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South Eastern Sydney
Local Health District
Practise What You’ll Teach
K-6 PDHPE Workshop
4 March 2015
Woolooware
Workshop Booklet
2
Contents
Welcome note ………………………………………………………………………………………………………………………. 3
Acknowledgments ………………………………………………………………………………………………………………… 4
Program for the day ………………………………………………………………………………………………………………. 5
Workshop synopsis ………………………………………………………………………………………………………………… 6
Presenter biographies ……………………………………………………………………………………………………………. 7
Post workshop free resources ……………………………………………………………………………………………….. 8
Workshops: Presentations and resources
- Games in small spaces using minimal equipment …………………………………………………………… 14
- Numeracy & Literacy through games ………………………………………………………………………………. 25
- Programming for PDHPE …………………………………………………………………………………………………. 32
- Creative games ………………………………………………………………………………………………………………… 35
Whole Staff Professional Development in-service ………………………………………………………………….. 41
Nutrition resources …………………………………………………………………………………………………………………. 43
Useful websites ………………………………………………………………………………………………………………………. 59
Upcoming events ……………………………………………………………………………………………………………………. 60
Contact details for South Eastern Sydney Live Life Well @ School team ……………………………….... 62
Exhibitors contact details and organisation profile ………………………………………………………………….. 63
3
Conference Welcome
It is our pleasure to welcome you to the South Eastern Sydney Local Health District ‘Practise what
you’ll teach conference’. The South Eastern Sydney Live Life Well @ School team have teamed up
with local specialist PDHPE teachers, sporting organisations & Healthy Kids Association to deliver this
professional development conference for Primary school teachers. Teachers will have an
opportunity to participate in hands on planning activities and innovative Physical Education lessons.
Live Life Well @ School is a joint initiative between the NSW Department of Education and
Communities and NSW Ministry of Health focusing on physical activity and nutrition. The key aims of
the program include:
A renewed focus on the school PDHPE programs, with the aim of improving the quality of
teaching in physical education and nutrition education within the school.
Utilising a ‘whole of school’ approach to promote and support regular physical activity and
healthy eating within the school and community.
More opportunities for students to be more active, more often.
The Live Life Well @ School team in the South Eastern Sydney Local Health District are working in
partnership with primary schools to embed a health promoting schools philosophy and plan for the
sustainability of the Live Life Well @ School program and associated initiatives.
Being physically active and developing healthy eating habits provides students with important health
benefits. The explicit teaching of fundamental movement skills is important for students to
participate successfully in the many physical activities, games and sports offered at schools and in
our community. PDHPE also provides numerous opportunities to integrate strategies and learning
experiences across the key learning areas to contribute to the development of literacy and
numeracy skills.
We hope that this conference will provide you with inspiration, enhance your skills in delivering
quality physical activity and nutrition education for your students whilst giving you the opportunity
to connect and share ideas with local schools and access new free teaching resources and the latest
information.
Lauren, Lisa and Sally
Live Life Well @ School Team,
South Eastern Sydney Local Health District
4
Acknowledgements
The Live Life Well @ School team would like to thank the following people who have made a
significant contribution to this ‘Practise what you’ll teach’ conference.
Workshop Committee:
Sally Inglis, Lauren McClean, Lisa Moorhouse
SESLHD Health Promotion Management:
Myna Hua, Dian Tranter
SESLHD Staff:
Fran Hannan, Claire Palmer, Libby Powell, Emma Sainsbury, Marina Tomasella, Linda Trotter
Workshop presenters
Sarah Ellery, Kirsty Holmes, Wendy Lee, Danielle Mchugh
Display organisations
Cricket NSW, Get Healthy Service, Go4Fun, Healthy Kids Association, NRL, Sporting Schools
Champion Schools and representatives
Our Lady of the Rosary, Kensington - Lauren Tolhurst
Ramsgate Public School - Lydia Ng
St Declan’s Primary School, Penshurst - Diana Da Silva
Delegates for their commitment to quality teaching in PDHPE
5
AGENDA Practise What You’ll Teach Workshop
4 March 2015, Woolooware
Time Programmed Activity
8:30am Registrations
Tea/Coffee available
9:00am
Welcome & Introduction
Guest speaker address
NRL Community Ambassador: Ben Ross
Netball NSW: Caitlin Thwaites
9:30am Workshop Session 1
10:30am Morning Tea break
10:50am Workshop Session 2
11:50am Workshop Session 3
12:50pm Lunch break
1:20pm
Case Study Presentations:
1. Promoting activity during recess & lunch:
St Declan’s Primary School, Penshurst
2. Communicating with families:
Our Lady of the Rosary Primary School, Kensington
3. Introducing Crunch & Sip:
Ramsgate Public School, Ramsgate
Crunch & Sip Implementation Awards
Q&A session with the panel
2:00pm Workshop Session 4
3:00 – 3:30pm Evaluation & Close
Lucky Door prize presentation
6
Workshop synopsis
Games in small spaces using minimal equipment
This workshop will focus on getting students participating quickly and efficiently through fast,
fun and energising games which cater for a range of Stages. This workshop will improve
teacher’s knowledge of how to work within the constraints of the school setting including;
running physical activity lessons within a confined space and utilising minimal equipment.
Participants will learn how to link games to specific sports and their related skills and how to
modify games to accommodate for different Stages and ability levels.
Numeracy & Literacy through games
This workshop will explore a range of active games that Primary school teachers can use to
consolidate students understanding of numeracy and literacy. Increasing physical activity while
learning numeracy and literacy can have significant improvements to student engagement and
‘on task’ behaviour. Examples will be given on how to adapt these games for difference stages.
The games will include the five essential skills for PDHPE – communicating, decision making,
interacting, moving and problem solving. These games are designed to allow the classroom
teacher to take the students outside and be active whilst ticking the boxes from other KLA’s.
