• Compared to their peers in Dublin 8 children from Fatima and Dolphin House do less well in school.

• This is demonstrated by data on school attendance , academic achievement in public examinations and progression with the education system.

0

10

20

30

40

50

60

Dublin Terenure Usher F Ushers E Ushers D Ushers c

3rd Level ESLs

Educational Qualifications 20-24 year olds

CSO 2002

0

10

20

30

40

50

60

Dublin Terenure Usher F Ushers E Ushers D Ushers C

3rd Level ESLs

Educational Qualifications 20-24 year old Females

CSO 2002

0

5

10

15

20

25

30

35

40

45

50

Dublin Terenure Usher F Ushers E Ushers D Ushers C

3rd Level ESLs

Educational Qualifications 20-24 year old Males

CSO 2002

0

5

10

15

20

25

30

35

40

45

50

Dublin Terenure Usher F Ushers E Ushers D Ushers C

Males Females

ESLS 20-24 year old Males and Females

CSO 2002

0

10

20

30

40

50

60

Dublin Terenure Usher F Ushers E Ushers D Ushers C

Males Females

3rd Level 20-24 year old Males and Females

CSO 2002

Epidemiology• Disaggregate Fatima and Dolphin House

figures from Ward D E and part of C (CSO)• Establish comparative data CSO/Schools• Levels of participation in “Audited” activities.• Patterns of Attendance at Audited activities • Patterns of Attendance at school• School based Extra curricular activities• Levels of participation by Fatima and Dolphin

children in extra curricular activities• Levels of progression within ed system to date

Outcomes

Self belief(Keeps you going when confidence is low)

AchievementAcademic Arts Sports

More children completing JC, LC

Into Adulthood

Mechanisms

Find out and build on each child's aspirations

Each child in an activity that encourages passion

Each child able to cope outsideOwn community and across Rialto and beyond

Addressing the neglect of successive generations

Activities

Creative ArtsDrama/Sports

Cross Rialto

Removing discouragement(by Schools and parents)

Create opportunities for school and work

Common values and beliefs across community and common purpose.

Physical environment shouldinspire children.

Outcomes

Self belief(Keeps you going when confidence is low)

AchievementAcademic Arts Sports

More children completing JC, LC

Into Adulthood

Mechanisms

Find out and build on each child's aspirations

Each child in an activity that encourages passion

Each child able to cope outsideOwn community and across Rialto and beyond

Addressing the neglect of successive generations

Activities

Creative ArtsDrama/Sports

Cross Rialto

Removing discouragement(by schools and parents)

Create opportunities for school and work

Common values and beliefs across community and common purpose.

Physical environment shouldinspire children.

Outputs

Education system Connected?!!

3rd Level

Community based ArtsProgramme

Physical environment shouldinspire children.

Each child able to cope outsideOwn community and across Rialto and beyond

Using the built environment

Connecting the Available resources

Engagement• Recreational• Social• Professional

Contents1. Art2. Drama3. Music4. Sports5. Dance

6th Class1st Year2nd Year

1. 220 Social & Affordable Dwellings

2. 396 Market Rate Units

3. Shops/Retail

4. Community Enterprise Units

5. Launderette

6. Park & Square

7. 2,500 square metre Neighbourhood Centre

8. Crèche

9. 20m Swimming Pool

10. Gym & Sports Facility

11. Outdoor All Weather Pitch

Levels of Engagement High Activity

Professional/Vocational

Social

Recreational

Intense Activity

Community ProgrammesParticipation

Community ProgrammesOrganisation and Participation

Individual/ Group Programmes

•Football team•Dance club

•Football team•Dance club

Coaching/PlayingDance training

Participation levels6th Class: 100%1st Year: 100%2nd Year: 100%

Participation levels6th Class: 30%1st Year: 20%2nd Year: 20%

Participation levels6th Class: 10%1st Year: 10%2nd Year: 10%

ME

Programming

• Dance– Community Dance

Programme

– The organisation of a community Dance Programme

– Dance classes

Recreational:Communty dance every qrt

Social: The planning and organistion of Events

Professional / Vocational

Dance• The module is designed as an introduction to dance it will give

learners an appreciation and knowledge of the area of dance.

1. develop movement proficiency, co-ordination and technicalskills in the area of dance

2. understand the use of the body as a distinct instrument of expression

3. build knowledge and vocabulary in relation to classical, contemporary or other modern dance forms

4. develop imagination and creativity through dance improvisations and choreographic exploration

5. develop a critical viewpoint on dance in terms of its aesthetic, performance and historical

significance.

Dance TechniquesDance ImprovisationChoreographyMedia Analysis

•develop awareness of their bodies through a wide range of technical and creative exercises•demonstrate a vocabulary of dance through movement sequences, combinations and warm-up exercises, from at least one dance form - Classical Ballet, Contemporary Dance, Jazz or Modern Dance•prepare the body for the physical demands in dance with attention to stretching, contraction, flexion, extension and rotation of the joints and muscles•demonstrate a vocabulary of exercises that

gradually increase their range, degree and efficiency of movement

Skills DemonstrationAssignment Learner Record

NATIONAL COUNCIL FOR VOCATIONAL AWARDS Dance (part) Level 2

Monday and Tuesday afternoons3:30-5:00 for six wks20 places

2a1

3d

b

c

4

e

5

6

ef

i

2nd

1st

a Jamesb Loretoc Synge Std Warrenmounte Rosary

1 Mater Dei2 James Jnr3 WarrenmountNS4 Marist5 Gael Scoil6 Scoil Iosagain

21

3d

4

e

5

6

ii

i

iv

iii

3rd

i NCADii Inchicoreiii TCD Nursingiv Griffith CollegeV Liberties PLC

ef

i

v

2nd

1st

a Jamesb Loretoc Synge Std Warrenmounte Rosary

1 Mater Dei2 James Jnr3 WarrenmountNS4 Marist5 Gael Scoil6 Scoil Iosagain

Digital HubImma Ark

a

b

c

Inchicore College:

