This Primary coaching package will greatly enhance the learning capability of your pupils.
In the 21st Century the need is for young people to learn how to learn. Not just a given amount of knowledge, but essentially to be able to solve problems and be creative, develop research skills, work in teams and to set personal life goals.
A coaching approach will engage and empower children in their learning. Its philosophy and practice is the bedrock of delivering outstanding performance. The Educational Endowment Foundation has also recognised that coaching in the form of 'peer tutoring' and 'feedback' are two of the top rated activities to develop potential.
The use of a coaching approach can also build pupils self esteem, confidence, aspirations, communication skills and help build more positive relationships. The key coaching concepts are introduced to pupils over six learning sessions. Each session has a set of teacher guidance notes for planning, a PowerPoint and a pupil workbook. The sessions include key concepts such as the qualities of a great coach, the rationale behind coaching, goal setting, listening skills, the G.R.O.W. questioning model, and effective feedback.Coaching for Success
- Coaching is a powerful tool because it encourages children to have thought provoking conversations which develops their metacognition.
- The use of a coaching approach can also build pupils self esteem, confidence, aspirations, communication skills and can help build more positive relationships.
- The key coaching concepts are introduced to pupils over six learning sessions. Each session has a set of teacher guidance notes, a PowerPoint and a pupil workbook.
- The sessions include the qualities of a great coach, rationale behind coaching, goal setting, listening skills, the G.R.O.W. M.E. questioning model, and effective feedback.
"The G.R.O.W. model has been used as part of a school behaviour strategy. Each of the 4 steps were easily understood by the children because of the simple and specific questioning approach. It was useful to then share The G.R.O.W. model with parents in order to reinforce the strategy."
Treorchy Primary School
"We have seen a positive impact on all children who worked on the coaching program. During work, in all areas of the curriculum, they have demonstrated improved resilience and they now have a toolkit of strategies to work through the challenges of daily life in a school day. We have also seen an impact in the social interactions of the children during playtime and lunchtimes, with children using a coaching method to support peers through social difficulties."
Rudston Primary School
"My group of learners enjoyed the mind-mapping activities. A particularly successful session involved the children working in mixed ability groups. They were focused and engaged on the activity and once they had a sound understanding of the purpose of the mind mapping techniques were used for more complex subjects and topics."
"We adapted the principles of The Chimp Paradox in order to differentiate for younger learners. The main learning for the children was to realise that their negative self talk can prevent them from making progress and they can choose positive self talk. All children of all abilities were able to understand, articulate and use personal positive self talk examples."
"The concentration ideas and resources were valuable when I had a group of learners with short concentration spans. Games are always powerful tools for learning but these specific games helped my group of learners who were finding concentrating difficult. They settled immediately during registration, they knew what they needed to do and they found success which further promoted longer concentration."
"The resilience strategies have enabled the children to recognise steps to success. As a result they have made excellent progress through their personal effort. As a school we intend to celebrate the progress made by individuals by giving resilience awards."
Treorchy Primary School