Programming for PDHPE
This workshop will offer participants the opportunity to explore the K-6 PDHPE syllabus and its
requirements. The workshop aims to help teachers to better understand what a scope and
sequence is, provide tools and ideas on how to design a scope and sequence and explore how to
write a Unit of Work. It will look at programming and the interrelated nature of content,
highlight current resources and provide useful tools to support PDHPE planning.
Teaching Fundamental Movement Skills through creative games
This workshop explores the importance of explicitly teaching the Fundamental Movement Skills
and how developing proficiency of a skill can be reinforced through Creative Games. The
workshop will examine ways to make your Physical Education lessons creative, fun and
meaningful. The Creative games model will be explored as a way to reinforce skills already
taught to the class in a fun and interactive way.
7
Presenter Biographies
Sarah Ellery
Sarah Ellery completed a Bachelor of Human Movement Secondary PDHPE, then moved into Primary Education and has taught in Primary Schools for 10 years. Currently she teaches Year 6 and previously taught the PDHPE program across K-6 for 4 years at Cromer Public School. Sarah has conducted several workshops across the district spreading the importance and fun of physical activity for all our kids, while teaching Fundamental Movement Skills. Sarah has a love for all sports and is very keen to share the experiences and joys of teaching an engaging and exciting lesson to get your students excited about being physically active.
Kirsty Holmes
Kirsty Holmes is a Primary School Teacher currently working in Sydney. She trained as High
School PDHPE Teacher and has since swapped over to Primary teaching. Over the years she has
taught across multiple stages and has also been the RFF Sport and Creative Arts teacher. Kirsty
has presented at the ACHPER PDHPE K-6 Conference in both Ballina and Sydney on the topics of
Programming for PDHPE and Anybody Can Dance. Kirsty has also run multiple workshops across
NSW on Programming PDHPE in K-6. Over the years and across different schools Kirsty
has introduced numerous programs including Performance Dance Groups and Before and After
School Fitness Programs.
Wendy Lee
Wendy is currently Assistant Principal at Mowbray Public School in Lane Cove. She holds a
Bachelor of Education majoring in, Personal Development, Health and Physical Education.
In 2010, she moved to State Office in the Department of Education and Communities to work as
a Project Officer and Curriculum Advisor for PDHPE and mentored teachers and Principals
around everything relating to sport, health, nutrition and physical activity.
Over the last few years she has been extremely interested in the research and evidence
associated with academic achievement and physical activity.
Danielle McHugh
Danielle initially trained as a teacher and enjoyed her teaching experiences of the primary and
secondary curriculum. Through her experience at schools in South Western Sydney, she realised
that students who were lacking basic movement skills in high school had already decided that
they “hated” sport and would use every excuse in the book to excuse themselves from physical
activity. Keen to pursue broader endeavours with inspiring children to be active and healthy
Danielle undertook further studies and simultaneously took up a position with the NSW Ministry
of Health Healthy Children Initiative. After working on the initiative for the past three years she
is keen to share with you ways to make your Physical Education lessons creative, fun and
meaningful.
9
To obtain a free FMS kit for your school, simply complete and return the ‘Sharing knowledge and
promoting sustainability form on page 10 before Thursday 2 April 2015.
10
*COMPLETE AND RETURN
Sharing knowledge and promoting sustainability form
Sharing and practising what you learnt today with your colleagues is the most effective way to
master new skills. We encourage you to promote the importance of quality teaching in PDHPE in
Primary schools by completing one or more of the following steps on your return to school, please
tick the steps which have been complete.
……………………………………………………………... (School Name) has completed the following:
□ Conduct a whole of staff professional development in-service (50% or more staff) on any of the following (materials provided at workshop): If you have conducted a whole staff in-service related to LLW@S in the past 12 months you can share information with colleagues by placing resources on the staff share drive or distributing via email or printed copies. Please tick which one you have chosen to deliver:
Creative games ___
Games in small space using minimal equipment ___
Literacy and numeracy through games ___
AND/OR
□ Form a team/committee with executive membership to support the implementation of Live Life Well @ School or similar initiatives. AND/OR
□ Identify a sustainable strategy that your school will commit to working towards in 2015: Please tick which one you have chosen to work towards: Encourage physical activity at recess and lunchtime. ___
Develop a whole school scope and sequence that includes healthy eating and Fundamental
Movement skills. ___
Work towards full implementation of Crunch & Sip. ___
Improve communication to parents/carers via development of website content and other
communication portals. ___
Other: (please specify)________________________________________________________
We love to hear your progress, please return this completed form to us. To acknowledge your
efforts, we will send your school a fantastic FMS goodie bag to be enjoyed by all students.
Please email this document to [email protected] by 2 April 2015.
Teacher’s name: ………………………………………………..…… Signature: ……………………………………………
(please print name)
Date: …………………………………………………………………….
11
To obtain a free apple slinky machine for your school canteen/ classroom, simply complete and
return the ‘Fully Implementing Crunch &Sip checklist’ on page 12 before Thursday 2 April 2015.
14
Games in small spaces
using minimal equipment
Presented by Sarah Ellery
The following information and resources are provided courtesy of Sarah Ellery. If you choose to utilise these resources
please ensure you acknowledge the intellectual property of the original presenter.
15
FUNDAMENTAL MOVEMENT SKILLS (FMS)
PART 1 - PDHPE’s role in the curriculum-
Importance of physical activity- future of PDHPE.
PE is very special because kids are so concerned with their bodies and love being outside. This gives
us an inroad that no one else in education possesses. Being creative, getting moving, making kids
move and think…shaping their future ideals about physical activity and their health…. a fantastic role
to have and sharing life long lessons.
You can be creative in a million ways, keep active, stay fit, set an example for your students, be a
leader in your community and help children lead longer, healthier, happier more productive lives-
that to me is in many ways far outweighs what some teachers gain from the standard classroom.
On average, primary teachers complete about 10 hours of PE training in their initial teacher training.
The mandated time within the curriculum is between 6% and 10% of the teaching load. Many
teachers are relying on their own school experiences with PE and sport. Hence, their own teaching of
PE is a reflection of their memories, both good and bad, the skills they possess (or lack) rather than
from the knowledge gained in professional pre-service training.
