Polasaí Churaclaim Bhreise/Policy on Extra Curricular Activities

 

 

CLÁR ÁBHAIR/CONTENTS

 

Creatlach do Pholasaí Iomlán Scoile ar Ghníomhaíochtaí Churaclaim Breise (GCB)
Framework for a Whole School Policy on Extra-Curricular Activites (ECA)

 

Ráiteas an Pholasaí/Policy Statement

Réasúnacht an Pholasaí/Policy Rationale

PFS/SDP

Spriocanna an Pholasaí/Policy Goals

Ábhar an Pholasaí/Policy Content

Curaclam Breise a mholadh/Proposing ECA

Páirtíocht agus Cead ó Thuismitheoirí/Parental Involvement and Consent

Árachas/Insurance

Iompar/Transport

Sláinte agus Sáibháilteacht/Health & Safety

Smacht/Behaviour and Discipline

Feitheoireacht/Supervision

Comheagar agus Pleanáil/Coordination and Planning

Fanacht Thar Oíche/Overnight Stays

An Pobal ag Úsáid Áiseanna na Scoile/Community Use of School Facilities

Ceisteanna Dlí/Legal Issues

Cosaint Leanaí/Child Protection

 

Rólanna agus Freagracht/Roles and Responsibilities

 

Bord Bainistíochta/Board of Managment

Príomhoide/Leas Phríomhoide/Principal/Deputy Principal

Múinteoirí Churaclaim Breise/ECA Teachers

Tuismitheoirí/Parents

Daltaí/Students

Critéir Rath/Success Criteria

Monatóireacht Imeachtaí/Monitoring Procedures

Áth-bhreathnú ar Imeachtaí/Review Procedures

Tacaíocht Dlí/Legal Support

Buíochas/Acknowledgments

CREATLACH DO PHOLASAÍ IOMLÁN SCOILE AR GHNÍOMHAÍOCHTAÍ CURRICULUM BREISE (GCB)

FRAMEWORK FOR A WHOLE SCHOOL POLICY ON EXTRA-CURRICULAR ACTIVITIES (ECA)

 

Taispeánann an doiciméid seo ceisteanna a chaithfidh Coláiste Ailigh a phlé le Polasaí foirmeálta ar Ghníomhaíochtaí Curriculum Breise a chur le chéile.
This document outlines issues that Coláiste Ailigh should address in formulating a formal policy on extra-curricular activities (ECA).

 

 

RÁITEAS AN PHOLASAÍ/POLICY STATEMENT

 

Dhéanann Coláiste Ailigh iarracht a bheith fáiltiú, cuimsitheach in iontógáil, cuimsitheach san curriculum, ceart is cóir ina struchtúir agus iompar, agus iompar straitéis bhainistíochta agus cuir chuige comhairliúcháin i ndéanamh cinnidh a bheith acu. Tá an scoil ag glacadh céimeanna dearfach lena mhisean a chomhlíonadh I bpáirtíocht le tuismitheoirí, foireann, daltaí, An Coiste Gairmoideachas agus an pobal áitiúil.
Schools strive to be welcoming places, inclusive in intake, comprehensive in curriculum, fair and just in their structures and behaviour management strategies, and consultative in decision-making. The school is taking positive steps to fulfil its mission in partnership with parents, staff, students, ETB. and the local community.

 

Mar pháirt don chur chuige iomlánaíodh de chuir ar fáil oideachas, gné thábhachtach i gcurriculum cuimsitheach an cuir ar fáil de réimse leathan de ghníomhaíochta breise. Ina measc sin tá gníomhaíochtaí spórt, ealaíon, ceol, cultúr, liteartha(díospóireachtaí srl), sóisialta, caitheamh aimsire agus gníomhaíochtaí spioradálta. Is gníomhaíochtaí sine qua atá iontu seo in aidhm na scoile i bhforbairt iomlán na ndaltaí bunaithe ar bhun phrionsabail féin mheas agus meas do dhaoine eile.
Within this holistic approach to the provision of education, an important element in a comprehensive curriculum is the provision of a wide range of ECA, including sporting, artistic, musical, cultural, literary (debating etc), social, leisure and spiritual activities. These activities are a sine qua non for the school’s objective of full development of students based on the core principles of self-respect and respect for others.

 

 

RÉASÚNACHT AN PHOLASAÍ/POLICY RATIONALE

 

Ba cheart go mbeadh an Polasaí ar Ghníomhaíochtaí Churaclaim Breise chomh cuimsitheach agus is féidir, dearfach agus díreach ina úsáid de theanga agus a chuir i láthair agus a bheith curtha i láthair oiread agus is féidir do phairtnéirí iomlán na scoile.

Aithníonn an scoil go bhfuil GCB mar pháirt luachmhar de phróiseas foghlaim na scoile agus go gcuireann sé le forbairt iomlán don dalta. Déanann GCB foghlama scoile agus gníomhaíochtaí a fhorlíonadh agus a chomhlánú agus cuireann sé ar fáil deiseanna do dhaltaí a n-aigne a leathnú ar dhóigheanna nach mbeadh siad ábalta taobh istigh do bhallaí na scoile amháin.

