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TRANSCRIPT
ACTIVE SCHOOLS
and
A CURRICULUM FOR EXCELLENCE
Integrating Physical Activity Opportunities in to
the lives of Shetland School Children
A guide to Active Schools Programmes and
their links to Curriculum for Excellence.
IDEAS
RESOURCES
SUPPORT
TRAINING
LINKS
OPPORTUNITIES
more children
more active
more often
2
Contact
Active Schools Team
Sport and Leisure Service
Education and Social Care
Hayfield House
Hayfield Lane
Lerwick
Shetland
ZE1 0QD
Telephone: 01595 74 4006
Email:
Fax: 01595 74 4056
Acknowledgements
Ash. W., Hewitt, Z. And Davies, R., (2005) 2nd Edition. Fun Fit Clubs, Cornwall County Council, Cornwall and Isles of Scilly NHS 2005
curriculum for excellence: health and wellbeing
Fit for Girls Interim Report, sportscotland and Youth Sport Trust, 2010
Making Girls More Active, sportscotland and Youth Sport Trust, 2005
Scottish Cycle Training Scheme: Trainer’s Guide, 2010
www.ltscotland.org.uk
Scottish Health Survey, 2009
3
2 Active Schools: Background and Context CONTENTS
3 Active Schools: Aims, Outcome and Delivery
4 Active Schools: Health and Wellbeing
5 How to use the resource
6 Active Schools Contact and Acknowledgements
Programmes
8 Active Start 36 Junior Jog Scotland
10 Play Days 38 Soccer One
12 Motor Skills 40 Social Fitness
14 Class Moves 42 Fit for Girls
16 Multi Activity Days 44 Day Certificate in Sports Leadership
18 Remote Isles Events 46 Mountain Biking
20 Family Activities 48 Dance Mats
22 Joint After School Clubs 50 ‘’TOPs’ Programmes
24 John Muir Award 52 After School Clubs
26 Young Leaders Award 54 School Sports Calendar and Inter-School Competitions
28 Hygiene, Healthy Eating and Physical Activity in Primary
Schools—Rugby 56 Joint School Health and Activity Days
30 Chatterbox Fitness 58 Health Days and Health Weeks
32 Cycle Training 60 Active Travel
34 First clubgolf
4
Active Schools is a key element of the Scottish Government’s drive to get Scotland more active; a commitment outlined in the National
Physical Activity Strategy, ‘Let’s Make Scotland More Active.’
The National Strategy for Sport, ‘Reaching Higher’, highlights Active Schools as one of the key successes of Sport 21 (the previous National
Strategy). Going forward the Active Schools Network has a critical role to play in realising the vision laid out within Reaching Higher. Active
Schools also makes a major contribution to the roles and actions laid out for local authorities within this strategy.
sportscotland’s contribution to Reaching Higher is laid out in its Corporate Plan. This plan identifies the Active Schools Network as a key
priority for sportscotland throughout 2011-2015.
In addition to the above, Active Schools contributes to the aims and objectives of a number of other documents and initiatives including:
National Priorities for Education, Community, Learning and Leisure
How Good is Our School
How Good is Our Community Learning & Development
Health Promoting Schools
Schools (Health Promotion and Nutrition) Bill
Local Community Planning
Integrated Children’s Services
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The fundamental aim of the Active Schools Network is to offer all children and young people the opportunities and motivation to adopt
active, healthy lifestyles, now and into adulthood.
Active Schools Managers and Coordinators are responsible for developing and supporting an infrastructure for Active Schools within the
school and wider community. They do this by recruiting, supporting and sustaining a network of volunteers, coaches, leaders and teachers
who in turn deliver physical activity and sport before, during and after school and in the wider community.
Building a sustainable volunteer network and providing an appropriate volunteering infrastructure for Active Schools within the school and wider community.
Providing opportunities for all children and young people to participate in physical activity & sport and enabling the creation of pathways from the school to the wider community.
Embedding the effective integration, planning, management and delivery of Active Schools within local authorities.
Increasing participation amongst “hard to reach groups” by adopting a targeted approach towards: girls and young women, children and young people with a disability, children and young people from black and minority ethnic backgrounds, children and young people in areas of socio-economic disadvantage (regeneration / SIMD areas), children and young people not currently involved in physical activity and sport.
To continue to increase opportunities for all children and young people to be engaged in physical activity and sport. To strengthen
pathways to participation and performance through sustainable school to community links.
AIM
S
OU
TC
OM
E
DE
LIV
ER
Y
6
PE, Physical Activity
and Sport
Planning for
Choices and Change
Substance Mis-
use
Food and Health
HEALTH
AND
WELLBEING
Learning in health and wellbeing ensures that children and young
people develop the knowledge and understanding, skills,
capabilities and attributes which they need for mental, emotional,
social and physical wellbeing now and in the future.