There is no doubt that the children of today are becoming less fit, less active and in general leading
unhealthier lifestyles. As well as this, teachers have the pressure of a busy curriculum, inexperience
and lack of confidence in teaching an array of PE activities, lack of time and resources. These can all
be constraints.
I hope today you will gain some quick, energising games that will enhance your children’s as well as
your own experience teaching PE.
Remember, never be afraid to try new things- step outside the box of the ‘oldie but goodie’
analogy.
Ask yourself- are you really teaching or are you entertaining?
Do both and you will not only get more out of your kids but walk away having used the best
teaching practice and the kids will beg you for more.
Sprint run Overarm throw
Leap Kick
Side Gallop Hop
Vertical Jump Skip
Catch Two handed Strike
Static balance Dodge
16
What is the main reason kids enjoy PE or engage in team sports?
They want to have fun, they want to improve, they want to share
times with their friends, they want to learn and they want to be
inspired!
What do you & the students want to get out of your lesson?
What are the important elements of a ‘good’ lesson?
FUN, INCLUSIVENESS, SAFE, HIGH INVOLVEMENT
FUNKY!
FUN- many kids love their sport time as this is where they can enjoy the outdoors and laugh out
loud!
UNIQUENESS- Most kids love the opportunity to be recognised when they are really trying, they
have learnt something new, they have been part of a team. Games and sport give many that
unique experience. Play allows also an opportunity to make mistakes and take risks.
NEW- Be creative with your games- change them to challenge your kids. Recognise if a game is too
easy, hard
KNOWLEDGE- especially with older kids strategy and tactics as well as technique are all key
elements in which older kids engage.
YOU!- The teacher inspires and promotes not only success but enjoyment. Engage with your kids-
your body language tells a thousand words. Keep in mind – if the game isn’t working don’t be
afraid to change it!
10 QUICK TIPS FOR A SUCCESSFUL PE LESSON Check playing area safe for all planned activity
Seat students so they can see you clearly (not facing sun
Give clear and concise instructions and expectations before handing out equipment!
Have a consistent signal system (whistle, pack up)
Define playing area/set boundaries
Make sure you have adequate and age appropriate equipment
Instructions are easy to understand and sequential
Move from individual practice to pair to application in small games
Activities should promote high participation and inclusivity
Make modifications when required- don’t be afraid to change it if it isn’t working
17
PART 2 – Grouping kids in games
The minds of children are fragile and therefore there is no reason to
subject a student to the painful consequence of being the last person
picked. Below is a range of grouping ideas that could be used to determine
teams for games.
Groups/number game- students move around the area- shake hands with as many people as they can and call number. Remind them and praise those that are inclusive, make positive decisions, unselfish acts.
Sit and Stand- pairs- one person sits one person stands. Get one person to sit and one to stand- you now have 2 teams – sitter and standers.
Rock, Paper, Scissors- best of 3
Playing cards- hand a card to the kids in the gym, playing cards, uno cards, flash cads etc. group students by suit, by number, sum of two numbers. Suits are 4 groups, colour of suits
18
PART 3 – Games requiring little to no equipment practical
Fun and Fast Moving Games
Colour/texture tag (no equipment) The aim of the game is to run (with correct technique), without being the
last person.
Teacher tells the students the theme eg, colours- blue, green, texture- rough, smooth, shiny
made of – natural, plastic, concrete.
Students must find something called out by the teacher to run to and touch in the space.-
Variation- change mode of locomotion, size of space
Tag against the clock Kids pair up and one of the pair stands at the end of the boundary area (Runners) whilst their
partner finds their own space within the area (Tagger). On a signal, the tagger tries to tag their
partner as many times in a given time limit. The runner tries to evade their partner and avoid
being tagged- Tagger has to try and beat their number of tags from round one to round two-
reverse roles. VAR- increase area or decrease time.
FMS- dodge, sprint- development of spatial awareness
Everybody is “it” (No equipment) Played in a defined area. Grass or indoors are preferable. All players are “in” at the start and
have to run around and try to tag as many people as they can without being tagged themselves.
If you tag someone at the same time both players are out and sit down on the spot where they
were tagged. The last player left is declared the winner.
Variation: Randomly walk around and give each player a second lifeline. Once they are out the
second time they sit on the sideline of the court.
Frogs in a Pond Teams of 4/5. Aim of the game is to get the King Frog (one team member) to cross the river from
one side to the other. The remaining members of the team (support crew) try to get the King
Frog across the specified area usig lilly pads (hoops, chalk drawings). Support team are only able
to move one ’lilly’ pad each at a time. Penalties may apply if a frog falls off the lilly pad, or
/doesn’t make the lilly pad (teachers choice) . Eg time, retuen to start etc.
FMS- vertical jump -St1-3, leap (St 3)
19
Fox and Geese Groups of 4/5- One group of four line up facing one direction with hands on waist of person in
front. The person at the back of the line is the gosling and the person at the front is the Mother
Goose. The other unattached player is the Fox. The group work as a team to protect the gosling
from being tagged by the fox by dodging the fox and the chain cannot be broken.
When the fox tags the gosling, he/she becomes the new Mother Goose and the gosling becomes
the Fox.
FMS- Dodging, Sprinting, Balance- Agility/Cooperation
Shark! FMS: static balance
Explicit teaching feedback examples for the static balance
-Look straight ahead when you’re balancing
-Your foot that you are balancing on should be flat on the ground
Set the scene: Students need to travel across the water to the safe island. When the teacher
calls ‘Shark’, individuals must perform the static balance. If students get caught moving, they
must take 5 steps back. Change the modes of travel eg skip, hop, leap, sprint
Variation: In pairs holding a hoop (which can be their ‘boat’), students have to both be joined to the
hoop whilst travelling. When shark is called, both perform the static balance in the hoop.
20
Chuck a Duck- a great fun one!
