Rio 2016 Education Programme JUNE 2014 RIO 2016 EDUCATION PROGRAMME JUNE

Rio 2016 Education Programme JUNE 2014 RIO 2016 EDUCATION PROGRAMME JUNE 2014 0

TABLE OF CONTENTS EXECUTIVE SUMMARY... 2 1 INTRODUCTION... 3 2 CONCEPT... 4 3 TRAINING... 7 4 SCHOOL CHALLENGES... 10 5 TEACHING SUPPORT... 10 6 COMMUNICATION... 11 ANNEX I BRAZILIAN EDUCATION CONTEXT... 13 ANNEX II TEACHING SUPPORT MATERIAL... 16 ANNEX III INSTITUTIONAL FOLDER... 18 ANNEX IV TRANSFORMA WEBSITE (WWW.RIO2016.COM/EDUCACAO)... 19 ANNEX V JOGO LIMPO (FAIR PLAY) CHALLENGE POSTER AND BOOKLET... 19 RIO 2016 EDUCATION PROGRAMME JUNE 2014 1

EXECUTIVE SUMMARY Transforma is the Education Programme that brings the Rio 2016 Olympic and Paralympic Games to elementary and high schools. This programme is implemented in partnership with public and private education agencies; its mission is to strengthen the role of young people as agents of transformation, using the Olympic and Paralympic values as educational tools. Transforma has three lines of action that guide all activities proposed by the programme: 1. Living the Olympic and Paralympic values 2. Trying out new sports 3. Engaging with the Games Transforma designed a pedagogical strategy to guide its educational activities in schools based on its mission and the three lines of action. The strategy is implemented through four multiplier groups, which are essential for disseminating the programme s concepts and actions in schools. These multiplier groups are: 1. Pedagogical coordinators 2. Physical education teachers 3. Student leaders 4. Student leader mentors Transforma offers schools: Reference teaching material on the Olympic and Paralympic Movements and suggestions for trying out sports in schools; Training courses for pedagogical coordinators, physical education teachers, student leaders and student leader mentors (multiplier groups); School challenges to experience programme concepts and mobilise schools around specific projects. RIO 2016 EDUCATION PROGRAMME JUNE 2014 2

1 INTRODUCTION In keeping with its commitment to contribute to Brazilian education, Rio 2016 has developed Transforma, the Education Programme that brings the Games to schools. Inspired by the Olympic and Paralympic ideals, and adapted to the Brazilian context, Transforma offers information and support to schools, allowing them to create new ways of teaching values to students based on memorable learning experiences. The programme aims at inspiring a desire for transformation in young people through the ideals of the Games a transformation in the way they look at life, its obstacles and possibilities, thereby broadening their horizons. A transformation in the attitudes towards oneself and others, regardless of differences. Above all, Transforma is a joint collaboration involving governments, schools, society and, first and foremost, young people agents of transformation who will carry the educational legacy of the Rio 2016 Games forward, long beyond 2016. Transforma was inspired by: the International Olympic Committee (IOC) s Olympic Values Education Programme manual, adapted by the Brazilian Olympic Committee (COB) for Brazil the experiences of previous editions of the Olympic and Paralympic Games education programmes the exchange of technical experience with Rio de Janeiro s City Education Department (Secretaria Municipal de Educação - SME) and educators from 15 schools that participated in the programme s test phase in 2013 The sections below explain how the programme works in greater detail. Annex I offers an overview of education in Brazil, while Annexes II to V present some of the materials created for the programme. RIO 2016 EDUCATION PROGRAMME JUNE 2014 3

