of the lesson and it helps
  build your confidence because you get to help others
  learn.”

  Disliked YSLA:
  Mixed lessons
  “The one thing I don‟t like about the YSLA is doing it with
  the boys.”
       YSLA : Interview Quotes
• “It‟s good because you get to know how teachers feel and
  you get to teach the primary kids”
• “I like it because I like being in control”
• “You get to organise others and boss people around”
• “It‟s alright, I prefer normal PE though”
• “ We helped take a lesson, it was good but some of the
  children were all over the place. You would tell the kids
  what you wanted but some wouldn‟t listen to you.”
• “I like the YSLA because you become more confident and I
  want to be a teacher or an actress when I‟m older so I think
  it will help me.”
        YSLA : Development
• Leadership developed in Year 7 (baseline).
• Leadership strand to be included in Schemes of
  Work across department.
• Provide evidence to support claims :
  Assess the present Year 7 cohort regarding
  behaviour and attainment.
  Assess again at the end of the YSLA course and
  support this with an independent study
  (G.Liggett)
              YSLA - Extension
• Brookway working in conjunction with the Youth Sport
  Trust and Broadoak Sports College in Bury.
• Aim is to develop leadership cards for Young Leaders.
• Focus of the cards is to enable the students (KS3) to
  „coach‟ their peers in the generic skills of ball games.
• Pupils completing the YSLA have the leadership and
  organisational skills to deliver a PE lesson.
• Next step is to train pupils in the identification of technical
  points and how to improve these. (possibly Year 9)
• The Young Leader cards have been produced to enable this
  to happen.
YSLA Card : Receiving
YSLA Card: Identifying points on receiving
             JSLA - Extension
• The extending leadership pilot developed as the Sports
  College delivered JSLA to the full Year 10 cohort.
• The project was an extension where upon pupils were
  given the opportunity to work with a designated member of
  staff in another subject. (during the same period)
• The project hoped to transfer some of the key skills into
  another environment:
• Allowing the pupils to take the lead in classroom based
  lessons.
• Assist with groups of pupils or individuals.
     JSLA – Staff awareness

• To highlight to other staff the potential for
  encouraging and developing leadership
  initiatives within their subject area.
    JSLA – Extension : Process
•   41 students originally applied for a place
•   24 students were selected by staff
•   12 staff were involved
•   Classes from Year 7 and Year 8 were used
•   All students and staff were issued with an
    outline of the project expectations
                     Outcomes
•   Positive Outcomes:
•   Junior Sport Leader working with individual pupils.
•   Lower School pupils related well to JSL students.
•   JSL proved to be excellent role models.
•   Behaviour of certain classes improved during placements.
•   JSL reacting to areas of need.
•   JSL helping to keep pupils on task.
•   Pupils response to JSL assistance was very positive.

• Issues:
• Lack of opportunity to plan sessions with JSL.
• Timing of placements in relation to practical activities.
 Extending Leadership across the
           Curriculum.
• Continuation of pilot over the year. Increase the
  frequency of placements and number of students.
• JSL students to prepare group based activities
  which link to lesson delivery.
• JSL delivery of lesson (part with development to
  whole)
• Staff to have time to plan with JSL and assess
  delivery set against key criteria.
• Targets to achieve and recorded in pre-printed
  log book.
• The inclusion of the School Council in Teaching
  and Learning projects and lesson observations.
   Questions? Thoughts?

Brookway High School and Sports College
Moor Road
Wythenshawe
Manchester
M23 9BP
0161 998 3992
Email: stevensonrw@merseymail.com
Rob Stevenson

								
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