FMS: over arm throw, static balance, skipping, sprint run, hop, side gallop (adv)
Using a small rubber duck (or bean bag if not available), organise the class into
two teams eg A and B. One person from team A throws the duck as far as possible. The team
forms a tight group circle and thrower runs around their own team. They count how many times
this is done. Team A should stand close together to make the distance to run smaller. Allow
students to work out this strategy. Teacher may need to hint at this as they should try to let the
students work it out.
Immediately after the duck is thrown, team B runs to the duck and forms a line (one behind the
other) and proceeds to pass the duck over the shoulder, the next passes under their legs and so
on. When the duck reaches the end team calls STOP-where team A runner stops running, the
last person throws the duck in any direction and starts over again.
Instead of running around the team to score points, instruct students to use their FMS eg skip, hop, side gallop
Give teams the responsibility to count points eg all count together
Question the students on the most effective ways to stand whilst passing the duck eg let the students work out the way to line up
Use boundaries you have available and let the students know before the game eg fence, edge of school path etc
EXPLICIT TEACHING FEEDBACK - FOR THE THROW
Stand side on to where you are throwing
Step into the throw on your front foot
Look to where you are throwing- this will help with direction
Swing your throwing arm right back
Then swing your arm up and forward
Follow through with your arm after the throw
Sideshow Alley (2-6) Sideshow Alley enables all students to be involved as active players in a range of roles. It allows
them to spread out, gain understanding of space, more players getting more touches of the ball
ad it is fast and creative.
3-5 players on the court, and other players on each team on opposite sidelines. They can receive
passes, they can even shoot, but they cannot move off the sideline.
Can be used for netball, basketball, hockey, rolling, AFL.
They will be engaged, active, improving FMS and having heaps of fun!
21
Trophies (Stage2/3) Combining sprint components and dodge components
FMS:
Sprint skills components:
Lands on ball of foot
Non support knee bends at least 90 degrees during recovery phase
High knee lift
Head and trunk stable with eyes focussed forward
Elbows bent at 90 degrees
Drives arms forward and back in opposition to legs
Dodge skills components:
Changes direction by bending knee and pushing off outside of foot
Change of direction occurs in one step
Body lowered during change of direction or in the direction of travel
Eyes focussed forward
Dodge repeated equally on both sides
The aim of the game is to get the trophies/footballs from the opposition end back to their safe zone
– to gather a total of 10 trophies, or as many as possible in the designated time ie Team A wants
them to get the balls/trophies from the square in Team B’s half and visa versa.
A player is only safe in their own half. Once they enter opposition territory, they can be tagged.
To start, both teams line up within their half. 5 ‘trophies’ are put on the baseline of each end (safe
zone) On the command ‘go’, players can enter the opposition territory to rescue the trophies
(balls/cones)
If a player from Team A gets tagged they are to go to the opposition’s area and becomes a human
trophy. They can be rescued from their own team members. The team member needs to make it
safely to the trapped person without being tagged. Human trophies must be rescued before
‘trophies’ or cones.
Once they are rescued, they must go back to half way before attempting another raid.
If a player from Team A makes it to the trophy area, they cannot be tagged on their retuen journey.
Play for a certain time/ change ends,change locomotor required.
Defenders can’t stand within 3 m of the square.
Question students on their strategy. How did you get past the players? What
did your team do to rescue the ball or trophies?
22
Fundamental Movement Skills for Specific Sports
Teaching fundamental movement skills for specific sports
1. Touch/Tag (School Sport)
2. Basketball/Netball
3. Soccer (PSSA Sport)
1. Touch Football / Eagle Tag
Ball Grip – Tag Game End lines of a football field or basketball court are the safety or “Bar” areas. Three players begin
in the middle of the court with a football in their hands. On a prearranged signal, players have to
change ends of the field but avoid being tagged by the players in the middle holding the balls
correctly (in front and centre/thumbs on top/fingers evenly spread underneath). If players are
tagged by someone holding the ball they go to the sideline and pick up a football and become
part of the team in the middle.
Passing/Catching Square Players are arranged in four stations in a square with up to 5 on each base. Player run to their
opposing base but when they reach the centre they pass to their right. This player then catches
the ball and runs to the centre and then passes to their right and so on.
Variation is to pass to their left or include a second ball.
2. Basketball
Intro to basketball -how to bounce – finger pads not palm of hand
How to move with the ball- on the side of the body – moving in motion
Intro to moving the ball around the court
Basket ball mania With children in pairs, challenge students to move the ball whilst in different positions. Start
with stationary, move down to one leg, kneeling and laying down. Challenge skilled students
with non dominant hand , figure eights, bouncing in given time. Sprints up the courts with
basketball focussing on alternating hands and changing directions.
Dribble Swat Using correct technique, students move around the designated area and try to swat other
players basketball. This encourages students to look up, shield the ball, and move with pace on
and off the ball. Great warm up activity which encourages development of individual skill.
Points of Emphasis
Continually tell your players to...
You want to make sure the players are using proper dribbling form. No carrying the ball, traveling, double-dribbling, etc. Make sure they are dribbling with their finger-tips (not with their palm), protecting the ball with the opposite arm, and scanning the court with their head up.
R.E.PS= Repetition Elevates Personal Skills
23
3. Soccer
Compass- In groups of 5, 1 player is assigned the dribbler
The remaining 4 players stand at N, S, E or W points creating a diamond (approx 5-10m
apart)
The player with the ball must dribble with his/ her head up all the time (keeping their eyes
on the compass points)
The players forming a compass must now take turns raising their hands in the air. When the
dribbler sees a hand in the air he/she must dribble towards them until their hand goes
down.
The dribbler must then turn whilst dribbling and find the next person to dribble towards.
If 2 players put their hands up at the same time, the one being run at keeps their hand in the
air, the other puts their hand down. Alt, teachers call out a direction eg ‘North’
Great for all standards- non competitive, all ages
Extra tips for teachers
Explicit teaching is vital- demonstration of the skill is needed Feedback needs to be constructive- why was that soccer shot good?-
‘You passed with purpose, inside of the foot was used, you looked ahead use modified
games to practise FMS.
