on the right track
DESCRIPTION
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 ) - PowerPoint PPT PresentationTRANSCRIPT
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ON THE RIGHT TRACK
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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)
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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
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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
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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
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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)
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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
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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?
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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)
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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
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TUESDAY ACTIVITYWalking 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
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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!
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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