The mental, emotional, social and physical wellbeing of everyone
within a learning community should be positively developed by
fostering a safe, caring, supportive, purposeful environment that
enables the development of relationships based on mutual respect.
These four aspects of wellbeing are inextricably linked.
In addition to planned physical education sessions, physical activity
and sport take place in the classroom, in the school, during travel
such as walking and cycling, in the outdoor environment and in the
community. Learning in, through and about physical activity and
sport is enhanced by participating in a wide range of purposeful and
enjoyable physical pursuits at break times, lunchtimes, within and
beyond the place of learning.
The experiences and outcomes are intended to establish a pattern
of daily physical activity which, research has shown, is most likely
to lead to sustained physical activity in adult life. Experiences and
outcomes should also open up opportunities for learners to
participate and perform at their highest level in sport and, if inter-
ested, pursue careers in the health and leisure industries.
The strength of Active Schools involvement across the six areas of
Health and Wellbeing
Mental, Emotional,
Social and Physical
Wellbeing
Relationships,
Sexual Health and
Parenthood
HE
AL
TH
AN
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EL
LB
EIN
G S
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NT
S
7
Early
First
Second
Third
Fourth
Senior
Curriculum Time Extra—Curricular Sport Health Play
Active Schools have developed and incorporated activities in to each of
the levels of Curriculum for Excellence. There are activities and
courses for Early, First, Second, Third, Fourth and Senior levels.
There are programmes from national initiatives including Cashback for
Communities, activities which suit the needs of local schools such as
joint after school clubs and activities which support the work of local
agencies such as the NHS.
Active Schools activities are grouped by five broad themes:
CURRICULUM TIME, EXTRA-CURRICULAR, SPORT, HEALTH AND PLAY.
Each activity or programme has it’s heading, the intended
curriculum level, a description and keywords.
This logo highlights pro-
grammes where you can
access training, in-service
days, workshops and
other CPD opportunities
These tabs will take you
to the activities in each of
the curriculum levels.
These tabs will show you
which theme our activities
are part of.
TRAINING ACTIVE SCHOOLS TRAINING CALENDAR IS AVAILABLE
AT WWW.SHETLAND.GOV.UK/SPORT
8
ACTIVE START
EARLY LEVEL
The activities in the Active Start programme are suitable for children aged 5 years and under and are accessed by registered early
years establishments. The programme introduces individual skills in a variety of activities which develops hand—eye co-ordination,
co-operation skills, spatial awareness and social skills. The lesson plans are designed to make the activities easy to deliver. The team
also have a "Start to Play bag" for pre school pupils and further training is available through the Youth Sport Trust.
Establishing regular activity from an early age, positive use of energy, stimulating sports related activity, social and co-ordination
development
a third (33.6%) of all children
in Scotland were out-with the
healthy weight range - an
increase from 29.8% in 1998
Scottish Health Survey 2009
9
5a—I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. 11a—I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confi-dence in others. 14a—I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. 19a—In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences. 21a—I am learning to move my body well, exploring how to manage and control it and finding out how to use and share space. 22a—I am developing my movement skills through practice and energetic play. 23a—I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules. 24a—By exploring and observing movement, I can describe what I have learned about it. 27a—I know that being active is a healthy way to be. 28a—I can describe how I feel after taking part in energetic activities and I am becoming aware of some of the changes that take place in my body. 45b—I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communica-tion.
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
10
PLAY DAYS
EARLY AND FIRST LEVEL
Play and Learn. Schools can introduce a play day at any time of the year or as part of some fundraising activity or as part of a
focussed health week or block. Active Schools can support staff with equipment, advice, contacts and planning. The Play Van, from
Shetland Childcare Partnership, is an excellent resource for schools and community groups and offers children the chance to explore
and role play with colourful pieces of equipment, pedal cars and giant games.
Play and learn, role play, equipment loan, holiday programmes and curriculum time.
PLAYDAY PARTNERS
Shetland Pre-School Play Ltd
Shetland Childcare Partnership
Voxter House
Partner Providers
Co-op
Library
Bruce Family Centre
11
14a - I value the opportunities I am given to make friends and be part of a group in a range of situations. 19a - In everyday activity and play, I explore and make choices to de-velop my learning and interests. I am encouraged to use and share my experiences. 21a - I am learning to move my body well, exploring how to manage and control it and finding out how to use and share space. 22a - I am developing my movement skills through practice and ener-getic play. 23a - I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules. 27a - I know that being active is a healthy way to be.
14a - I value the opportunities I am given to make friends and be part of a group in a range of situations. 19a - Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of oth-ers. 21a - I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practice and improve my skills to develop control and flow. 22a - I am developing skills and techniques and improving my level of performance and fitness. 23a - I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities. 27a - I am aware of the role physical activity plays in keeping me healthy and know that I also need to sleep and rest, to look after my body.