Sa lá atá inniu ann ina n-oibríonn an córas oideachais, tá sé riachtanach go bhfuil polasaí foirmeálta GCB mar pháirt de phlean iomlán na scoile. An dóigh is fearr leis an pholasaí a fhorbairt nó faoi Plean Forbairt Scoile.
Given this situation, a formal policy on ECA should be as comprehensive as possible, positive and exact in its language and presentation, and made as widely available as possible to all of the school partners.

The school recognises that ECA represent a valuable aspect of the learning process and contribute to the development of a rounded individual. ECA supplement and complement in-school learning and activities and provide opportunities for students to broaden their horizons in ways that would not be possible within the confines of the school premises alone.

In the modern environment in which the education system operates, such recognition requires that the school’s approach to ECA is framed within a formal policy as part of the overall school plan. The most appropriate engine for developing such a policy is School Development Planning (SDP).

 

 

PFS (Plean Forbairt Scoile) SDP (School Development Plan)

 

Is próiseas taighde comhoibritheach é an PFS atá a dhéanamh ag pobal iomlán na scoile le treoir a thabhairt den obair atá ar siúl sa scoil. Is é an fócas atá ag an PFS nó déanamh cinnte go bhfuil oideachas de ard chaighdeán a fháil ag na daltaí go léir atá feiliúnach dona riachtanais atá acu i ndomhan atá ag athrú.
SDP is an ongoing collaborative process undertaken by the whole school community to provide direction to the work of the school. The focus of SDP is on ensuring that all pupils receive a quality education appropriate to their needs in a changing world.

 

Tá 3 thosca tábhachtach ag baint leis an PFS:
The SDP process is predicated on three key factors:

 

1. Tá an caighdeán oideachais atá a chur ar fáil i scoil ina thoradh ar thosca idirghníomhach choimpléascach a chaithfidh a bheith pleanáilte ar shlí chomhornáideach.
   The quality of education provided at a school is the result of a complex interaction of factors that must be planned for in a co-ordinated way.

 

2. Fionntar comhpháirtíocht atá san oideachas, rud a chiallaíonn gur cheart ionchur a bheith ag pairtnéirí uilig de phobal na scoile- foireann, daltaí, tuismitheoirí agus an Bord Bainistíochta.
   Education is a partnership enterprise, which means that quality planning should involve input from all the partners in the school community-staff, pupils, parents, and board of management.

 

3. Tá an oideachas d’ard chaighdeán atá a chur ar fáil ag an scoil a thiomáint ag saineolais agus dílseacht an Phríomhoide agus foireann múinteoirí na scoile, rud a dhéanann gníomhairí tábhachtacha den phróiseas daofa.
   The quality of the school’s education provision is rooted in the expertise and commitment of the principal and teaching staff, which makes them key agents of the process and means that a . key focus of the process is supporting and empowering them in their work.

 

These three factors should inform the shape and process of all policy development, including a formal policy on ECA.

 

 

SPRIOCANNA AN PHOLASAÍ/POLICY GOALS

 

Within the remit of SDP and modern regulatory and legislative developments in education, the ECA policy will have the following goals:

 

• Déanamh cinnte go bhfuil leanúint comhsheasmhach do phleanáil agus feidhmiú de GCB sa scoil.
  Ensure consistent approaches to the planning and implementation of ECA in the school.
• Tuigmheáil shoiléir de ról an GCB sa scoil a chuir ar fáil do phobal iomlán na scoile.
  Provide the school community with a clear understanding of the role of ECA in the school.
• Seans a thabhairt do dhaltaí úsáid iomlán a bhaint as GCB le oideachas iomlán a fháil.
  Enable students to take full advantage of ECA with a view to achieving a rounded education.
• Tuismitheoirí a spreagadh chun suim agus freagracht a ghlacadh i bhforbairt iomlán a bpáistí trí tacaíocht a thabhairt do GCB na scoile.
  Encourage parents to take an interest in and share responsibility for their children’s overall development through support of the school’s ECA.
• Dearbhú agus treoirlínte a thabhairt do mhúinteoirí agus baill eile den fhoireann le cuidiú leo san obair dheonach atá a dhéanamh acu ar mhaithe leis na daltaí agus pobal iomlán na scoile.
  Provide teachers and other staff members with assurance and guidelines to help them with what is effectively voluntary work for the benefit of the students and the whole school community.

 

 

ÁBHAR AN PHOLASAÍ/POLICY CONTENT

 

Caithfidh ábhar an pholasaí díriú isteach ar na ceisteanna atá le cíoradh nuair atá polasaí foirmeálta de GCB á fhorbairt. Tá ceisteanna as an ghnáth le tabhairt san áireamh nuair atá tu ag plé le polasaí GCB mar go dtarlaíonn na gníomhaíochtaí GCB de ghnáth lasmuigh den scoil agus ar shiúl ó fhoirgnimh na scoile. Seo leanas na ceisteanna móra atá le plé (níl siad in aon ord leanúnach):
The content section must address the various specific issues that need to be considered when developing a formal policy for ECA. Although many of the issues will be the same as those affecting other aspects of school activity, the fact that ECA, by definition, take place either outside of school or off the school premises, or both, means that there are certain unique issues that need to be addressed. The major issues that require attention include (in no particular order):

 

Moladh GCB/Proposing ECA

Páirtíocht agus Comhthuilliú Tuismitheoirí/Parental Involvement and Consent

Árachas/Insurance

Iompar/Transport

Sláinte agus Sábháilteacht/Health and Safety

Iompar agus Smacht/Behaviour and Discipline

Feitheoireacht/Supervision

Comheagar agus Pleanáil/Coordination and Planning

Fanacht Thar Oíche/Overnight Stays

Úsáid an Phobail d’Áiseanna na Scoile/Community Use of School Facilities

Ceisteanna Dlí/Legal Issues

Cosaint Leanaí/Child Protection

 

Let us consider individually the aspects of each of these issues that have a bearing developing a formal ECA policy.

