We could create a paradigm shift, not only in education but in our society, too, if we overcome the culture of focusing on grades and league tables and instead look at adopting a more ‘whole person’ approach; it only needs a tweak to the curriculum. Equally important is the need to transform the quality of the relationship between home and school; particularly for disadvantaged children and families – parents and teachers must work in partnership.
Key Stage 3 is possibly the last opportunity to make a significant change when students are at a pivotal point looking at their future education and career options. From our experience, this whole process of the student, teacher and parent working in partnership needs the full commitment of all parties – supported and managed to maximise the disadvantaged students and families potential.
Our suite of evidence based, experiential personal development programmes have been co-created over the last 16 years. They use the best of coaching, mindfulness and emotional literacy techniques, underpinned by neuroscience to create systemic change. We think we could add value to your school by integrating three key aspects: personal life coaching skills, adding tailored mindfulness and life skills, to the curriculum. By incorporating this activity at Key Stage 3 each year the benefits will spread throughout the whole school community and beyond.
Students and families will spread an ethos of empowerment and self-responsibility as they progress through the school. They will be more open to further learning, be more self assured and have greater belief in their own ability to attain and achieve throughout their education and into lifelong learning. They will become better equipped or a wider range of choices in apprenticeships and training, and be more flexible in their future careers. Finally, they become positive contributors to their family, community, work place and to society.
Year 1 – Training the School Champions
We train a group of teachers, students and parents to become Champions. Their role is to co-facilitate initially and then form the foundation for change. Some will go onto become DYC Empowerment Coaches (DYC ECs) who lead delivery of the programmes. DYC will monitor the quality of delivery to ensure the efficacy of the programmes, to evaluate and report on progression through Salesforce (a software tracking system) and our Congruency questionnaire (a personal, social and emotional assessment).
Year 2 – School Builds their Capacity and Independence
DYC train and support additional growth of Champions and DYC Empowerment Coaches if a bigger pool of potential (DYC EC’s) are required. Together they will train and deliver additional cohorts of teachers, students and parents/carers with the aim of the whole school community becoming Champions of their own life and spreading this empowering ethos. DYC monitors the quality of delivery to protect the efficacy of the programmes, and evaluates and reports on progress through Salesforce and our Congruency questionnaire.
Year 3 – School Empower their Local Community
As momentum of change builds it will overflow into the local community and more families and other stakeholders will become engaged. DYC will provide additional training if required to ensure the school is operating effectively. DYC monitors the quality of delivery to protect the efficacy of the programmes, evaluates and reports on progress through Salesforce and our Congruency questionnaire.
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