45a - I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers or other adults.
EARLY FIRST
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
12
MOTOR SKILLS GROUPS
EARLY AND FIRST LEVELS
The importance of fine and gross motor skills are central to the development of many other skills including literacy. Some children
experience difficulties in developing these skills and the Motor Skills Programme offers real practical help to children that can be
delivered in school by teachers and teaching assistants with the support of Active Schools. The programme is based on ‘ Let’s Move’
and ‘Fun Fit’ principles and is endorsed by NHS Shetland.
targeted, physically active, early intervention, movement and co-ordination
dressing, tying laces, using cutlery, scissors,
writing, playing with lego, painting
GROSS MOTOR
balance, jumping,
hopping, galloping,
skipping, ball skills
postural control, planning, organising, per-
ceptual skills, carrying out actions
Functional
Movement Skills
Fundamental
Movement Skills
Foundations of
Movement Skills
FINE MOTOR
holding, manipulat-
ing, eye-hand and bi-
lateral coordination
Adapted from Sydney Chu, In Fun Fit Clubs, Cornwall County Council and Cornwall and Isles of Scilly, 2005
13
19a—In everyday activity and play, I explore and make choices to de-
velop my learning and interests. I am encouraged to use and share my
experiences.
21a—I am learning to move my body well, exploring how to manage
and control it and finding out how to use and share space.
22a—I am developing my movement skills through practice and ener-
getic play.
24a—By exploring and observing movement, I can describe what I have
learned about it.
19a—Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of oth-ers. 21a—I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practise and improve my skills to develop control and flow. 22a—I am developing skills and techniques and improving my level of performance and fitness. 24a—I can recognise progress and achievement by discussing my thoughts and feelings and giving and accepting feedback.
14a—I value the opportunities I am given to make friends and be part of a group in a range of situations.
15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.
EARLY FIRST
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
14
CLASS MOVES
EARLY, FIRST AND SECOND LEVELS
As early as age 5 the learned pattern of sitting down for most of the day, and only moving in certain ways, starts to take hold. Class
Moves is a quick, fun and educational method for using physical activity as a relief from cognitive effort and links a child’s natural
tendency to move with daily lessons. A poster sized calendar has been designed with each month containing a theme and three main
activities. Little preparation is needed and in principle no extra materials or devices are required.
Posture, movement, relaxation, expression, positive body awareness, visual and audio resources
There is a calendar for each primary class
Each calendar has 10 months
Each month has its own title and theme
Each month contains three activities
Each calendar is supported by a CD of mu-
sic and manual for reference
“We have been able to link Class
Moves activities with Science, Art
and PE”
Scottish P4 Teacher
“I’ve seen an impact on pupils leaving
the room quietly and slowly...often
they can be noisy at this time of the
week (Friday) but now children are
far more manageable”
Welsh P1 Teacher
“I like the Class Moves because
you can have a laugh at school”
Scottish P6 pupil
15
EXPERIENCES
AND OUTCOMES
across First and
Second phases.
1a
8a
11a
21a
27a
48a
2a
10a
14a
22a
28a
3a
11a
15a
23a
44a/b
4a
14a
19a
24a
47a/b
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
16
MULTI ACTIVITY DAYS
FIRST AND SECOND LEVEL
Multi-Activity Days or MAD days take place in the school holidays. The event takes place over the course of a morning and afternoon
and children take part in a wide range of activities and games. Active Schools would like to deliver more MAD days around Shetland
with the help of volunteers.
Sport, play, teamwork, maximum variety, often in rural locations, volunteers required
BENEFITS OF PHYSICAL ACTIVITY
Greater wellbeing
Lower rates of smoking and substance misuse
Less risk of developing many diseases
Fewer symptoms of depression
A longer life
Greater ability to function at work and at
home
17
IDEAS
19a—Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of oth-ers. 22a—I am developing skills and techniques and improving my level of performance and fitness. 23a—I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities.
19a—Opportunities to carry out different activities and roles in a vari-ety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. 22a—I practise, consolidate and refine my skills to improve my per-formance. I am developing and sustaining my levels of fitness. 23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals.
14a—I value the opportunities I am given to make friends and be part of a group in a range of situations.
FIRST SECOND
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
18
REMOTE ISLES EVENTS
FIRST AND SECOND LEVEL
About twice a year the remote isles of Shetland meet for a brief residential either on one of these islands or on the Shetland
mainland. A series of visits, activities and challenges are organised with the emphasis is on the young people being active rather
than sitting in the residential centre. The pupils are also involved in looking after themselves and each other through the domestic
chores of living together and having to work in groups on specific projects.
Being active, play matters, working with others, building positive relationships, self worth and confidence, team goals.