 

 

Moladh GCB/Proposing ECA:

 

Is clár dinimiciúil atá san GCB, beidh smaointe nua ag múinteoirí agus ag daoine eile do ghníomhaíochtaí breise a ba cheart a chur leis an chlár. Ba cheart go mbeadh foirm thogra i bpolasaí an GCB lena smaointe nua a chuir san áireamh. Beidh na rudaí seo leanas mar pháirt den fhoirm.
As ECA is a dynamic programme, there will be times when teachers and others have ideas for new activities that should be added. To facilitate consideration of these in a formal manner, the ECA policy should contain an ECA proposal form. Such a form would provide details of the following for a proposed activity:

 

• Dáta, am ag fágáil, agus am ag filleadh
  Proposed date, time of departure, and time of return for the activity
• Cúrsa taistil
  Proposed itinerary
• Aidhmeanna agus cuspóirí den ghníomhach
  Aims and objectives of the activity
• Conas a chuirfear na aidhmeanna agus na cuspóirí i bhfeidhm
  How these aims and objectives will be met
• Leanúnachas de na gníomhaíochtaí
  Possible follow-up activities
• Briseadh síos de chostas ag baint leis an ghníomhaíocht agus an costas iomlán
  Breakdown of the various costs associated with the actcivity, and a total cost
• Bhfuil ciste speisialta ar bith ar fáil don ghníomhaíocht
  Any special funding available for the activity
• Costas do na daltaí
  Cost to the students
• Socrú do dhaltaí nach bhfuil ábalta an costas a íoc don ghníomhaíocht
  Provision for those who cannot afford the cost
• An leibhéal feitheoireachta atá de dhíth don ghníomhaíocht agus ainmneacha na bhfeitheoirí
  Supervision levels required for the activity and names of the supervisors
• Liosta na ndaltaí
  List of participating students
• Nóta cead sínithe ag tuismitheoirí 1ú bl ag tús na bliana
  Parents of first years to sign consent form at beginning of first year

 

 

Páirtíocht agus Comhthuilliú Tuismitheoirí/Parental Involvement and Consent:

 

Tá oideachas iomlánaíoch ag brath ar an chomhoibriú idir thuismitheoirí agus an scoil agus tá sé tábhachtach go bhfuil tuismitheoirí tiomanta agus tuiscineach ar rath an pholasaí GCB. Chomh maith le GCB a bheith i litríocht na scoile, ba cheart don scoil, mar pháirt don pholasaí GCB, liosta do ghníomhaíochtaí atá beartaithe don bhliain a chuir chuig tuismitheoirí agus an bhuntáiste atá ag baint lena gníomhaíochtaí a chuir in iúl daofa. Thiocfadh leis an pholasaí cuidiú agus ionchur a lorg ó na tuismitheoirí i bhforbairt gníomhaíochtaí agus rudaí nua a thabhairt isteach nó gníomhaíocht a reáchtáil ina n-áit oibre.
As holistic education is dependent on a co-operative approach between parents and the school, it is vital that parents are fully aware of and committed to the success of the school’s ECA and ECA policy. In addition to highlighting ECA in the school literature, the school might consider, as part of an ECA policy, providing parents at the beginning of the school year with a list of proposed ECA events planned and the value that their son(s)/daughters could be expected to derive from these. The policy might also seek input from parents on developing or introducing new ECA going forward or perhaps even conducting an activity through their workplace.

 

Ba cheart go mbeadh litir nó foirm mar pháirt don pholasaí le cur amach chuig tuismitheoirí leis na rudaí seo leanas orthu:
In relation to individual ECA, it is important that any policy mandate the delivery of a letter or form to the parents of students that might include the following:

 

• Cur síos ar an ghníomhaíocht, chomh maith le dáta, am, áit, tréimhse agus modh iompar.
  A description of the activity, including date, place, time, duration, and means of transport.
• An costas don dalta agus do na tuismitheoirí i ndiaidh ranníochtaí na scoile a bheith bainte as.
  The total cost per student and cost to parents after the school’s contribution is subtracted.
• Foirm a thugann cead don dalta páirt a ghlacadh sa ghníomhaíocht agus a chaithfidh a chur ar ais go dtí an scoil ionas go mbeidh cead ag an dalta páirt a ghlacadh.
  A permission and release form that allows the student to participate in the activity and must be returned to the school in order for a student to participate.
• An léibheal feitheoireachta ó dhaoine fásta = 6 mhúinteoir agus tuismitheoirí.
  Levels of adult supervision = 6 teachers and parents.
• Foirm leighis a thaispeánann tinneas ar bith atá ar dhalta, nó cógaisí ar bith atá a ghlacadh ag dalta agus ag tabhairt cead don scoil gníomhadh i gcás práinneach sláinte, nuair nach bhfuil an scoil ábalta teagmháil a dhéanamh le tuismitheoir (Bhféidir foirm sa bhreis don pháirt dheireanach ag cludú an bhliain go léir).
  A medical form highlighting any illnesses that a pupil may have or medication that he is taking and granting authority to the school to act in an emergency medical situation in the event that a parent cannot be contacted (a separate form for the latter covering the whole year might be an alternative solution).