• Sport, Leisure and Tourism • Business, Language and Computer Studies • Caring services including Social Care, Child-Care,

Pre-Nursing and Nursery Nursing • Theatre Studies and Dance • Art and Design

Liberties College of Further Education • Department of Childhood Studies and Montessori • Department of Health Care and Community Care• Department of Communications and Performance• Department of Art and Design• Department of Tourism and Information Technology• Department of Adult Education

NCAD• Faculty of Design• Faculty of Education• Faculty of Fine Art• Faculty of Visual Culture• Postgraduate Degrees

Griffith College

•Music Drama•Accountancy•Design•Media•Computing•Business•Law•Leinster School of Music

St James /TCD

• Three schools

21

3d

4

e

5

6

ii

i

iv

iii

3rd

i NCADii Inchicoreiii TCD Nursingiv Griffith CollegeV Liberties PLC

ef

i

v

2nd

1st

a Jamesb Loretoc Synge Std Warrenmounte Rosary

1 Mater Dei2 James Jnr3 WarrenmountNS4 Marist5 Gael Scoil6 Scoil Iosagain

CommunityClassroom

Digital HubImma Ark

a

b

c

1. 220 Social & Affordable Dwellings

2. 396 Market Rate Units

3. Shops/Retail

4. Community Enterprise Units

5. Launderette

6. Park & Square

7. 2,500 square metre Neighbourhood Centre

8. Crèche

9. 20m Swimming Pool

10. Gym & Sports Facility

11. Outdoor All Weather Pitch

COMMUNITY CLASSROOM

COMMUNITY CAMPUS

Inchicore College:

• Sport, Leisure and Tourism • Business, Language and Computer Studies • Caring services including Social Care, Child-Care,

Pre-Nursing and Nursery Nursing • Theatre Studies and Dance • Art and Design

Liberties College of Further Education • Department of Childhood Studies and Montessori • Department of Health Care and Community Care• Department of Communications and Performance• Department of Art and Design• Department of Tourism and Information Technology• Department of Adult Education

NCAD• Faculty of Design• Faculty of Education• Faculty of Fine Art• Faculty of Visual Culture• Postgraduate Degrees

Griffith College

•Music Drama•Accountancy•Design•Media•Computing•Business•Law

Trinity: College• Three schools

Student PlacementMentors

Service development and delivery

Artist, Teacher, Coach, Service

Providers. Students

VolunteersYP

Mentoring Co-ordinator

TASKSRecruitmentTraining MatchingSupporting

Referrals

Potential Mentors

Specialist SupportEducation,JusticeHealthEmployment

SupportTrainning

Mentoring

Critical Questions• Are children in Fatima and Dolphin underachieving in

schools?• Why should educational establishments buy into

programme? • Primary schools, Secondary schools third level

Colleges what do they get out of it ?• Do all schools have to be involved ?• Why should community organisations in Fatima and

Dolphin engage with schools etc?• Is a community “campus/classroom” the way to go?• Can this model be replicated?

Immediate actions

• Management Committee agree a strategy

• Epidemiology: CRC/Dartington endorse the benchmarks (data to be collected)

• Project Design; Dartington “approve” the rationale and concept

Next Steps• Agreements• Talk to schools,

– data children– Historical data– Rolling the programme out– Involvement with proposal– Agree access

• Complete Data Collection– Schools– CSO– Local Data Audit of services and cross check

• Draft Activity Programme– Programmes for Visual Arts, Dance,Sport, Music inputs, outputs– Timetable activity, – Resources Required – 3 Year Costing

• A Digital community is a literate community.

• Digital News• Public touch screens

• Digital play and recreational areas

• Digital music, listening, sharing, recording

Education Level Fatima (2001)

Ushers C+D (2002)

Dublin (2002)

National (2002)

Ushers D& E 20-24

Ushers D& E 2002 %

Less than Primary

9% 1% 0.50% 26 6

Completed Primary

23% 32% 21% 21% 33 8

Junior Cert or Equivalent

25% 21% 17% 21% 61 15

Leaving Cert 10% 14% 17% 27% 133 33

Third Level Qualification

4% 10% 15% 24% 125 31

Other 29% 13% 20.50% 2% 31 8

Not Stated   9% 9% 5%    

409 100.0

Recreational

• Services already supplied through school, clubs, informal events, amateur societies, etc.

• Gaps in provision should be covered.

• Resources local fundraising, City Council, festival budgets, class fees, etc.

Social

• This engagement is the one that challenges the participant to make a deeper commitment and as a result promises more transformative outcomes.

• This is the level at which personal and community regeneration happens.

• Resources for this can be accessed through existing budgets, City Council programmes, community development funding, anti-poverty funding and other social development sources.

Professional/Vocational

• If successfully resourced and structured, this will be the engagement level that will provide breakthrough opportunities for those who have been engaged in arts practice for a number of years.

• Establish pathways into training and education and beyond that into employment. It will create new thinking, policy and leadership.

• Resources for this can be sourced through the Arts Council revenue and capital schemes, Artist-in-Residence schemes, bursary funding, Irish Film Board, Department of Education, vocational education bodies, foundations, trusts, partnerships, youth and community sources and many others.

Relative Deprivation Score

Very AffluentAffluentMarginally above averageMarginally below averageDisadvantagedVery disadvantagedExtremely disadvantaged