2 CONCEPT Transforma seeks to leverage the interest and attention generated by the Olympic and Paralympic Games to promote educational values such as fair play, respect for others, the joy of effort, the pursuit of excellence and balance between body, will and mind. Transforma s concept relates to the idea of changing attitudes (both individual and collective). Through the programme, students are encouraged to act as protagonists, leading transformational projects in their school. Transforma aims to effect a positive and lasting change in the school environment and educational outcomes through stimulating students attitudes and actions. LINES OF ACTION Transforma has three lines of action that guide the programme s activities: 1. Living the Olympic and Paralympic values 2. Trying out new sports 3. Engaging with the Games Living the Olympic and Paralympic values encourages new behaviours that serve as multiplier examples inside and outside schools. New sport experiences arouse interest, extend knowledge and generate enjoyable experiences related to physical activity. Engagement with the Games brings young people closer to the Rio 2016 project and the Olympic and Paralympic movements, in addition to encouraging students sense of initiative and creativity. METHODOLOGY Transforma s pedagogical strategy was conceived as a technical document to guide all of the programme s educational activities in schools. With the support of specialised consultants and a technical partnership with the City Secretariat for Education, this document was created based on the characteristics and requirements of the Brazilian education system. The aim was to allow the methodology to be replicated by schools after 2016. The programme s pedagogical strategy employs the metaphor of a tree in which the RIO 2016 EDUCATION PROGRAMME JUNE 2014 4

Olympic values are located in the treetop - a high place in full view, producing an effect of inspiration. These values are timeless and objective (as they do not depend on individual and subjective preferences). They are: Respect, Friendship and Excellence. To be best understood by students, the Olympic values were translated into five educational values: the joy of effort, fair play, respect for others, striving for excellence and balance among body, will and mind. Within the tree metaphor, the five educational values complement the treetop. The tree is also composed of a trunk (the main activity proposed by Transforma) and branches (sub-activities created by schools connected to programme s lines of action). The roots represent the rooting in schools of values that contribute to improved educational outcomes (such as increased school attendance and student performance). The soil symbolises a healthy and enjoyable school life. The main activities are the three school challenges offered by Transforma on an annual basis. The challenges drive schools to work on concepts from each of the lines of action, and have a central role in the programme s academic calendar. Subactivities are developed by schools throughout the year in parallel, and are related to the programme s lines of action. Transforma s pedagogical strategy is based on the Teaching Olympic Values methodology developed by the International Olympic Committee (IOC) and adapted to the Brazilian educational system by the Brazilian Olympic Committee (COB), and by an analysis of education programmes implemented in previous editions of the Olympic Games. From this initial study, it became necessary to identify how the Rio 2016 Games could make a contribution to Brazilian schools. In 2013, through a partnership with the City Secretariat for Education, Transforma conducted a test phase in 15 public schools in Rio de Janeiro. During this period, the exchange of technical knowledge with teaching professionals in the Rio system indicated that the methodology meets the needs of local schools. Participating schools began to implement the educational methodology during the programme s validation phase, which started in the beginning of 2014. The schools pedagogical coordinators acknowledged the value-based pedagogical methodology as an innovative and stimulating proposal for students and teachers, suitable for RIO 2016 EDUCATION PROGRAMME JUNE 2014 5

implementation in Brazilian schools. MULTIPLIER GROUPS Four key groups were identified to help multiply Transforma s concepts and actions in schools, ensuring adherence to the programme s content. These groups are trained at the beginning of the programme to increase understanding of the Olympic Movement, to join in the Rio 2016 Games atmosphere and understand their roles within the Transforma programme. After the training period, the groups return to their schools, where they will convey the programme goals and mobilise their colleagues to participate. Moreover, the multiplier groups play a leading role in planning and carrying out activities and events related to Transforma themes in their schools. The groups are: Pedagogical coordinators - education experts in charge of organising the school calendar and providing guidance regarding material studied in different disciplines. To use a business metaphor, they act as managers. This is why they must be included in the programme school schedule, encouraging teachers to work with Transforma themes during classes and activities. The pedagogical coordinators are priority partners that enable the inclusion of Transforma in schools. Physical education teachers are directly involved in the Transforma sports tryout line of action; due to the nature of their position, they have a strong interest in Games-related themes. They have the power to increase the range of sports offered in their schools, which is one of the goals of Transforma. Student Leaders are Transforma s spokespersons in their respective schools. They lead the implementation of activities related to the programme, promoting Olympic and Paralympic values and helping spread the spirit and enjoyment of the Games at school. Student leaders role in the programme is to lead school challenges, encouraging students, faculty and staff to contribute to transformation projects. Student Leader mentors are school employees (teachers or otherwise) recognised by students as adults who represent good examples or are a source of support. These employees role in the programme is to help student leaders to accomplish RIO 2016 EDUCATION PROGRAMME JUNE 2014 6