“Brilliant – made new friends
and tried out lots of different
things. Did not like washing up!”
“The wood was amazing – even
in the rain”
Pupil
The Active Schools Team would
like to recommend the use of
Shetland-based residential
trips to other schools.
“It was good to see my P4 pupil
work in a group of his own age.
He so rarely sees anyone except
other adults or very young chil-
dren”
“Mixing with others – amazing!”
Teacher
19
19a - Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others. 22a - I am developing skills and techniques and improving my level of performance and fitness. 23a - I can follow and understand rules and procedures, developing my ability to achieve per-sonal goals. I recognise and can adopt different roles in a range of practical activities. 27a - I am aware of the role physical activity plays in keeping me healthy and know that I also need to sleep and rest, to look after my body. 44a - I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. 44b - I understand positive things about friendships and relationships but when something wor-ries or upsets me I know who I should talk to. 45a - I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers or other adults.
19a - Opportunities to carry out different activities and roles in a variety of settings have en-abled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. 22a - I practice, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a - While working and learning with others, I improve my range of skills, demonstrate tac-tics and achieve identified goals. 27a - I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. 44a - I understand that a wide range of different kinds of friendships and relationships exist. 44b - I am aware that positive friendships and relationships can promote health and the health and wellbeing of others. 45a - I am identifying and practicing skills to manage changing relationships and I understand the positive impact this can have on my emotional wellbeing.
4a - I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others be-have. 5a - I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. 10a - I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. 11a - I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. 12a - Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. 13a - Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. 14a - I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. 16a—I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
FIRST SECOND
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
20
FAMILY ACTIVITIES
FIRST AND SECOND LEVEL
A family approach to health can have huge benefits for children and the wider community. Working with families doing activities
together in schools, community centres and halls and enjoying physical games alongside inclusive, social activities. Opening our
buildings to bring people together and share information and promote a healthy lifestyle.
Community involvement, parent forums, community schools
“It was lovely to try activities for
the whole family, would definitely
come again as there was a good
mixture”
Parent
“Great seeing everyone join in
and have fun”
Head Teacher
Children whose mothers met
recommended activity levels for adults
were more likely to meet
recommended levels for children.
Scottish Health Survey, 2009
21
19a - Through taking part in a variety of events and activities, I am learning to recog-nise my own skills and abilities as well as those of others. 27a - I am aware of the role physical activity plays in keeping me healthy and know that I also need to sleep and rest, to look after my body. 29a - I enjoy eating a diversity of foods in a range of social situations. 44a - I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. 44b - I understand positive things about friendships and relationships but when some-thing worries or upsets me I know who I should talk to.
19a - Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. 27a - I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. 29a—I enjoy eating a diversity of foods in a range of social situations. 44a - I understand that a wide range of different kinds of friendships and relation-ships exist. 44b - I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.
5a - I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. 10a - I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a wel-coming place for all. 12a - Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. 13a - Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. 14a - I value the opportunities I am given to make friends and be part of a group in a range of situations.
FIRST SECOND
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
22
JOINT AFTER SCHOOL CLUBS
FIRST AND SECOND
Working across associated primaries, Active Schools Co-ordinators can assist teachers and parent volunteers planning after school
clubs between schools. Children enjoy visiting other schools and take pride in hosting other children at their own school. Sport, play
and crafts are excellent ways of making new friends for children and sharing their own school space can develop some new skills.
Transport arrangements can be made through Active Schools.
Extra-curricular, citizenship, sport, play, crafts, school links
Active Schools delivered over 4.7m
participant sessions, an estimated
5% increase on last year, and 75%
of these sessions were delivered by
volunteers,
Sportscotland Focus Annual Review
2009/10.
84% of girls said they would like
to be more active
Fit For Girls Interim Report 2010
23
19a - Through taking part in a variety of events and activities, I am learning to recog-nise my own skills and abilities as well as those of others.
21a - I am discovering ways that I can link actions and skills to create movement pat-terns and sequences. This has motivated me to practice and improve my skills to de-velop control and flow.
22a - I am developing skills and techniques and improving my level of performance and fitness. 23a - I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities. 44a - I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. 44b - I understand positive things about friendships and relationships but when some-thing worries or upsets me I know who I should talk to.
19a - Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. 21a - As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and with control. 22a - I practice, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a - While working and learning with others, I improve my range of skills, demon-strate tactics and achieve identified goals. 44a - I understand that a wide range of different kinds of friendships and relation-ships exist. 44b - I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.
4a - I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. 14a - I value the opportunities I am given to make friends and be part of a group in a range of situations.