Use praise to encourage but don’t over praise.
24
CHANGE IT (Playing For Life Resource)
C- Coaching Style- visual/kinaesthetic, auditory, demonstration, student role models
H- How you score- eg pass to an end zone, vary size/distance to a target.
A- Increase / decrease area difficulty by changing size of playing field. Eg long and narrow, short and
wide
N- Numbers- changing size of teams alters number of ‘touches’ of the ball- new skill development
G- Game rules eg 3 passes before scoring, roll the ball rather than throw
E- vary size and type of equipment, eg larger ball or a tee for someone struggling with a moving ball
I- Inclusion- engage individuals in modifying activities. Engage the kids – gives them ownership
T- Time- reduce or extend the time. How many passes in 30seconds. Increase the time to increase the
ability of students to make decisions.
Enjoy!!:)
REFERENCES/ WEBSITES
Playing For Life
PE Central.com
PELInks4U.com
Teachersinsport.com
BlueEarth Foundation
Live Life Well@ school
Physedgames.com
25
Numeracy & Literacy
through games
Presented by Wendy Lee
The following information and resources are provided courtesy of Wendy Lee. If you choose to utilise these resources
please ensure you acknowledge the intellectual property of the original presenter.
26
Move to Improve – Numeracy through Physical Activity
Number Hunt
Equipment: number cards, number line
Instructions:
Hide a set of cards (one per student) in the playground.
The students have to find a number and bring it back to an agreed spot and then arrange themselves in order.
As a variation, they could place the numbers along a number line (either chalk the line or use a skipping rope – label the ends 0 and 10).
Farmer, Farmer, may we cross the golden river?
Equipment: number cards 1 – 50
Instructions:
One student is named ‘Farmer’ and stands in the middle of the designated playing area.
The other students stand at one end of the playing area with a number card in their hand.
The students call out ‘Farmer, Farmer, may we cross the golden river?’
The farmer replies… See the table below.
Student(s) of the number called get a free pass across the river to the other side.
On the teachers command, the remaining players must run to the other side without being caught by the Farmer.
If a player is caught, they join the farmer (build-up tag) and they take turns making up a question.
Find the number
Equipment: number cards x 2
Instructions:
Place the cards around the playground and there should be two (or more) sets of each number.
Teacher asks a question to the class and they have to run and stand by the appropriate number,
If they get the wrong answer – get students to explain their answers.
Use different locomotor skills to move around the area.
Factor it in
Equipment: Laminated cards (A4 size) with the numbers 2, 3, 4 and 5 on them
Instructions:
Place students into four groups – one on each corner of the playing space.
Teacher calls out a question – if the answer in in the area they are standing, the students perform an action devised by the teacher e.g. 10 x star jumps, 10 x squats, 10 x basketball jumps or 10 x mountain climbers
The students who are in the other corners are to jog on the spot.
27
I Love Maths (Scissors, Paper, Rock)
Equipment: cones or markers, braids
Instructions:
Mark out a centre line and cones on each side of the designated playing area
Divide the class into two even teams
Students tuck a braid into their shorts as a ‘tail’
Have the pairs face each other with their fists touching and the teacher standing at the front of the lines
The teacher tells the class the rule for this game e.g. odd and even numbers. The team on the left of the teacher is the ‘even team’, the team on the right of the teacher is the ‘odd team’
If the answer is odd – the ‘even team’ must chase and steal their tail of the ‘odd team’ before they reach the cones. If the ‘even team’ catches the ‘odd team’ – the even team wins a point for each team member caught.
The teacher calls out ‘Ready’ – ‘I’ ‘Love’ ‘Maths’ the same way you would say ‘Scissors’ ‘Paper’ ‘Rock’
Each team member hold up a number of fingers on one hand, the players add up the numbers in their head and then either run or chase depending on the answer.
Students try to steal their opponent’s tail to win a point for their team.
Math Hook Up
Equipment:
A laminated or sturdy card for each student.
A large area so each student can utilise the general space.
Whiteboard and marker to record problems Instructions:
The teacher makes question cards and answer cards according to the number of students in her class. For example, one card would say 4+2 and another would say 6.
The teacher places the cards face down in the general space area. The students move in the specified level, direction or pathway that the teacher calls until they says ‘Stop’.
Different pathways (straight, curved, zigzag), directions (forward, backward, sidewards) or levels (low, medium, high) can be used.
A variety of locomotor skills are also appropriate for this activity including run, skip, hop, jump.
The students pick up the card closest to them and then move in the level or pathway that the teacher calls in order to find the answer or question that will go with their card (they should hold them high overhead).
When they find the correct card, they should "hook up" and do the activity on the answer card.
The students then return the cards to the floor and repeat the task with a different movement concept or locomotor skill.
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Race to 100 or Race back to Zero
Equipment: dice, cones, whiteboard, markers or chart and counters, chart with actions (one for each group)
Instructions:
Place the dice at the other end of the designated playing area
Divide the class into teams of 2 or 3
On the teacher’s signal, the first team member runs (or a locomotor skill of the teacher’s choice) to the other end of the playing area and rolls the dice, they must perform the number of star jumps etc for the number they throw
The student runs back to the team, tags the next player and then write the number on the whiteboard and goes to the back of the line
The next player repeats the action with the die , runs back, tags the next player and adds their number to the whiteboard and adds the two number together
This continues until the team reaches 100
If they need a ‘two’ to win, the player who is rolling the die has to throw the correct number to win. They have to run back and get the next player to try to roll the die.
Repeat with the next player until a ‘two’ is rolled and the team reaches 100.
Moving Mentals
Equipment: Power Point of 20 questions (Example on USB)
Instructions:
Each student stands behind their desk or find an area where they can’t touch another student.
Explain to the students that they are answering the questions with their bodies
There are two actions ‘False’ – star Jumps ‘True’ – punching the air and jogging on the spot
Show each slide and the students must do the action 10 times
When the majority of the class has completed the 10 actions, show the answer slide
Students can record their results in their book.