their tasks and meet challenges, serving as an interface between young people and the school. 3 TRAINING Transforma s multiplier groups are provided with training courses in schools, enabling them to disseminate programme information and encourage the participation of the school community. In addition to the training courses, multiplier groups have access to teaching support material produced by the programme and are involved in the annual school challenges. The training content of each course is tailored according to the functions to be performed by the groups in the programme. Following completion of multiplier groups training, schools are equipped to meet the three challenges proposed by Transforma. The training courses have the common goal of providing information and motivation so that the multiplier groups are able to mobilise their schools to engage in the programme actions. During the meetings, the Olympic and Paralympic Movements, and their roles in the Transforma programme, are introduced. The pedagogical coordinators training also emphasises the importance of Olympism to the project, and that of education based on values for scholar achievement. The training of physical education teachers is focused on the teaching of sports by categories, while the student leaders course comprises techniques for the development of communication skills, leadership, and school mobilisation. Physical education teachers also participate in sports training, offering theoretical and practical methods for teaching new sports in schools. RIO 2016 EDUCATION PROGRAMME JUNE 2014 7

Student Leaders training TEACHING OF SPORT BY CATEGORY METHODOLOGY Transforma adopted a categorisation methodology for trying-out and teaching of sports. Sports are not treated separately; they are grouped into categories according to similarities in movement, action or field of play. The categories are: scoring, hitting, combat/contact, aesthetic and rhythmic, target, precision, and direct or indirect interaction with nature. In order to maximise exposure to different sports in schools, Transforma applied the categorisation model to Olympic and Paralympic sports. These methodology guidelines permeate teaching support, training and sports capability courses aimed at physical education teachers. The goal of the programme is to encourage physical education teachers to expand sports options in their classes. Under the traditional sport teaching method in Brazilian schools, sports are taught separately and in a smaller number (in general, students practise the same sports in physical education classes throughout their school lives). In line with this principle of teaching sports by category, physical education teachers may, for example, perform a sequence of classes on invasion sports (such as basketball, football, handball, rugby and field hockey). In this case, teachers would emphasise the similarities amongst this group of sports: to enter the opponents area to score, while simultaneously protecting one s team s own area. RIO 2016 EDUCATION PROGRAMME JUNE 2014 8

Sports training in hitting for physical education teachers RIO 2016 EDUCATION PROGRAMME JUNE 2014 9

4 SCHOOL CHALLENGES The school challenges allow students to experience and internalise the concepts learned in the training sessions, lessons and activities. The launch of each challenge serves as a call for action in schools. Every year, schools must meet three challenges that make up the Values Marathon. The challenges include the programme s three lines of action (living the Olympic and Paralympic values, trying out new sports, and engagement with the Games), and make pedagogical values tangible to students through practical experiences (such as fair play and joy of effort). In addition, challenges act as competitions among schools, in which the best performances are rewarded with Games-related experiences - such as visits to sports venues or interaction with mascots. In 2014, the themes of the challenges are fair play, supportive school, and mascot. 5 TEACHING SUPPORT Transforma offers teaching support material on the Olympic and Paralympic Movements (such as history, the Games, and symbols and values) and suggestions for trying out different sports in schools. The pedagogical content also includes training courses on the methodology of the programme and tips on multidisciplinary activities that may be undertaken by schools. Teaching support includes a kit for participating schools in Rio de Janeiro (with a plaque, posters and manuals), as well as digital material available for download on the programme website for any school in the country (www.rio2016.com/educacao). Digital content is divided into material aimed at a general audience and that designed for specific school groups (pedagogical coordinators, student leader mentors and physical education teachers). The general material addresses introductory information about the Olympic and Paralympic Movements, while the specific content addresses topics of interest to RIO 2016 EDUCATION PROGRAMME JUNE 2014 10