FIRST SECOND
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
24
JOHN MUIR AWARD
SECOND LEVEL
The John Muir Award is an environmental award scheme focussed on wild places. It encourages awareness and responsibility for
the natural environment in a spirit of fun, adventure and exploration. The Award is open to all and is the educational initiative of the
John Muir Trust. Four challenges are at the heart of each John Muir Award—discover—explore—conserve—share
Physically Active, Outdoors, Record books, Conservation, Presenting Experiences
the“....we put the harnesses on and something
caught my eye, there were ropes coming from the
other side of the stream – it looked absolutely
amazing and I was the first to go on and I loved it
– the postman’s walk, the slack line and finally the
zip line, that one was the best!”
Scalloway P6 Pupil
Please contact the Active
Schools Team for a John Muir
Award outline.
“The children loved taking part in the award - many
described it as the best thing in their P7
year. They got to visit places in Shetland they
had never been to before and try activities that
were only possible with trained staff who could
challenge their physical and mental abilities -
creating a great sense of achievement and team
spirit among the class.”
“The children enjoyed creating the wildlife garden
for the school and community. They looked for-
ward to revisiting it after leaving the school to
watch its progress and claim credit for something
they had produced. The challenge of the presen-
tation element of the award was also beneficial
in sharing their experiences with an audience of
parents and speaking in public.”
Class Teacher Comments
25
IDEAS
1a - I am aware of and able to express my feelings and am developing the ability to talk about them
5a—I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show
respect for myself and others.
11a - I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.
12a—Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.
13a—Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.
14a - I value the opportunities I am given to make friends and be part of a group in a range of situations.
16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible
23a - While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals.
24a - By reflecting on my own and others’ work and evaluating it against shared criteria, I can recognise improvement and achievement and use this to progress further.
44a - I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.
TRAINING
SCHOOLS WHO HAVE COMPLETED
THE AWARD
Scalloway, Hamnavoe, Nesting,
Tingwall, Whiteness, Urafirth,
Baltasound, Anderson High School
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
26
YOUNG LEADERS AWARD
SECOND LEVEL
The Young Leader Award is a programme of leadership training for young people between the ages of 9 and 13 that promotes them
working with younger children, teaching leadership skills through a range of games and activities. The Young Leader Award has been
designed for use in a variety of different delivery settings, including primary and secondary schools, uniformed organisations and
sports and community groups.
6-10 hours to deliver.
Leadership, playground development, buddy systems, physically active, safe play, certificates
Communication
Responsibility
Fun
Safety
Co-operation
Organisation “The Young Leaders play a vital
role in the smooth running of
our break times. There enthusi-
asm and understanding of lead-
ing games and working with
younger children has helped our
playground supervisors im-
mensely”
Head Teacher
27
4a—I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and
the way others behave.
5a—I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show
respect for myself and others.
8a—I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.
10a—I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a
welcoming place for all.
11a—I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.
12a—Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.
14a—I value the opportunities I am given to make friends and be part of a group in a range of situations.
15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.
16a—I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
19a—Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will
help me to prepare for the next stage in my life and learning.
23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals.
27a—I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity.
44b—I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
28
Hygiene, Healthy Eating and Physical Activity in Primary Schools—Rugby
SECOND LEVEL
The HHEAPS Initiative (Hygiene, Healthy Eating and Activity in Primary Schools) has been developed by Food Standards Agency
Scotland as a resource for schools to raise children's awareness of the benefits of food hygiene, healthy eating and physical activity.
The strength of HHEAPS lies in two key concepts: using sports coaches as positive role models and linking together food hygiene,
healthy eating and physical activity. The resource includes a Mission Book for each pupil, a Teacher’s Guide for each teacher and
Prompt Cards for each coach. This package links the physical and classroom activities and reinforces the hygiene and healthy eating
messages. Part delivered by our SRU Community Coach
Hygiene, Healthy Eating, Rugby Coaching, 6 x 1 hour classroom based activity and 6 x 40 minutes Rugby coaching
www.food.gov.uk/scotland/
29
14a—I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health 16a—I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible 21a—As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and with control. 22a—I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals. 26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the development of my performance in my place of learning and beyond. 30a—By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. 33a—Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their impor-tance to health and wellbeing.
IDEAS
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
30
“I enjoyed getting to know
new people”
“I liked speaking with the
old people”
“I enjoyed being able to play
games with the clients”
Pupils
Taing House Feedback
CHATTERBOX FITNESS
SECOND LEVEL
A mutual respect and understanding can be developed between different generations by bringing children and the elderly together
to take part in joint activities. Small groups of pupils volunteer to take part in a group project to visit day-care clients on a weekly
basis over a school term. Each visit is planned and involves chair exercises and fun physical activities with various pieces of
equipment and music. Children and adults working together developing social and movement skills.
Leadership, citizenship, inter-generational, promoting positive behaviour
The Active Schools Team would
like to extend this project to
other areas and care homes.
