University of st andrews football clubs
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University of St Andrews Football Clubs. Saints Sport Learning. Saints Sport Learning. Using football as a tool the programme aims to help create: Successful learners Confident Individuals Responsible Citizens Effective Contributors. How it will help achieve this.

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University of st andrews football clubs

University of St AndrewsFootball Clubs

Saints Sport Learning


Saints sport learning

Saints Sport Learning

  • Using football as a tool the programme aims to help create:

  • Successful learners

  • Confident Individuals

  • Responsible Citizens

  • Effective Contributors


How it will help achieve this

How it will help achieve this

  • The initial programme will offer some of the curriculum areas such as: (Marked in bold)

  • Language – Literacy & English

  • Mathematics

  • Religious and moral education

  • Sciences

  • Expressive arts

  • Health and well being

  • Social Studies

  • Technologies

  • (Source www.curriculumforexcellencescotland.org.uk)


Language literacy english

Language – Literacy & English

  • Focus on the 3 organisers within the framework:

  • Listening and talking

  • Reading

  • Writing


Language literacy english1

Language – Literacy & English

  • Programme content

  • Interview the players

  • Read about the club (Pre visit - classroom research)

  • Reporting on training / games


Language literacy english outcomes

Language – Literacy & English outcomes

  • Listening & Talking

    I regularly select subject, purpose, format and resources to create texts of my choice.

  • LIT 2-01a

  • When I engage with others, I can respond in ways appropriate to my role, show that I value others contributions and use these to build on thinking.

  • LIT 2-02a

  • I can recognise how the features of spoken language can help in communication, and I can use what I learn.

  • I can recognise different features of my own and others spoken language

  • ENG 2-03a


Language literacy english outcomes1

Language – Literacy & English outcomes

  • Enjoyment & choice tools

  • Consolidating:

    As appropriate to the task I can select subject, purpose, format and resources when creating a text

    LIT 2-01a

    When I engage with others I can adopt different roles

    I am developing a range of skills to show that I value others contributions and I am beginning to use these to shape my thinking

    LIT 2-02a

    I can use many of the features of spoken language such as: pace, expression, emphasis and word choice

    ENG 2-03a


Language literacy english outcomes2

Language – Literacy & English Outcomes

  • Reading

    Using what I know about the features and different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes.

    LIT 2-14a

    I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate.

    LIT 2-15a


Language literacy english outcomes3

Language – Literacy & English Outcomes

  • Enjoyment & Choice Tools

  • Consolidating

  • I can find information on a given topic from more than one source, including digital media, and select some of the most relevant points

  • LIT 2-14a

  • I can make notes using some of my own words from a piece of information

  • LIT 2-15a


Language literacy english outcomes4

Language – Literacy & English Outcomes

  • Writing

    I can use my notes and other types of writing to help me understand information and ideas, explore problems, make decisions, generate and develop ideas or create new text.

    I recognise the need to acknowledge my sources and can do this appropriately.

    LIT 2-25a

    By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience

    LIT 2-26a


Language literacy english outcomes5

Language – Literacy & English Outcomes

  • Enjoyment & Choice Tools

  • Consolidating

  • I can organise my own notes under simple headings

  • I can use my own notes from more than one source to select and organise information to help create my own text

  • I know the difference between a quotation and putting something in my own words.

  • LIT 2-25a

  • I can make use of suitable vocabulary specific to the task and audience

  • LIT 2-26a


Mathematics

Mathematics

  • Focus on some of the 8 organisers such as:

  • Estimations and Roundings

  • Number and Number Processes

  • Fractions, Decimal Fractions & Percentages

  • Money

  • Time

  • Measurements

  • Data & Analysis

  • Ideas of chance & uncertainty?


Mathematics1

Mathematics

  • Programme Content

  • You are the chairman – how many people do you need through the gate to pay the wage bill.

  • You are the manager – how much it will cost to sign a player in transfer fee and wages

  • Help the kitman – working out arithmetic challenges using the squad numbers of players

  • You are the statistical officer – how many minutes did Andreas Anderson / Laura Dormans play last season

  • - pre programme challenge - creating graphs, organising tables and diagrams of club’s season’s results


Mathematics outcomes

Mathematics Outcomes

  • Estimation and Rounding

    I can use my knowledge of rounding to routinely estimate the answer to a problem, then after calculating, decide if my answer is reasonable, sharing my solution with others.

    MNU 2-01a

    Enjoyment & Choice Tools

    Consolidating

    I can: calculate the “real” answer using known, successful method(s), including problem solving strategies where appropriate

    Make a decision about how reasonable the calculated answer is in comparison with the estimate


Mathematics outcomes1

Mathematics Outcomes

  • Number and Number Processes

    Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others.

    MNU 2-03a

    Enjoyment & Choice Tools

    Consolidating

    I can: use a variety of ways to multiply and divide with 2 digit numbers or more


Mathematics outcomes2

Mathematics Outcomes

  • Number and Number Processes

    I have explored the contents in which problems involving decimal fractions occur and can solve related problems using a variety of methods

    MNU 2-03b

    Enjoyment & Choice Tools

    Consolidating

    I can: explain problem solving strategies


Mathematics outcomes3

Mathematics Outcomes

  • Money

    I can manage money, compare costs from different retailers, and determine what I can afford to buy.

    MNU 2-09a

    I can use the terms profit and loss in buying and selling activities and can make simple calculations for this.