 

 

Árachas/Insurance:

 

Sa sochaí dlithíocht ina bhfuil muid, tá sé tábhachtach go bhfuil clúdach árachais de d’ard chaighdeán ag eagraíochtaí agus ag scoileanna.

De bhrí go dtarlaíonn formhór de ghníomhaíochtaí churaclam breise lasmuigh de fhoirgnimh na scoile agus/nó lasmuigh de uaireanta scoile, tá sé tábhachtach go gclúdaíonn árachas na scoile féidearthachtaí dliteanais ar bith a thiocfadh tarlú o ghníomhaíochtaí churaclaim breise. Ba cheart don chlúdach seo leanas a bheith in áit ar a laghad agus go mbeadh cóip den fhoirm ag achan múinteoir.
In the modern, increasingly litigious society, it is important that all organizations have adequate insurance coverage, including schools.

Given that ECA take place outside of school hours or/and school premises, it is important that any policy puts in place a system of ensuring that the school’s insurance coverage meets any potential liabilities that may arise from ECA. At a minimum, adequate insurance, from the school’s perspective should include:

 

• Árachas Dliteanais Pobail le cosaint a thabhairt don scoil ar eagla go ngortaíodh duine ar bith mar gheall ar ghníomhaíocht scoile, chomh maith le scoláirí.
  Public liability insurance to protect the school if the school’s actions result in bodily injury to others, including students.
• Árachas Dliteanais Fostóir le clúdach a thabhairt don scoil ó éileamh ó fhostaithe a gortaíodh i rith a gcuid oibre mar pháirt do GCB.
  Employer’s liability insurance to cover the school from claims by employees who suffer bodily injury in the course of employment by the school for ECA.
• Árachas Timpiste Grúpa Pearsanta le clúdach a thabhairt don scoil nuair a tharlaíonn timpistí nach dtig leis an scoil a bheith failíoch astú.
  Group personal accident insurance to cover the school for situations where accidents occur for which the school cannot be deemed negligent. NB
• Árachas Iompar, má tá an gníomhaíocht mar pháirt do thaisteal thar sáile.
  Travel insurance, if the activity involves overseas travel

 

Cé go bhfuil na riachtanais árachais thuasluaite mar pháirt de chlár árachais achan scoil, ba cheart d’achan scoil a chinntiú go bhfuil siad mar pháirt d’achan ghné do GCB. Chomh maith leo seo, bá cheart go mbeadh sainordú san pholasaí GCB ag déanamh cinnte go bhfuil a ndóthain árachais ag óstach lasmuigh den scoil ina bhfuil GCB ag tarlú ann, chomh maith le comhlacht nó duine aonarach atá ag iompar grúpaí chuig agus ar ais ó GCB. Tá seo go h-áirithe tábhachtach do ghníomhaíochtaí coirp a bhfuil contúirt ard gortú ag baint leo, cosúil le dreapadóireacht carraigeacha nó raftú bánuisce.
Although the above insurance requirements are almost certainly part of every school’s insurance programme, schools should ensure that they apply to all ECA. In addition to these, the ECA policy should mandate that the school verifies that the host of a particular off-campus ECA has adequate insurance, along with any company or individual transporting groups to and from ECA. This is particularly important for physical activities that carry a higher risk of injury, such as rockclimbing or whitewater rafting.

 

 

Taisteal/Transport:

 

Tá sé tábhachtach go mbíonn an modh iompar atá a úsáid do GCB oiriúnach don méid daoine atá a iompar agus an achar atá a thaisteal agus go nglacann an soláthraí iompar coinníollacha áirithe iompar. Ina measc:
As ECA often requires travel, transportation issues arise that should be dealt with by any ECA policy. Among the major issues here are that the form of transport chosen is appropriate for the number of people traveling and for the distance being traveled and that the transportation supplier accept certain conditions of hiring. Such conditions might include:

 

• Caithfidh an modh iompar atá curtha ar fáil bheith oiriúnach agus in ord mhaith, le cead a bheith ag múinteoirí modh iompar ar bith a shíleann siadsan atá mí-oiriúnach don ghníomhaíocht a dhiúltiú agus modh iompar athsholáthair nó aisíocaíocht a fháil.
  Transport supplied must be suitable and well maintained, with teachers having the right to refuse any vehicle that they deem unsuitable for the outing in favour of a suitable replacement vehicle or a refund.
• Ba cheart go mbeadh cleachtadh maith ag an tiomanaí ag déileáil le daltaí agus eolas maith a bheith aige ar an chlár áma agus ar an chúrsa taistil agus iad a leanúint, ach amháin má tá aon athrú orthú ag brath ar an mhúinteoir.
  The driver should be used to dealing with students and have a full knowledge of and follow the itinerary and timetable for the activity, subject to changes by the teachers.
• Tá an tiománaí freagrach as sábháilteacht ná ndaltaí nuair atá siad ag taisteal, ach tá cead ag an mhúinteoir idirghabháil a dhéanamh nuair a shíleann siad go bhfuil sábháilteacht na ndaltaí i gcontúirt.
  The driver is responsible for the safety of the students while traveling, but teachers have the right to intervene in cases where they feel that student safety is being compromised.
• Tá na modhanna iompar le bheith fágtha sa staid céanna in bhfuaireas iad.
  Vehicles to be left in the same condition of tidiness as they were found.