“I enjoyed everything the
children did, especially the ball
games and skittles”
“I enjoyed all the exercises the
children did”
Residents
31
5a - I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value re-lationships, I care and show respect for myself and others. 8a - I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. 12a - Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and par-ticipate in society. 13a - Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. 14a - I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a - I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. 44a - I understand that a wide range of different kinds of friendships and relationships exist. 44b - I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
32
CYCLE TRAINING
SECOND LEVEL
The Scottish Cycle Training Scheme (SCTS) offers upper primary school children basic skills and knowledge necessary for competent
and safe cycling. It is intended as a starting point for lifelong development and to consolidate skills necessary for good cycling
practice. The scheme can be used alongside other resources, such as Sustrans ‘Safer Routes to Schools’ and Cycling Scotland’s
‘GoByCycle’. The scheme can also be used to promote an understanding of the role of cycling as an environmentally sustainable and
healthy form of transport as part of the ‘Health Promoting Schools’ and ‘Eco Schools’ initiatives.
Road safety, cycle skills, programme of practical cycling and classroom theory, recorded assessment of competence
The SCTS provides an excellent oppor-
tunity for parents to get involved with
your cycling group. Active Schools can
help recruit volunteers to your group.
33
11a—I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confi-dence in others. 16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. 17a - I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. 18a - I know and can demonstrate how to travel safely. 19a—Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for devel-opment. This will help me to prepare for the next stage in my life and learning. 21a - As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and with control. 22a - I practice, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a - While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals. 24a - By reflecting on my own and others’ work and evaluating it against shared criteria, I can recognise improvement and achievement and use this to pro-gress further.
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
34
FIRST CLUBGOLF
SECOND LEVEL
The clubgolf programme is part of Scotland’s commitment to the game which formed part of the successful bid to host the 2014
Ryder Cup. The introductory firstclubgolf is now well established across the country and provides children with an opportunity to
experience golf in primary school. firstclubgolf offers children a structured programme which can be incorporated in to PE
curriculum time or as after school club and supports children’s early development as golfers.
Indoor and outdoor activity, golf pathway and school to club links, excellent resources, 6-8 week block of activity
Over 36,000 P5 pupils have received an intro-
duction to golf through clubgolf
Sportscotland Focus Annual Review 2009/10
35
14a—I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health 16a—I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible 21a—As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply move-ment skills and strategies, creatively, accurately and with control. 22a—I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals. 24a—By reflecting on my own and others’ work and evaluating it against shared criteria, I can recognise improvement and achievement and use this to pro-gress further. 26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the develop-ment of my performance in my place of learning and beyond.
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
36
JUNIOR JOG SCOTLAND
SECOND LEVEL
The Junior Jog Scotland programme offers children an opportunity to play games and complete activities around the concept of
jogging. The programme offers structure to lunch clubs and after school clubs and increases fitness and mobility of pupils. A leader’s
pack contains pocket sized cards around the themes of warm ups, individual and group exercises and cool downs. Using little or no
equipment and requiring very little preparation, leaders could run Junior Jog sessions quickly and easily as part of curricular and
Easy to use, minimal equipment, links to road races, curricular and extra-curricular, online resources
UK children watch an average of more than two and a half hours of television a day and spend an hour and 50 minutes online a day
Nearly two in three have their own computer (62%).
Nearly half have internet access in their own
room (46%).
Childwise, 2011, (Sample of 2,445 children aged 5-16)
37
14a—I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health 16a—I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible 21a—As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and with control. 22a—I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals. 26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the development of my performance in my place of learning and beyond.
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
38
SOCCER ONE and SECONDARY SCHOOLS FOOTBALL
THIRD LEVEL
Bank of Scotland Soccer One is the Scottish FA’s largest after-school football programme which offers free weekly football training and games. Early secondary pupils will have the opportunity to play other schools in football festivals and matches that take place throughout the school year. Run in partnership with the Scottish FA, the Scottish Government's CashBack for Communities scheme, Local Authorities and title sponsor Bank of Scotland, the programme aims to create new football teams in schools for boys and girls regardless of ability.
Extra-curricular, inter-school, volunteer coaches, boys and girls teams, excellent funding and resources
Rewards for Schools
Fundraising opportunity for sports equipment for your school
School staff development
Volunteer Opportunities for senior pupils
Rewards for Volunteers and Clubs
Free Coaching courses for coaches
Sponsored branded clothing
Sponsored kit and equipment
39
12a—Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and par-
ticipate in society.
13a—Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.
14a—I value the opportunities I am given to make friends and be part of a group in a range of situations.
21a—As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and
apply movement skills and strategies, creatively, accurately and with control.
22a—I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness.
2-23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals.
26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and
the development of my performance in my place of learning and beyond.
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
40
SOCIAL FITNESS
THIRD AND FOURTH LEVEL
Working with the Additional Support Team, PE staff and school management teams, secondary pupils are identified who might
benefit from a block of social and physical activities. Pupils get access to youth information, take part in social development games
and have the opportunity to experience new physical activities in an environment created to increase self-esteem and confidence.
