1. Orienteering in Sporting Schools Program
32 sports in the ASC Sporting Schools program
Orienteering is in the lowest Category D sport (11 sports in this category)
End of 2015 orienteering ranked high within Category D for number of programs
End of 2016, the number of orienteering programs has not increased term by term – about 2% of participating schools and school programs, and 3% of participants
Nearly 11,000 participants and more than 52,000 participations in 2016
152 teachers accredited at Level 0 standard

2. 2016 Developments
New booking system implemented on the SS website in Term 4 allowing schools with funding approval to order sports packs. This was run in parallel with the existing system of coordinating programs (Google Docs)
Implications for sports – NSOs with a national product could create packages with consistent content, consistent pricing and consistent professional development and resources have fewer packages on offer to schools
Implication for orienteering – A minority sport with different content from each state, different professional development in each state, and different pricing models for each state. In Term 4, the Orienteering Victoria pricing model was adopted nationally but has not been implemented nationally. There has been vocal opposition to perceived high admin costs.

3. OA response to new booking system
Initial creation of packages for term 4 was an attempt to create packs that were inclusive of all content and pricing models used by the states
Feedback from the states and on-going discussions led to a consensus of preferred packages which were presented to Sporting Schools
The preferred packages were rejected as the SS system cannot currently accommodate itemised packages
Another set of packages created for Term that accommodated the Sporting Schools system limitations. They also incorporated the financial model used by Orienteering Victoria

4. 2016 orienteering stats from Sporting Schools
ASC 2016 SNAPSHOTS
Program
requests
# Total
Programs
# Programs by endorsed coach
# Programs by Teacher
Total Participants
Total Participations
2016 Term 4 (incomplete) 30 24
2016 Term 3 80 51 39 13
2099
10971
2016 Term 2 79 72 37 14
2070
2016 Term 1 76 34 18 8
1175
2016 TOTAL
263
180
ASC SNAPSHOTS
Program
requests
# Total
Programs
# Programs by endorsed coach
# Programs by Teacher
Total Participants
Total Participations
2015 Term 4 68 69 45 14
2275
2015 TOTAL

5. 2016 orienteering stats from OA
OA TOTAL 2016
ACT
NSW NT
Qld SA
Tas
Vic WA
TOTAL
Programs with coach 20 42 19 9 12 30 6
138
Programs with teacher 7 4 11
Participants
2346
3347
970
615
1244
2101
275
10898
Participations
11065
17992
6868
(2500)
4779
6451
2420
52075
Teachers accredited 57 68 41 17
152
Coaches accredited 13

6. Orienteers as coaches in schools
Small pool of accredited, available coaches in the right area
Full day of orienteering classes is physically demanding
Younger coaches who will do full days are not prepared to continue long term for the money available
Orienteers prepared to assist in gala days or ad hoc coaching are not as keen to take a school class on their own
Scholars from overseas are being used in Sporting Schools programs

7. ASC Market Insights Report
Teachers value:
Sport aligned to school priorities (including AC:HPE curriculum)
Products and resources that assist with planning & delivery of AC:HPE
PD for generalist teachers to improve capability of teachers to deliver quality sport lessons
Streamlined approach to sport delivery to ensure quality & consistency
Collaboration with schools to increase use of facilities to improve participation

8. ASC Market Insights Report – tailoring products for schools
Mapping a resource to the Australian curriculum
Aligning a resource to the Australian curriculum
Process to determine how a resource meets curriculum requirements
Explicit connection in the resource dictates what to teach, how the student should learn it, and how to know if student has learnt it
Enables teachers to make their own connection of how the activities link to curriculum content
Increases the resources role and relevance in schools, by direct connection to the AC:HPE student learning outcomes and priorities
Faster process than alignment, so that resources can be delivered to market quickly
The resource becomes more teacher friendly, so that both HPE and generalist teachers can use the resource confidently
Simpler process than alignment, where no significant changes to the resource are made

9. Professional Development (Level 0 Community Coach)
Length of course
Cost
Notes
ACT 1
$300 2
$400
NSW 6
$165 DoE ($231 Non-Doe)
Partnership with NSW SSU BOSTES accredited
In planning NT
On request
QLD 4
$66 each SA
TAS
VIC
1.5
$350 for 4 and $50 for each extra teacher
Partnership with ACHPER WA
Half day
$120

10. Example of aligned resource: OK-GO Kit
Benefits:
NSW BOSTES-accredited educational resource
Aligned to the Australian curriculum
Explicitly outlines what to teach and student learning outcomes
Both HPE and generalist teachers can use the resource confidently
Needs to be addressed:
Not inclusive of input from coaches outside NSW, or even of all coaches in NSW
Designed as an educational resource for teachers, so not readily understood by orienteers
Designed for BOSTES which is not readily understood outside NSW
Limited to Yrs 3 – 6

11. Summary
The current system of implementing Sporting Schools programs using the existing pool of orienteers is limited by low numbers of available and willing coaches
The material used by coaches varies from state to state, and even within states, and is therefore difficult to package nationally
The education resources used in orienteering workshops varies from state to state, and is therefore difficult to package nationally as there is no clear consistent message
The Sporting Schools program is ready for nationally aligned educational resources for teacher’s professional development

12. Recommendations
There needs to be a collaborative effort nationally, led by OA, to create an aligned, educational resource for Sporting Schools that meets the requirements of all the various state education departments
The Sporting Schools coordinators in all the states, and the coaches and development officers need to be educated in the new educational resource to provide teacher support
There needs to be a collaborative effort nationally, led by OA, to create an agreed coaching curriculum specifically for Sporting Schools