 

 

Sláinte agus Sábháilteacht/Health & Safety:

 

Tá leas na ndaltaí atá faoi chúram scoileanna an-tábhachtach ar fad. Cuireann GCB cásanna leithleach ar fáil mar gheall ar na cineálacha áirithe imeachtaí agus na suíomhanna atá i gceist. Tá sé díreach i gceist ag cúrsaí sláinte agus sábháilteacht contúirt a thiocfadh a tharlú do pháistí a laghdú. Tá sé inghlactha go dtarlóidh brú craicinn agus gortaithe do dhaltaí i ngníomhachtaí coirpe agus go bhfuil siad mar pháirt thábhachtach d’fhorbairt agus aibiú pháistí. Ach tá réamhchúram sláinte agus sábháilteacht le glacadh acu siúd atá freagrach do pháistí i rith GCB, ina measc tá:
For any school the wellbeing of the students in its care is a top priority, and ECA create unique situations in which the health and safety issues that are part of the everyday education process take on added significance due to such factors as location and the type of activity in question. It should be noted that approaches to health and safety are not intended to “wrap students in cotton wool” but rather to minimise the risk of serious harm befalling a student. It is clear that bumps, bruises and even injuries are inevitabile in some physical activities and are in fact part of the maturation and development process for children. However, there are also health and safety precautions that those responsible for children during ECA should take including perhaps the following:

 

• Boscaí garchabhrach bheith ar fáil ag gníomhaíochtaí airithe GCB le déileáil le mion ghortaithe.
  The availability of basic First Aid boxes at appropriate ECA to have at hand to deal with minor injuries.
• Traenáil gharchabhrach dóibh siúd uilig atá páirteach in GCB.
  Training in First Aid for all involved in ECA.
• Bileog sláinte agus sábháilteacht nó labhairt le daltaí atá páirteach i GCB.
  A health and safety leaflet or talk to students taking part in ECA
• Eolas maith ar ionad GCB o thaobh sláinte agus sábháilteacht de. Bheadh tuairim an mhúinteora sásta anseo. Chlúdódh sé seo cé chomh maith is atá an trealamh atá ar fáil, na cáilíochtaí sláinte agus sábháilteachta a bheadh ag ceannairí lasmuigh den scoil de GCB, an suíomh agus an fad go dtí an ospidéil is cóngaraigh, dochtúir bheith ar fáil agus modhanna aslonnaithe éigeandála do ghníomhaíochtaí laistigh.
  Good knowleage of an ECA venue from a health and safety perspective. This would cover such things as the adequacy of any equipment being supplied, the health and safety qualifications of any outside supervisors of ECA, the location of and distance to the nearest hospital, the availability of a local doctor and emergency evacuation procedures for indoor activities. Tine/bus doras tosaigh
• Scrúdú iomlán a dhéanamh ar lóistín ina mbeadh daltaí ag fanacht i rith GCB le cinntiú go bhfuil sé de chaighdeán ard gloineacht agus sábháilteacht.
  A thorough inspection of any accommodation that student might be staying in during ECA for proper hygiene and safety standards
• Feitheoireacht ghéar a dhéanamh ar dhaltaí atá níos mó i mbaol m.sh asmach nó titimeach
  Close supervision of students that are known to be at a higher health risk than normal (e.g. asthmatics or epileptics).
• Treoirlínte soiléir do mhúinteoirí ar conas déileáil le castaí éigeandála leigheas.
  Clear procedures for teachers on handling emergency medical situations.
• Fón póca a bheith curtha ar fáil ag an scoil do mhúinteoirí atá páirteach i GCB.
  The provision by the school of reliable mobile phones to all teachers taking part in ECA
• Dóthain feitheoireacht ó dhaoine fásta.
  Adequate levels of adult supervision

 

 

Iompar agus smacht/Behaviour and Discipline:

 

Braitheann rath chúrsa GCB scoile ar dhea iompar na ndaltaí atá ag glacadh páirt. Bá cheart do pholasaí disciplín na scoile feidhmiú sa chlár GCB mar go bhfuil an clár GCB mar pháirt do ghnáth imeachtaí na scoile. Tá roinnt saincheisteanna a chaithfear a phlé de bhrí go dtarlaíonn roinnt imeachtaí GCB lasmuigh den scoil agus os coinne an gnáth phobal, cuid dóibh seo a leanas:
The success of the school’s ECA program is dependent on the good behaviour of the students involved. As a general ruler the school’s existing policy on student behaviour should apply to ECA, as the students are representative of the school at such activities. However, given the nature of ECA settings, including being off school grounds and in the public view, there are certain behavioural issues that should be emphasised. These might include:

 

• An éide scoile a bheith a chaitheamh ag na daltaí an t-am ar fad ach amháin nuair a iarrtar orthu gan.
  Wearing of full school uniform unless instructed otherwise by the school.
• Níl cead ag daltaí deoch biotáille a ól ná toitíní a chaitheamh i rith GCB.
  No smoking or alcohol consumption during ECA.
• Tá ar na daltaí cloí le treoracha tiománaithe busanna nó le húdaráis eile lasmuigh den scoil atá freagrach do GCB cosúil le teagascóirí agus treoraithe.
  Compliance with all instructions of bus drivers and other outside authorities with responsibility for ECA, such as instructors or guides.
• Níl cead ag aon scoláire an grúpa a fhágáil, i choíche, gan cead.
  No leaving the tour group, for any reason, without permission.
• Tá ar na daltaí go léir claoí le treoracha sábháilteachta agus sláinte ag baint le gníomhaíochtaí airithe.
  Strict adherence to any safety and health precautions associated with a particular activity.
• Socrú treoir a ghlacadh do ghníomh áirithe, cosúil le fanacht ag áit airithe nó teagmháil a dhéanamh le múinteoir má tharlaíonn sé go scairfear dalta ó ghrúpa.
  Agreement to take a prescribed action, such as waiting at a  particular location or contacting a teacher by phone, if a student becomes separated from a group.
• Tá sé tábhachtach go mbeadh uimhir fóin na scoile ag na daltaí.
  Students should have school contact number.
• Tá ar na daltaí meas a thaispeáint don phobal i gcónaí, do eagarthóirí GCB agus maoin an mhuintir eile nuair atá siad ar GCB.
  The utmost respect to be shown to the public, ECA organizers and property of others when on ECA.
• Tá ar dhaltaí fanacht ina lóistín agus ina seomraí thar oíche nó ar thurais níos faide.
  Remaining in assigned accommodation and rooms during overnight, or longer, trips

 

Tá tosca spraoi agus spórt ag baint le GCB nach mbíonn le fáil i ngnáth thimpeallacht ranga agus bíonn an caidreamh idir an múinteoir agus an dalta níos neamh fhoirmiúil i rith GCB ná mar a bhíonn sa seomra ranga. Má bhriseann dalta ar bith na rialacha, nó má at siad ina gcontúirt daofa féin nó do dhaoine eile i rith GCB is féidir cosc a chur orthu bheith páirteach i ngníomhachtaí GCB sa todhchaí.
Again, as regards disciplinary procedures for transgressions of the code of behaviour while involved in ECA, the standards used within the school proper can be generally applied.(However, it should be noted that many activities have a fun and/or excitement factor associated with them perhaps not found in the classroom environment and that the teacher/pupil relationship is often best served by being somewhat less formal during ECA than in the c1assroom). Nonetheless, among the disciplinary options available to teachers should be exclusion from further ECA for cases where a student is overly disruptive or constitutes a danger to himself or others

 

Feitheoireacht/Supervision:

 

Caithfear aitheantas a thabhairt do mhúinteoirí agus do bhaill eile den fhoireann a bheireann suas a gcuid am saor go deonach le cinntiú go mbíonn rath ar GCB. Ba cheart do pholasaí GCB cuidiú agus treoir a thabhairt do mhúinteoirí ina ndualgais feitheoireachta i gcomhcheangal lena ngníomhaíochtaí churaclaim breise. Caithfidh múinteoirí a bheith iontach cúramach nuair atá siad ag glacadh daltaí amach as an scoil, ag tabhairt aird ar shábháilteacht bóithre, iompar ar an mbus, contúirtí a bhaineann le ionaid airithe, agus sláinte agus sábháilteacht na ndaltaí an t-am ar fad. Caithfear iad seo leanas a chuir san áireamh:
Recognising that teachers and other staff members give up a large portion of their own time voluntarily to ensure the success of ECA, any ECA Policy should strive to provide teachers with assistance and guidance in their supervisory duties associated with activities. Clearly, teachers have to be extra vigilant when taking children out of the school, having to pay attention to such things as road safety, behaviour on the bus, risks posed by particular venues, and the health and safety of the students at all times. To this end, the policy might address:

 

• Coibhneas do mhúinteoirí/feitheoirí agus daltaí. Braitheann seo ar an ghníomhaíocht atá i gceist, an tréimhse ama atá i gceist agus aois na ndaltaí atá ag glacadh páirt. (tá níos lú feitheoireachta de dhíth ar ghrúpa as an 6ú bliain atá ag dul go dtí an amharclann ná mar a bheadh de dhíth ar ghrúpa as an 2ra bliain atá ag dul ar siúlóid sna conic), ach tá íosmhéid coibhneas de 1-20 de dhíth.
  Setting levels for supervisor/student ratios. These levels will vary according to the activity being undertaken, its duration, and the ages to the students taking part (for example, a group of 6th years attending a theatre may require much less supervision than a group of 2nd years on a hiking trip), but minimum ratios should be established. 1-20
• Ba cheart fón póca , bosca garchabhrach agus sonraí teagmháil éigeandála a chur ar fáil do mhúinteoirí.
  Providing teachers with such equipment as mobile phones, FirstAid kits, and emergency contact details.
• Cúrsaí garchabhrach agus cúrsaí sábháilteachta a bheith curtha ar fáil do mhúinteoirí.
  Making First Aid and safety courses available to teachers.
• Ag déanamh cinnte go bhfuil múinteoirí ar an eolas faoí ionaid GCB.
  Facilitating teachers in becoming ‘au fait’ with ECA venues

