Compared to their peers in Dublin

• 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.

Educational Qualifications 20 -24 year olds CSO 2002

Educational Qualifications 20 -24 year old Females CSO 2002

Educational Qualifications 20 -24 year old Males CSO 2002

ESLS 20 -24 year old Males and Females CSO 2002

3 rd 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) Achievement Academic Arts Sports Mechanisms Find out and build on each child's aspirations Each child in an activity that encourages passion Activities Creative Arts Drama/Sports Cross Rialto Removing discouragement (by Schools and parents) More children completing JC, LC Into Adulthood Each child able to cope outside Own community and across Rialto and beyond Addressing the neglect of successive generations Create opportunities for school and work Common values and beliefs across community and common purpose. Physical environment should inspire children.

Outcomes Self belief (Keeps you going when confidence is low) Achievement Academic Arts Sports Outputs More children completing JC, LC 3 rd Level Education system Into Adulthood Connected? !! Community based Arts Programme Physical environment should inspire children. Mechanisms Find out and build on each child's aspirations Each child in an activity that encourages passion Using the built environment Each child able to cope outside Own community and across Rialto and beyond Addressing the neglect of successive generations Connecting the Available resources Activities Creative Arts Drama/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 should inspire children.

6 th Class 1 st Year 2 nd Year Contents 1. Art 2. Drama 3. Music 4. Sports 5. Dance 220 Social & Affordable Dwellings 2. 396 Market Rate Units 3. Shops/Retail 4. Community Enterprise Units 5. Launderette 6. Park & Square 7. Engagement • Recreational • Social • Professional 1. 2, 500 square metre Neighbourhood Centre 8. Crèche 9. 20 m Swimming Pool 10. Gym & Sports Facility 11. Outdoor All Weather Pitch

Levels of Engagement Community Programmes Participation • Football team • Dance club Recreational Community Programmes Social Organisation and Participation • Football team • Dance club Individual/ Group Programmes ME High Activity Participation levels 6 th Class: 100% 1 st Year: 100% 2 nd Year: 100% Participation levels 6 th Class: 30% 1 st Year: 20% 2 nd Year: 20% Participation levels 6 th Class: 10% 1 st Year: 10% 2 nd Year: 10% Coaching/Playing Dance training Professional/Vocational Intense Activity

Programming • Dance – Community Dance Programme Recreational: Communty dance every qrt – The organisation of a community Dance Programme Social: The planning and organistion of Events – Dance classes Professional / Vocational

Dance Monday and Tuesday afternoons 3: 30 -5: 00 for six wks 20 places • The module is designed as an introduction to dance it will give learners an appreciation and knowledge of the area of dance. 1. 2. 3. 4. 5. develop movement proficiency, Dance Techniques • develop awareness of their bodies through a co-ordination and technicalskills Dance Improvisation wide range of technical and creative in the area of dance exercises understand the use of the body as Choreography • demonstrate a vocabulary of dance through Media Analysis a distinct instrument of movement sequences, combinations and expression warm-up exercises, from at least one dance build knowledge and vocabulary form - Classical Ballet, Contemporary in relation to classical, contemporary or other modern Dance, Jazz or Modern Dance dance forms • prepare the body for the physical demands develop imagination and in dance with attention to stretching, creativity through dance contraction, flexion, extension and rotation improvisations and of the joints and muscles choreographic exploration • demonstrate a vocabulary of exercises that develop a critical viewpoint on dance in terms of its aesthetic, gradually increase their range, degree and Skills Demonstration performance and historical significance . Assignment Learner Record efficiency of movement NATIONAL COUNCIL FOR VOCATIONAL AWARDS Dance (part) Level 2

5 1 st e f 2 1 a 1 Mater Dei 2 James Jnr 3 Warrenmount. NS 4 Marist 5 Gael Scoil 6 Scoil Iosagain 3 d i 2 nd a James b Loreto c Synge St d Warrenmount e Rosary c 6 b 4 e

5 Digital Hub Imma 1 st 1 Mater Dei 2 James Jnr 3 Warrenmount. NS 4 Marist 5 Gael Scoil 6 Scoil Iosagain ii i ev f 2 1 a iii 3 d i 2 nd a James b Loreto c Synge St d Warrenmount e Rosary c 6 b 4 3 rd i NCAD ii Inchicore iii TCD Nursing iv Griffith College V Liberties PLC Ark e iv

Inchicore College: Griffith College • • Music Drama • Accountancy • Design • Media • Computing • Business • Law • Leinster School of Music • • 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 St James /TCD • Three schools

5 Digital Hub Imma 1 st 1 Mater Dei 2 James Jnr 3 Warrenmount. NS 4 Marist 5 Gael Scoil 6 Scoil Iosagain ii ev f Community Classroom i a James b Loreto c Synge St d Warrenmount e Rosary 4 e 3 d c 6 b 3 rd i NCAD ii Inchicore iii TCD Nursing iv Griffith College V Liberties PLC i 2 1 a iii 2 nd Ark iv

1. 220 Social & Affordable Dwellings 2. 396 Market Rate Units COMMUNITY CLASSROOM 3. Shops/Retail 4. Community Enterprise Units 5. Launderette 6. Park & Square 7. 2, 500 square metre Neighbourhood Centre 8. Crèche 9. 20 m Swimming Pool 10. Gym & Sports Facility 11. Outdoor All Weather Pitch COMMUNITY CAMPUS

Inchicore College: Griffith College • • Music Drama • Accountancy • Design • Media • Computing • Business • Law • • 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 Trinity: College • Three schools Student Placement Mentors Service development and delivery

Artist, Teacher, Coach, Service Providers. Students Volunteers Potential Mentors YP Mentoring Support Trainning Mentoring Co-ordinator TASKS Recruitment Training Matching Supporting Referrals Specialist Support Education, Justice Health Employment

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

• Agreements • Talk to schools, – – – Next Steps 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 • Digital music, recording recreational listening, areas sharing,

Education Level Fatima (2001) Ushers C+D (2002) Dublin (2002) Less than Primary 9% 1% 0. 50% Completed Primary 23% 32% 21% Junior Cert or Equivalent 25% 21% Leaving Cert 10% Third Level Qualificatio n Other Not Stated National (2002) Ushers D& E 2002 24 % 26 6 21% 33 8 17% 21% 61 15 14% 17% 27% 133 33 4% 10% 15% 24% 125 31 29% 13% 20. 50% 2% 31 8 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 Affluent Marginally above average Marginally below average Disadvantaged Very disadvantaged Extremely disadvantaged