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Move to Improve – Literacy through Physical Activity
Ready Set Spell
Equipment: Mini whiteboards, markers, cones
Instructions:
Mark out a starting line
Students are placed in teams (no more than 4 in each team) along the starting line
The first student has a mini whiteboard
Scatter the markers (pens)an equal distance away from each team (along a line approximately 20 metres away)
Teacher calls out a word and on the command ‘Ready, Set, Spell’, the students run to the markers (pens), pick up one and run back to their whiteboards, write down the word, run back to the middle to place the marker back and return to the start
Continue until all students have a turn or as time permits
Call out different types of locomotor skills along with the spelling word.
Boggle
Equipment: laminated alphabet letters, cones, whiteboard and marker for scoring.
Instructions:
Divide the class into two teams
The students of each team are given a different letter of the alphabet
The teacher says a word and the students in both teams whose letter is in the word must run to the set of cones at the other end of the playing area where the teacher is standing
They line up in the order that their letter occurs in the word
When the students have taken their proper position, they call out the letter they represent and spell the word
The first group to complete the word and spell it correctly wins a point for their team
If the letter occurs twice in the same word, that student representing that letter takes his/her place where the letter first occurs in the word and shifts to the second position to complete the word.
Letter Rush
Equipment: laminated alphabet letters with extra vowels, whiteboards and markers
Instructions:
Scatter one set of letters around the designated playing area
Split the class into even groups of 5 – 6 students and line them up in relay formation
On the whistle, the first person from each team runs to collect a letter, brings it back to their group, tag the next team mate who runs to collect another letter until there are no letters left to collect
The team must then try to spell out a word with the letters their team has collected (some teams may have more letters than others if they ran faster)
Each group gets: o 2 points for words with 2 letters e.g. at, in o 3 points for words with 3 letters e.g. ran, she o 4 points for words with 4 letters and so on
Have the students tally up and record their points for each round.
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Hop to it!
Equipment: Chalk, whiteboard and marker for recording. W A S T N O R E
S T O P N A L Y
M I D E C H S L
F R O A G B I D
N H E T O A K S
Instructions:
Draw several hopscotch boards on the playground. Add a letter to each square
Divide students into groups of 4 – 6
Ask each group to stand by a different hopscotch board
The first person in each group may hop on any letters in order to spell a word
The other students follow in turn
Each student must spell a different word
Each groups rotates and uses a whiteboard to record their words
Hacky Sack Spelling
Equipment: Hacky sacks, pompom balls, balloons or beach balls
Instructions:
Divide the class into groups of 4 or 5 students (spelling groups) and form a small circle
Students use their spelling words for the week and try to spell the words without letting the hacky sack touch the ground
One student says the first letter of the word and kicks the hacky sack into the middle of the circle
The next student must not let the hacky sack touch the ground and says the next letter of the word
Repeat until the word is spelt
A student is not allowed to touch the hacky sack two times in a row. Variation
Add a scoring system to the game e.g. one point for each letter but lose a point if the hacky sack touches the ground or go back to zero if it touches the ground.
Rob the Letterbox
Equipment: 6 x sets of letters of the alphabet, hoops
Instructions:
Lay the hoops in a square shape around the designated play area with a hoop in the centre
In the centre hoop, place the letters face down on the floor
Divide the class into even teams
Teams stand behind their hoop
On the teacher’s signal, the first player in each team races to the letters and pick up one at a time, run back to their team and the next player runs until there is no cards are left
In the meantime, other players can run to the other teams and steal their letters to make words for their team
On the teacher’s signal, the game is stopped and the teams count up the number of words they have made.
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Scrabble Fitness
Equipment: Laminated cards with all the letters of the game Scrabble (on USB), whiteboards and markers for each group
Instructions:
Divide the class into groups of 2-3, any larger and the students will not receive the cardiovascular benefit.
Spread all the cards (start with them face down) on one half of the playing area.
The students are in their groups, equal distance from the cards and spread out in a safe manner.
On the teacher’s signal, students hop, jump or skip one at a time to collect one card and bring it back to their partner or group.
The students then try to form words from the letters they have brought back.
The students must alternate their turns in getting letters.
Once a word is formed the students call the teacher over to verify that it is indeed a word (the teacher needs to place themselves in the same place an equal distance from the groups, preferably on the outside of the groups and in the middle so students aren't running in front of others playing the game).
If it is a word, then the students write down their word on their whiteboard, gather up all their letters (they don't have to use all of them) and spread them back out on the floor at the other end of the playing area.
Continue playing for a set amount of time
All words less than four letters score one point for each letter in the word. All words with 5 or more letters are worth two points for each letter. Total points for a class total.
Scrabble Scramble
Equipment: Laminated Scrabble letters, whiteboards and markers
Instructions:
Scatter a set of letters around the designated playing area
Split the class into even groups of 3 - 4 students and line them up in relay formation
On the whistle, the first person from each team runs to collect a letter
The student looks at their letter and the number in the bottom right hand corner and do that many star jumps or other activity
They bring the letter back to their group, tag the next team mate who then runs to collect another letter until there are no letters left to collect
The team must then try to spell out words with the letters their team has collected (some teams may have more letters than others if they ran faster)
Have the students tally up and record their points for each round.
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Programming
for PDHPE
Presented by Kirsty Holmes
The following information and resources are provided courtesy of Kirsty Holmes. If you choose to utilise these resources
please ensure you acknowledge the intellectual property of the original presenter.
33
Aim-
Look at the PDHPE Syllabus and requirements
Understand what a scope and sequence is
Design your own scope and sequence
Understands how to write a Unit of Work
Look at other resources to assist with programming
PDHPE Syllabus-
The PDHPE Syllabus is part of phase 3. The BOS has not committed to starting these phases yet.
The Syllabus covers 8 strands of learning both Theory and Practical all of which teach basic everyday life skills.