    MNU 2-09c

    Enjoyment & Choice Tools

    Consolidating

    I can: compare cost from different retailers

    MNU 2-09a

    Make simple calculations to demonstrate knowledge of profit and loss

    MNU 2-09c


Mathematics outcomes4

Mathematics Outcomes

Time

I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use.

MNU 2-10b

Enjoyment & Choice Tools

Consolidating

I can: estimate and measure time.

I can: read and use a stopwatch/timer to carry out simple timed activities


Mathematics outcomes5

Mathematics Outcomes

Measurements

I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure.

MNU 2-11a

I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems.

MNU 2-11b


Mathematics outcomes6

Mathematics Outcomes

Data & Analysis

Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.

MNU 2-20a

I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way.

MNU 20b


Mathematics outcomes7

Mathematics Outcomes

  • Enjoyment & Choice Tools

  • Consolidating

  • I can: construct accurately simple graphs

  • MNU 2-20a

  • I can: Explain the choice of method. Organise information by using diagrams & tables

  • MNU 2-20b


Expressive arts

Expressive Arts

Focussing on the following outcomes (in bold):

  • Drama

  • Music

  • Art & Design


Expressive arts1

Expressive Arts

Programme Content:

  • Role play through watching match analysis software (post visit)

  • Create through drawing a new club football strip (during visit)


Expressive arts outcomes

Expressive Arts Outcomes

Drama

I have created and presented scripted or improvised drama, beginning to take account of audience and atmosphere.

EXA 2-14a


Expressive arts outcomes1

Expressive Arts Outcomes

Music

I can sing and play music from a range of styles and cultures, showing skill and using performance directions, and/or musical notation.

EXA 2-16a


Expressive arts outcomes2

Expressive Arts Outcomes

Art & Design

Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design.

EXA 0-05a / EXA 1-05a / EXA 2-05a


Health wellbeing

Health & Wellbeing

Focussing on the following outcomes:

  • Physical education, physical activity & sport

  • Food & Health

  • Mental, emotional, social and physical well being


Health wellbeing1

Health & Wellbeing

Programme content:

  • Fitness session lead by University of St Andrews department of Sport & Exercise staff

  • Presentation on what to eat & drink to participate in sport

  • Presentation on the consequences of not eating and drinking properly

  • Presentation on how that can effect mental wellbeing


Health wellbeing outcomes

Health & Wellbeing Outcomes

Physical education, Physical Activity & Sport

I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness.

HWB 2-22a / HWB 3-22a


Health wellbeing outcomes1

Health & Wellbeing Outcomes

Food & Health

By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan.

HWB 2-30a


Health wellbeing outcomes2

Health & Wellbeing Outcomes

Mental, emotional, social and physical well being

I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.

HWB 0-15a / HWB 1-15a / HWB 2-15a / HWB 3-15a / HWB 4-15a


Pre programme work

Pre programme work

  • Fundraising @ the School (see cost for more detail)

  • Visit to the school for pre programme evaluation – what are the expectations of staff & pupils

  • Visit to the school to supply information about what pupils will be participating in as part of visit

  • Visit to the school to supply statistical and historic information about (M) or (W) football club

  • Class then look at statistical challenge pre visit – constructing table/pie charts of season analysis or reading


Day programme outline

Day Programme Outline

  • 0900-0930 –travel to Sports Centre and briefing for the day

  • Health & Well being – “Learn how to live like a footballer”

  • 0930-1000 – Fitness session(practical) lead by sports centre fitness staff

  • 1000-1030 – Diet and nutrition workshop lead by Sports Centre staff

  • - What you should eat and drink to perform as an athlete.

  • 1030-1045– Break


Day programme outline1

Day Programme Outline

  • Language - Literacy & English – “You are the journalist”

  • 1045-1105 – preparation work for Q & A session

  • 1105-1145– Q & A session with St Andrews Uni (M) or (F) player (Time allowance for photos inclusive)


Day programme outline2

Day Programme Outline

  • Mathematics – “You are the manager”

  • “You are the Chairman” “You are the Kit man” “You are the Stats Officer”

  • 1150-1230 – numeracy challenges relating to St Andrews (M) or (W) Football Club

  • x4 10 minute challenges (in groups)

  • Working out player salaries, gate money, transfer budgets etc


Day programme outline3

Day Programme Outline

  • 1230-1300 - lunch

  • Expressive Arts – Art

  • 1300-1330 – Create a new kit for St Andrews University (M) or (W) club

  • Physical Activity

  • 1330-1415 – Watch 1st half of St Andrews University (M) or (W) match

  • 1415-1430 – Finish off day and depart


Follow up after the experience

Follow up after the experience

  • Prize(s) for best written piece on their day– report on match, interview with players

  • Drama workshop – focus software from (M) or (W) match

  • Evaluation from pupils & staff


University of st andrews football clubs

Cost

  • Cost for a day visit - £100

  • Variety of fundraising possibilities: i.e

  • Keepyuppy challenge

  • Shots @ goal for points

  • The header league

  • Pupils come up with own ideas

  • All of which University staff will help arrange either at the school or University prior or after visit.


University of st andrews football clubs

Cost

Sponsorship breakdown

  • Cost for day £100

  • Example case

  • Fundraiser with p7 class = 25 pupils

  • Each pupil raises £10 = £250

  • School left with £150 to spend as they see fit


More information

More Information

Stuart Milne

Director of Football

St Andrews University

Sports Centre, St Leonards Road

St Andrews

Fife

KY16 9DY

Phone: 01334 467196

Fax: 01334 462182

Email: [email protected]


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