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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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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
slide38
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.
slide39
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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