 

Comheagar agus Pleanáil/Coordination and Planning:

 

Cuireann comheagar agus pleanáil go mór le cinntiú go ritheann GCB go maith. Ba cheart go mbeadh comhordnóir nó coiste GCB in áit. Bheadh an comhordnóir/coiste páirteach ag cur spriocanna, treoracha agus polasaithe GCB i bhfeidhm agus ag spreagadh daltaí páirt a ghlacadh in GCB. Bheadh an comhordnóir/coiste freagrach dóibh seo leanas:
Coordination and planning can contribute greatly to the smooth running of ECA, so an ECA Policy should establish procedures and parameters for effective planning of activities. To this end, its could make provision for an ECA Coordinator or ECA Committee. The Coordinator/Committee (C/C) would take primary responsibility for organising the ECA of the school by helping arrange and coordinate inter-school activities and major school outings and functions. The C/C would participate in establishing goals, directions, and policies for ECA implementation and guide students toward proper concepts, encouraging them to participate in ECA. In such a role, the C/C would be responsible for the following:

 

• Ag eagrú agus ag earcú daoine le GCB a chuir i ngníomh.
  Recruiting and organising the necessary personnel tor the implementation of ECA.
• Ag cur plean bliana GCB le chéile sa scoil(thiocfadh le athruithe a theacht ar seo i rith na bliana de réir mar a bheadh cruinnithe ag an choiste nó an múinteoirí).
  Drawing up a yearly plan for ECA in the school (this may require amendment as the year progresses).
• Moltaí a thabhairt do bhainistíocht na scoile mar gheall ar chúrsaí airgid, leithdháileadh acmhainní agus an trealamh atá de dhíth do GCB.
  Providing suggestions to the school management regarding the use of finances, allocation of resources, and equipment required for the operation of ECA.
• Cur chun cinn do chlár GCB laistigh agus lasmuigh den scoil.
  Promotion of the ECA program inside and outside the school.
• Cur chun cinn do threoracha iompar agus sábháilteacht i measc múinteoirí agus daltaí.
  Promotion of behaviour and safety guidelines among teachers and students
• Forbairt a dhéanamh ar chóras luacháil le measúnacht a dhéanamh ar GCB airithe agus le gníomhaíochtaí sa todhchaí a phleanáil agus a fheabhsú. Thiocfadh seo a dhéanamh trí chruinnithe a bheith ag an comhordnóir/coiste ag tús na bliana.
  Development of an evaluation and appraisal system to assess various ECA and thereby help improve planning of future activities at the beginning of each year.

 

Fanacht Thar Oíche/Overnight Stays:

 

Nuair a fhanann grúpa dalta thar oíche as baile mar pháirt de GCB tá saincheisteanna breise a chaithfidh an scoil a n-aird a dhíriú orthu o thaobh ceisteanna feitheoireachta de atá difriúil de thuras lae. Ina measc seo tá:
When ECA events require that a group of students spend one or more nights away from home, there are added issues that the school must address from a supervisory perspective above those associated with a day-trip. These include, among other things:

 

• Cinntiú go bhfuil an lóistín glan, sábháilte agus oiriúnach dona daltaí.
  Ensuring that the accommodation is clean, safe, and appropriate / for the students.
• Liosta de na earraí atá riachtanach do dhaltaí a bheith leo ar a dturas.
  Establishing a list of the items that students should bring with them for such a trip.
• Bheith eolach ar fhadhbanna ar bith atá ag daltaí go h-áirithe má tá baint aige le fanacht thar oíche msh siúl ina gcodladh, fliuchadh an leaba nó tromluí.
  Being aware of whether students are prone to any problems that may have particular relevance to overnight stays (e.g., sleepwalking, bedwetting, or nightmares).
• Plean aslonnaithe a bheith in áit ar eagla go mbeadh tine ann agus cinntiú go raibh sé ar eolas ag na daltaí.
  Having an evacuation plan in the event of a fire and ensuring that the students are familiar with this.
• Cuirfiú a bheith ann do dhaltaí agus póilíneacht a dhéanamh air.
  Establishing and policing a curfew for students.
• Rolla a ghlacadh achan maidin agus tráthnóna le déanamh cinnte go bhfuil achan duine ann.
  Conducting a headcount every evening and morning to ensure that all students are accounted for.
• Cúram sláinte a bheith in áit ar thurais thar lear más gá.
  In cases of overseas trips, making provision for medical care if it should be required.
• Uimhir fón póca múinteoir a thabhairt do na daltaí le teagmháil a dhéanamh le múinteoir más gá.
  Providing students with a mobile phone contact number of a teacher that they can use if needed.