Targeting, social and physical development, multi-team work, after school activities, new experiences
Targeting those hard to each
groups is important in attracting
those young people not motivated
by traditional sports or lacking in
self-confidence and not able to opt
in to mainstream activities and
clubs.
In the UK, obesity has
trebled since 1980 and
continues to increase at an
alarming rate. 1 in 3 girls
aged 11 is overweight.
41
2a—I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing
them.
4a—I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to under-
stand my own behaviour and the way others behave.
5a—I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value
relationships, I care and show respect for myself and others.
14a—I value the opportunities I am given to make friends and be part of a group in a range of situations.
21a—As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and
apply movement skills and strategies, creatively, accurately and with control.
22a—I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness.
26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and
the development of my performance in my place of learning and beyond.
34a—Having explored a range of issues which may affect food choice, I can discuss how this could impact on the individual’s health.
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
42
FIT FOR GIRLS
THIRD, FOURTH AND SENIOR LEVELS
Fit for Girls is aimed at school girls with the intention of encouraging them to adopt more active lifestyles. Schools develop their own
strategies, which may include improving changing rooms, introducing new activities, using different deliverers, creating ‘girls only’
sessions, changing PE kit and, most importantly, consulting with the girls. Often, schools choose to deliver a multi activity club for
girls, which gives them an opportunity to try a variety of new activities whilst improving their social skills and confidence.
Targeting, confidence building, new activities from consultation, ‘girls only’ clubs, curricular and extra-curricular
THE NEED
Almost half of adult women
in Scotland (43%) partici-
pate in little or no sport at
all, and 79% of girls aged 8-
15 do not see being fit and
healthy as being important.
40% of girls have dropped
out of all sports activity by
the time they reach 18.
In Making Girls More Active, 2005
THE OPPORTUNITY
84% of girls said they
would like to be more active
Less than half of the girls
(43%) had been consulted
about what activities they
would like to do at school
In Fit for Girls Interim Report 2010
43
10a - I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. 13a - Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. 14a - I value the opportunities I am given to make friends and be part of a group in a range of situations. 2/3-21a - As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and with control. 2/3-22a - I practice, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 3-23a—I am developing the skills to lead and recognise strengths of group members, including myself. I contribute to groups and teams through my knowl-edge of individual strengths, group tactics, and strategies. 2/3-26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the de-velopment of my performance in my place of learning and beyond. 2/3-27a - I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. 3/4-44a - I understand the importance of being cared for and caring for others in relationships, and can explain why. 3/4-44b - I understand and can demonstrate the qualities and skills required to sustain different types of relationships. 3/4-45a - I recognise that power can exist within relationships and can be used positively as well as negatively.
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Senior
Curriculum Time Extra—Curricular Sport Health Play
44
DAY CERTIFICATE IN SPORTS LEADERSHIP AND SECONDARY COACHING OPPORTUNITIES
FOURTH AND SENIOR LEVELS
An opportunity for senior pupils, volunteer staff and parents to attain the basic Coaching Principles before leading sports and activi-
ties. This day certificate introduces the key leadership skills in sport of Organisation, Planning, Communication, Differentiation and
Good Practice. Many senior pupils are talented young sports people and have the potential to be good organisers and role models.
There are opportunities to develop these skills through coaching opportunities to create skilled and qualified coaches for the future.
Leaders, Coaches and helpers can support your extra-curricular programme and individuals can improve their coaching CV.
Volunteering, Citizenship, Leadership, MV Awards, Coach Education
1. Introduction to Sports Leadership
2. Communication for Sport
3. Taking Control of a Group
4. Organisation Tools
5. Where to and what next
6. Safety in Sport
7. Adaptation of Simple Activities
8. Putting it all in to practice DA
Y C
ER
TIF
ICA
TE
SY
LL
AB
US
45
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Senior
Curriculum Time Extra—Curricular Sport Health Play
46
MOUNTAIN BIKING
THIRD AND FOURTH LEVEL
An opportunity to experience entry—intermediate level mountain biking. Setting off from the Southern end of the B999 the route
takes you through rocky and undulating terrain, up and over hills and across grassland to the Hams of Muckle Roe. All aspects of
safety and equipment are covered and mountain bikes are also provided. Other routes are being developed to support sessions
around navigation, route planning and mountain biking technical skills.
Outdoor, half day and full days, health weeks, Muckle Roe, bikes and equipment supplied
47
IDEAS
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
48
DANCE MATS
SECOND, THIRD, FOURTH AND SENIOR LEVELS
Following a successful campaign and phone-in vote, Active Schools won £46,000 through the Big Lottery Fund’s People’s Millions for their dance mat project in 2010. We have 24 mats in total and two separate systems which have been used all over the isles by various community groups. Players follow a sequence of steps shown on a big screen which they then replicate on their individual dance mat. The system offers a great means of improving coordination and rhythm and is great fun to use. Over 100 people have been trained to set up and operate the system and more training dates will be of-fered in the future.