multipliers (with step-by-step instructions for development of activities in schools). Examples of class topics: General audience: Olympism, The Olympic Symbols, The Mascot and the brand ; and The Olympic Games Pedagogical coordinators: Olympism and the Olympic Movement ; Values ; Olympic Education ; and Joy of Effort Physical education teachers: Movement and motor development, The characterisation of Olympic and Paralympic sports ; and Creating an action plan Student leader mentors: Student Leader Mentor Handbook 6 COMMUNICATION Transforma s communication actions in schools seek to encourage a high level of interest and engagement by the school community in the programme and its activities throughout the year. Transforma communication channels provide reliable and stimulating information to students, teachers and school administrators on various aspects of the Games, as well as news about the programme. The main platforms Transforma will use in communicating with schools are the official website, Facebook communities, email, marketing, newsletters and text messages. A survey conducted by the programme amongst 48 pedagogical coordinators, 48 physical education teachers and 86 student leader mentors revealed that these professionals connect to the internet on average more than four times a week (90% of interviewees). This data reinforced the digital nature of Transforma s communication initiatives. For these audience groups, the website, email and Facebook are the preferred platforms for receiving information about the programme. Of most interest to educational coordinators, physical education teachers and student leader mentors are tips for activities related to Rio 2016 Games, sport try-out suggestions and Transforma news. Transforma conducted a qualitative survey focused on student leaders with the support of the Branding functional area, the results of which are now being finalised. The goal is to better understand the characteristics and preferences of young agents RIO 2016 EDUCATION PROGRAMME JUNE 2014 11

in relation to different themes (such as the internet, sport, music, TV and celebrities). The survey s insights will guide all the programme s actions and inform the best communication platforms and possible spokespersons of Transforma to engage a young public. Further to this survey, Transforma will be able to define its brand personality. About 500 young agents from schools enrolled in the programme were interviewed. The Transforma website (www.rio2016.com/educacao) publishes official information, photo and video galleries, challenge launches and regulations, and news about the programme. The website target audience consists of students, teachers and school staff. The channel provides information and motivation to schools enrolled in the programme. The website also hosts a media library, where digital classes produced by Transforma are available for download. The news section presents noteworthy human interest stories such as profiles of students and other people who lead transformative actions in schools. Transforma reaches school audiences on a monthly basis, through a newsletter and e- mail marketing. The newsletter includes two articles about the topics of the month, in addition to photos and videos. E-mail marketing is used to disseminate alerts, notifications and results of challenges, and may also be used for the programme s engagement campaigns. The text message platform ensures fast and direct communication with young agents and other multiplier groups. Transforma manages two Facebook community pages: one for young agents and another for teachers. The goal of the communities is to allow direct interaction between Transforma and the schools, and among members of different schools participating in the programme. We have noted an increase in the exchange of experiences among members of the Facebook communities since the beginning of the year. With regards to offline communication with schools, Transforma also makes use of printed material for the school kit, such as posters, folders, and stickers. RIO 2016 EDUCATION PROGRAMME JUNE 2014 12