 

Úsáid áiseanna na scoile ag an phobal /Community Use of School Facilities:

 

I gcás go bhfuil áiseanna na scoile a úsáid ag an phobal, tá sé tábhachtach go ndíríonn polasaí an GCB isteach ar na coinníollacha a bhfuil na háiseanna a éascú. Ag tabhairt cead do dhaoine eile an scoil a úsáid tá dliteanas ionadach ag an scoil dóibh seo atá a úsáid. Ba cheart do pholasaí GCB a shoiléiriú an tacaíocht a thugann an scoil de pháirtíocht an phobal sa scoil agus treoirlínte soiléir a chur in áit ag déanamh cur síos ar conas fochonraitheoireacht a dhéanamh ar a n-áiseanna ag díriú isteach ar chúrsaí sláinte agus sábháilteacht, staid an trealaimh agus áiseanna eile, feitheoireacht, agus cad iad na himeachtaí atá ceadaithe agus na himeachtaí nach bhfuil. Ba cheart foirm iarratais chaighdeánach a dhéanamh amach agus le bheith lionta isteach ag aon ghrúpa atá ag cuardú cead ón Bhord Bainistíochta áiseanna na scoile a úsáid. Caithfidh gach iarratasóir cead a fháil ón bhord sula n-úsáideann siad na h-aiseanna. Caithfidh achan grúpa seachtrach atá ag úsáid áiseanna na scoile fianaise, i gcóip crua, dá gcuid Árachas Dliteanais Poiblí a chur ar fáil don scoil.
In cases where the school’s facilities are made available for use by the community, it is important that the ECA Policy addresses the conditions under which such availability is facilitated. In allowing access to the school premises, the school has a vicarious liability to those that use the facilities. As such, an ECA Policy should. make clear the school’s position supporting community involvement and outline guidelines that the school should use in contracting out its facilities, taking special heed of such issues as health and safety, condition of equipment and other facilities, supervision, and limitations regarding what activities are/aren’t permissible on the premises. A standard application form should be created and all groups must complete this form when applying to the Board of Management for use of the school premises. All applications must be agreed on by the the Board in advance of a group using the school. All external groups using the school must produce, in hard copy, proof of their own Public Liability Insurance.

 

Ceisteanna Dlí/Legal Issues:

 

An cheist dlí is tábhachtaí i bpolasaí GCB nó an dualgas cúraim atá ar an scoil agus ar an fhoireann do na daltaí sa scoil. Má thugann an cosantóir cúram le hintinn mhaith le gortú a sheachaint ní bheidh sé/sí neamartach fiú má tharlaíonn gortú i rith an chúraim. Ag déanamh measúchán ar cheist neamart i scoileanna tá cúirteanna ag taispeáint go bhfuil siad feasach ar an tábhacht a bhaineann le páistí spás bheith acu fás, rioscanna a ghlacadh agus gan a bheith mílte i rith feitheoireacht.
Any school policy, including an ECA Policy, must be framed with recognition of the legal issues affecting the area that the policy addresses. In relation to the ECA Policy, perhaps the most important legal issue is the duty of care that the school and its staff have to the pupils. With a recent cultural shift against the so-called “compensation culture,” courts are reluctant to expand the scope of the duty of care in claims for negligence and would actually like to see it more narrowly defined than in the past.

 

In relation to individual negligence, the important test applied by the courts is that of the reasonable person placed in the defendant’s circumstances. If the defendant has acted with due care to try to avoid causing an unreasonable risk of injury, he/she will not be deemed negligent even where injury results from that conduct.

Moreover, in assessing the question of the negligence of schools, the courts have shown themselves to be very aware of the importance of giving children space to grow, to take some risks, and not to be subjected to mollycoddling supervision.

 

However, the courts have made it clear that pupils need to be protected from avoidable dangers. Although the actions to be taken in such regard depend on several factors, age of the pupil is of particular importance. Therefore, the school must be aware of the age suitability of a given ECA when planning activities.

 

Tá pleanáil tábhachtach i bpróiseas an GCB. Caithfidh cúram réasúnta a chleachtadh iontú seo leanas:
In fact, case law highlights the importance of planning in the ECA process. It shows that reasonable care must be exercised in the following:

 

• An cíneal gníomhaíocht
  The nature of the activity chosen.
• An ionad
  The venue
• An modh iompar
  The means of transportation
• An éileamh ar acmhainí coirpe an dalta ag tabhairt aird ar aois agus cumas.
  The demands on the physical resources of the pupils, having ~ regard to their age and capacity.
• Na dainséaraigh a mbeadh na daltaí nochtaíthe dóibh.
  The dangers to which pupils may be exposed.

 

Tá sé tábhachtach cinntiú go bhfuil go leor feitheoirí ar fáil de gach gné den ghníomhaíocht i gceist an t-am ar fad agus go bhfuil taifead déanta ar seo.
The other major area where legal issues are paramount relates to supervision. Before any activity is contemplated, serious and detailed consideration, duly minuted, should be undertaken to ensure that there are enough supervisors for all aspects of the activity in question.

If at any stage, by virtue of the exigencies of travel, the pupils get fragmented into groups that spread the supervisory resources too thinly, this is something for which the school will carry responsibility.

 

As can be seen from the content above, these legal issues can be addressed through carefl policy development.