Co-ordination, rhythm, aerobic workout, community involvement,
widespread training, short term and long term bookings
49
IDEAS
Early
First
Second
Third
Fourth
Senior
Curriculum Time Extra—Curricular Sport Health Play
TRAINING
50
‘TOPs’ PROGRAMMES
FIRST, SECOND, THIRD AND FOURTH LEVELS
From 18 months to 18 years, the TOP programmes give young people of all
abilities the chance to make the most of the opportunities that PE and sport
can bring. Active Schools store this fantastic range of sports equipment and
easy to use activity plans which can support the delivery of physical
activities and games as part of extra—curricular clubs and youth clubs.
Senior pupils can be trained to help deliver the TOPs programmes.
Equipment holdalls, games and activity cards, free play and instructor led
sessions, equipments bags can be loaned out for short blocks of activity
TOP Play 5—8 Years A bag of resources to develop
generic motor skills through
games and play
TOP Sport 7—11 Years
A sport specific bag of resources to
develop particular skills and tech-
niques but retaining the games
and fun based approach
TOP Activity 7—11 Years
(and beyond)
A resource bag which offers fun
and exciting alternative activities
by providing inspirational, non-
traditional activities such as cheer-
leading, martial fitness and space
51
IDEAS
TRAINING
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
52
AFTER SCHOOL CLUBS
FIRST, SECOND, THIRD AND FOURTH LEVELS
With links across all of the schools in Shetland, Active Schools is well placed
to organise activities that bring together pupils from different schools. This
can be particularly effective for small rural schools as it offers pupils the
chance to participate in larger group activities. Meeting new people from
different areas of Shetland can develop social skills and build confidence
whilst encouraging pupils to take pride in their school and to welcome
visitors.
Inter school friendships, group activities, new experiences, travel, team
building games
53
IDEAS
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
54
SCHOOL SPORTS CALENDAR and INTER-SCHOOL COMPETITIONS
FIRST, SECOND, THIRD AND FOURTH LEVELS
The School Sports and Events calendar is produced annually and draws upon
the input from P.E., Active Schools and from Head Teachers. The events list
offers competitive sport at primary and secondary levels whilst also
providing festivals with a focus on participation and fun. Smaller schools are
invited to attend an event specifically aimed at bringing pupils together from
smaller schools giving them an opportunity to play in team sports with
pupils of the same age. There are also large one-off events such as the
Mini-Island Games and Mini Commonwealth Games celebrating the hand
over of the Commonwealth flag from Delhi to Glasgow for Scotland’s
Commonwealth Games in 2014. More events such as these will be delivered
ahead of London 2012 and Glasgow 2014.
Competitions, cluster events, large multi-sport events, 1 & 2 teacher school
events, primary and secondary events
55
IDEAS
Early
First
Second
Third
Fourth
Curriculum Time Extra—Curricular Sport Health Play
56
JOINT SCHOOL HEALTH AND ACTIVITY DAYS
ALL LEVELS
With links across all schools in Shetland, Active Schools is well placed to
organise activities to bring together pupils from different schools. This can
be particularly effective for small rural schools as it offers pupils the chance
to participate in larger group activities. Meeting new people from different
areas of Shetland will help confidence and social skills while encouraging
pupils to take pride in their school and welcome visitors.
Inter school friendships, group activities, new experiences, travel, team
building games
57
IDEAS
Early
First
Second
Third
Fourth
Senior
Curriculum Time Extra—Curricular Sport Health Play
58
HEALTH DAYS AND HEALTH WEEKS
ALL LEVELS
A continuous thread of health promotion through the school year is
recommended, however, dedicating a particular day or week to focus on
health can help to reiterate the importance of a healthy lifestyle and the
benefits it can bring. This can also be a time to offer new activities with a
focus on a variety of health topics such as physical activity & fitness, healthy
diet and mental health.
Suspended curriculum, external instructors, inter-school links, whole school
challenges
59
IDEAS
Early
First
Second
Third
Fourth
Senior
Curriculum Time Extra—Curricular Sport Health Play
TRAINING
60
ACTIVE TRAVEL
ALL LEVELS
Active Travel encourages the whole school community to be aware of active ways to travel to and from school with Road Safety being an essential element of this. The programmes listed below will also contribute towards a School Travel Plan.
Cycle training, walk to school week, bike week, activity trails
61
IDEAS
Early
First
Second
Third
Fourth
Senior
Curriculum Time Extra—Curricular Sport Health Play
TRAINING