How much time should be spent on PDHPE-
Schools have flexibility in how they deliver learning programs, for example, through integrated
programs, provided that:
approximately 50% of time is allocated for English and Mathematics and 40% of time for the other KLAs and sport, the remaining 10% is for school admin activities.
as part of the 40% allocation, schools are to include two hours per week for planned physical activity including, in Years 3 – 6, a minimum of one hour for sport
Scope and Sequence Key Points-
one page view of unit names to be taught over the year for a Stage
title of each unit
length of each unit
codes of syllabus outcomes
usually has separate columns for each year including theory and practical aspects
Unit of work Key Points-
Includes a title, Stage and Year, Duration and description.
Uses relevant syllabus outcomes and indicators.
Teaching, learning and assessment activities are explicit and meet the outcomes identified.
Includes resources and equipment needs.
Includes opportunities for reflection.
Other Resources-
Live Life Well at School- FMS resources, sample scope & sequences, in-services for your school, canteen reviews and additional professional development through the PDHPE Network.
Premiers Sporting Challenge- (Sports Grants)
ACHPER- Professional Network with loads of resources
Healthy Kids Association- School Canteens
NSW Department of Education and Communities Curriculum Support Unit- Get Skilled, Get Active
Go 4 fun- interactive program for healthy lifestyle
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Other Considerations-
Sports Storeroom resources
External Providers
Local School Sports Competitions
School Sports Days
Healthy Canteen Options
Health Eating Fundraisers
School Gardens
A wide range of additional resources and templates can be found on the workshop USB.
Presented by Kirsty Holmes
35
Teaching
Fundamental Movement Skills
through Creative Games
Presented by Danielle McHugh
The following information and resources are provided courtesy of Danielle McHugh. If you choose to utilise these
resources please ensure you acknowledge the intellectual property of the original presenter.
36
C: choose an FMS skill to focus on
R: rules of the game should be simple and
not require a referee
E: easy enough so the whole class can
participate in the game
A: all players are safe and not put in
situations they can get hurt
T: time limit, the game should include 2x
10minute halves
I: involvement all players should be
playing at all times
V: victory, your game must have a simple
scoring system for teams to get points
E: enjoyment! Your game should be fun for
everyone in your class to play!
37
Remember to
use the FMS
Lanyards
(available
through Live
Life Well @
School) to help
detect & correct
the selected
skills.
The TEAMs are the heart of Creative PE.
The TEAMs are involved in creating the game.
The GAME is inserted into a season.
Through the SEASON, TEAMs are concerned with improvement via PRACTICE.
What is the Creative Games Model? This model can be used to collaboratively develop a creative class game. The game can be used as an isolated experience or part of a larger unit of work. Students develop their own CREATIVE game based on the following model. Students are first given a piece of equipment and a Fundamental Movement Skill and then asked to consider the following: C: choose an FMS skill to focus on R: rules of the game should be simple and not require a referee E: easy enough so the whole class can participate in the game A: all players are safe and not put in situations they can get hurt T: time limit, the game should include 2 halves, eg. 10 minutes I: involvement, all players should be playing at all times V: victory, your game must have a simple scoring system for teams to get points E: enjoyment! Your game should be fun for everyone in your class to play!
TEAM
GAME
SEASON
PRACTICE
Fundamental
Movement Skills
Teaching Games
For Understanding
Sport Education
Creating Games
Taking Social
Responsibility in
PE
38
Why teach the Creative Games Model? It is important to teach the Fundamental Movement Skills through explicit teaching, they should be programmed through your scope and sequence and taught through teacher role modelling, practiced in small groups/pairs and applied to larger activities and games. Creative games is a great way to reinforce skills already taught to your class in a fun and interactive way. This model also integrates teaching games for understanding, sports education, creating games and taking personal & social responsibility for PE. Prior to teaching the unit/lesson: Social and emotional competencies (particularly in younger years) need to be taught and students must to be able to distinguish what elements make up teammate. Using the five levels below, separate students into teams so that each has an even mix of collaboration, teamwork and participation. Level 4: I was respectful, I participated when asked, I was motivated & I was caring of others. Level 3: I was respectful, I participated when asked and I was motivated. Level 2: I was respectful and I participated when asked. Level 1: I was respectful. Level 0: I was disrespectful. Applying this to your classroom: First discuss games with your students; explore what makes a fun game, why we have rules and some of their favourite games. Show students the CREATIVE model and outline why each step is important in developing a class game. Explain the concept of conduct and social responsibility and show the students the explicit 5 levels which they will be ranked by you and their peers throughout the unit. Divide students into the 4 preselected teams, assign each group a skill and piece of equipment,eg. kicking and the soccer ball. Teams can work on different skills but should have the same piece of equipment. With older students allow multiple pieces of equipment or give students free choice from a select number or items. Teams should work through the steps on the CREATIVE model and once they have come up with their game it can be shared back to the group. Survey students about each game played, a template is attached. Develop your whole class game based on the best elements of each game. Practising the game: The class game can now be developed over a number of PE lessons. Consider the following:
Discuss and review tactics of the game
Teacher directed lessons teaching the necessary skills
Setup circuits/tabloids to practice specific components of the game
Allow teams to train as small groups Playing the season:
Round 1 Round 2 Round 3 Semi –Finals Finals
A vs B A vs C A vs D 1stplays 4th semi finals1st vs 2nd
C vs D B vs D B vs C 2ndplays 3rd Semi finals 3rd vs 4th
This could also be shortened to create a smaller unit of work, after 3 rounds the team with the most points wins.