ANNEX I BRAZILIAN EDUCATION CONTEXT Young population: 39.6% of the Brazilian population are under 24 years old (National Household Survey - PNAD, IBGE, 2012). Division of governmental responsibility: the federal, state, and municipal governments and the Federal District manage and organise their respective education systems. The federal government regulates Brazilian education through the Ministry of Education, which sets guidelines for the country s educational programmes. Municipal governments are responsible for developing public policy regarding preschool and elementary education, state governments are responsible for the administration of public policies regarding high school education, while the Federal Government is responsible for higher education. Number of schools: 192,600 schools, including public and private schools (School Census - INEP, Ministry of Education, 2012). Number of students: 40.3 million students in public schools, and 8.6 million in private schools (School Census - INEP, Ministry of Education, 2013). Number of students with impairments: about 650,000 students in the public network, or 0.01% of the total number of students (School Census - INEP, Ministry of Education, 2013). 2012 data indicate that 178,000 students with disabilities were enrolled that year in private schools (of 8.3 million students). Compulsory duration: Brazilian children must attend the education system for at least nine years. Education structure: AGE PHASE YEAR 0-6 Preschool education 6-11 Elementary school I 1 st to 6 th grade 11-15 Elementary school II 6 th to 9 th grade 15-18 High school 1 st to 3 rd grade 18-23 Higher education Varies by course RIO 2016 EDUCATION PROGRAMME JUNE 2014 13

1) Elementary education is free and compulsory for all. 2) High school is free, but non-compulsory. 3) Higher education is free in public universities. Universal access to elementary education: 98.2% of Brazilians between the ages of 6 and 14 attend school (National Household Survey - PNAD, IBGE, 2012). Access to secondary education (high school): 84.2% of Brazilians between the ages of 15 and 17 years of age attend school (National Household Survey - PNAD, IBGE, 2012). Access to higher education (university): only 29.4% of young people in Brazil aged between 18 and 24; that is, of university age, study (National Household Survey - PNAD, IBGE, 2012). School day periods: in elementary and secondary education, the school shift is four hours long. Brazilian schools typically offer one morning shift and one afternoon shift (for different sets of students). Second or complementary period: outside the regular school period, i.e. nonstandard school hours. Since most Brazilian students attend classes in one period only (morning or afternoon), the second/complementary school period s activities fill the students free time. The federal government supports complementary period activities in public schools through the following programmes: 1. Mais Educação (More Education): aims to promote complementary period activities, extending the school day. Public schools that adhere to the programme may offer activities in the following fields: pedagogical support; environmental education; sport and leisure; human rights in education; culture and arts; digital culture; health promotion; communication and media use; research in the fields of natural sciences and economic education. 49,581 schools are currently enrolled in the programme. 2. Ensino Médio Inovador (Innovative High School): also aims to extend the students school day; the programme supports activities that encourage a more dynamic curriculum in the following areas: pedagogical support; scientific initiatives and research; body culture; culture and art; communication and media use; digital culture; student participation and reading and literacy. Currently, five thousand schools participate in the programme. RIO 2016 EDUCATION PROGRAMME JUNE 2014 14

3. Segundo Tempo (Second Half): focused on educational sport practice and culture in the complementary school period. The programme offers sport practice, develops social values and contributes to improving quality of life, reaching 4.5 million people in more than 3,600 municipalities through 3,707 centres and 25,171 schools. The target public consists of children, teenagers and young people exposed to social risks. Illiteracy rate: the average rate of illiteracy in Brazil is 8.5% (National Household Survey - PNAD, IBGE, 2012). The Northeast region has the worst average: an illiteracy rate of 17.4%. Internet access: Brazilian young people are the largest group of internet users: 76.7% of people between the ages of 15 to 17 access the internet. RIO 2016 EDUCATION PROGRAMME JUNE 2014 15

ANNEX II TEACHING SUPPORT MATERIAL Poster: RIO 2016 EDUCATION PROGRAMME JUNE 2014 16

Digital lessons: RIO 2016 EDUCATION PROGRAMME JUNE 2014 17

ANNEX III INSTITUTIONAL FOLDER RIO 2016 EDUCATION PROGRAMME JUNE 2014 18

ANNEX IV TRANSFORMA WEBSITE (WWW.RIO2016.COM/EDUCACAO) ANNEX V JOGO LIMPO (FAIR PLAY) CHALLENGE POSTER AND BOOKLET RIO 2016 EDUCATION PROGRAMME JUNE 2014 19

6.2014 RIO 2016 EDUCATION PROGRAMME JUNE 2014 20