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Game Review Enjoyment What parts of this game were most fun? Give a mark out of 10 for how fun the game was 1 2 3 4 5 6 7 8 9 10 Not much fun Extremely fun Participation How easy was it for everyone on both teams to join in and play the game? Give a mark out of 10 for the amount of playing you got to do in this game 1 2 3 4 5 6 7 8 9 10 Very little Whole game Safety How safe was the game? Write down any unsafe situations that occurred: Give a mark out of 10 for how safe the game was 1 2 3 4 5 6 7 8 9 10 Not very safe Extremely safe Skills How much did the game involve the FMS skill the teacher asked you to include? Give a mark out of 10 for how much you had to use this skill in the game 1 2 3 4 5 6 7 8 9 10 Never Always Equipment How clever was the way the equipment was used in this game? This is not about making the game complicated but making it great to play. Give a mark out of ten for how cleverly this game used the equipment. 1 2 3 4 5 6 7 8 9 10 Not very cleverly Extremely cleverly Umpire or Referee and scoring: How easy was it to follow the rules and score this game? Give a mark out of ten for how easy the game was to understand and score. 1 2 3 4 5 6 7 8 9 10 Not very easy Extremely easy Other Comments Think about your answers to these questions. What suggestions can you now make to improve this game?
40
Acknowledgments: This resource has been developed based on the ‘Creative Games’ workshop presented by John Quay, University of Melbourne, and Jacqui Peters, Deakin University, at the 2013 ACHPER Conference in Melbourne. References: Hellison, D. (2010) Teaching personal and social responsibility through physical activity(3rded.). Champaign, IL: Human Kinetics. Macphail, A., Kirk, D. & Kinchin, G. (2004). Sport education: Promoting team affiliation through physical education. Journal of Teaching in Physical Education, 23, 106-122. Almond, L. (1983). Games making. Bulletin of Physical Education, 19(1), 32-35. Curtner-Smith, M. D. (1996). Teaching games for understanding: Using games invention with elementary children. Journal of Physical Education, Recreation & Dance, 67(3), 33-37. Hastie, P. (2010). Student designed games: Strategies for promoting creativity, cooperation and skill development. Champaign, IL: Human Kinetics. Sidentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics. Department of Education, Victoria (1996). Fundamental movement skills: A manual for classroom teachers.Melbourne, AUS: Department of Education, Victoria. Werner, P., Thorpe, R. & Bunker, D. (1996). Teaching games for understanding: Evolution of model. Journal of PhysicalEducation, Recreation & Dance, 67(1), 28-33. Quay, J. (2010). Smarter with games in physical education. Active Education, 20, 48 –50. Quay, J. & Peters, J. (2008). Skills, strategies, sport and social responsibility: Reconnecting physical education. Journal of Curriculum Studies, 40(5), 601-626. Quat, J. & Peters, J. (2012). Creative physical education: Integrating curriculum through innovative PE projects. Champaign, IL: Human Kinetics.
41
Whole Staff Professional
Development in-service
The following information and resources are provided for you to share with colleagues at your school.
42
Practise what you’ll teach staff in-service
This presentation is on your workshop USB
Sharing and practising what you learnt today with your colleagues is the most effective way to
master new skills. We encourage you to deliver a staff professional development in-service session
which focuses on key messages for the school food environment plus your favourite physical activity
workshop from today. The presentation for this in-service has been created for you (see below) and
can be modified to suit your school. It can be found in the ‘In-service’ folder on your USB. If you
deliver the in-service, complete and return the ‘Sharing Knowledge’ form on page 8 to receive a
FREE FMS kit.
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HEALTHY SCHOOL FUNDRAISING
Everyone knows that fundraising plays an integral part in the school community. The list of resources
and activities made possible through fundraising is endless. While the list of fundraising options is
endless too, it’s easy to get stuck doing the same old thing, as trying something different might equal
more effort and less profit.
WHY SHOULD WE FOCUS ON HEALTHY FUNDRAISING?
Encourages healthy eating and/or physical activity
Provides profit while promoting health and wellbeing
Supports the messages of LLWatS, Crunch & Sip® and Fresh Tastes @ School. Compliant with the
Nutrition in School policy.
MAKING A PROFIT WITH HEALTHY FUNDRAISING Healthy fundraising can return a good profit, and it doesn’t have to be difficult. The table below has
some ideas for healthy fundraising as well as the expected profits from each option.
Idea Cost Profit Comments
Healthy packaged snack food drive
Cost of 1 snack = $1.05 Selling price = $2
Profit per snack = $0.95 Profit on 100 boxes (20 snacks per box) = $2280
These are healthier alternatives to chocolate bars. Perfect for workplace or families
Apple slinky machine drive
Cost of one machine = $29 Selling price = $39
Profit per machine = $10 Profit on 50 machines = $500
Great for families
Healthy cookbook fundraiser
Cost of printing one recipe book = $7 Selling price = $15
Profit per book = $8 Profit on $100 books sold = $800
Churches, schools and non-profit organisations have been turning recipes into fundraising success for years!
Smoothie day fundraiser
Cost of ingredients to make 20 banana super smoothies = $26 Cost per smoothie = $1.30 Selling price per smoothie = $5
Profit per smoothie = $3.70 Profit on 20 smoothies = $74
Give the parents and volunteers a break and get the children to make the smoothies
Raffle with healthy food prize
Cost of ticket book and prize (or one could be donated)
100 tickets at $2 each = $200 (minus cost of ticket book and prize)
Easy to repeat throughout the year
47
HEALTHY FUNDRAISING IDEAS
Schools can fundraise in a variety of different ways. Some fundraisers promote healthy eating, some
promote physical activity and some can be health-neutral. The following table provides some more
healthy fundraising ideas.
Promote Healthy Eating Promote Physical Activity Health-Neutral
Healthy sausage sizzles Walk-a-thon Socks
Hot cross buns Cycle-a-thon Aprons
Healthy cooking lessons Run-a-thon Sunscreen
Healthy cookbooks Swim-a-thon Raffles
Apple slinky machines Dance-a-thon Quiz night
Soup days Discos Trash and treasure sale
Smoothie days Hopscotch championships Fetes
Nutritious food hampers Hand ball competitions Auction donated goods
Healthy bake sale Car wash
Boxes of fresh fruit & veg MUFTI days (casual-dress days)
School concerts/plays
HEALTHY SAUSAGE SIZZLES
Lean hamburgers on wholemeal bread rolls served with:
- Coleslaw - Onions and tomato - BBQ capsicum and onion slices - Offer mini burgers for young children
BBQ Vegetables Cut up and spray vegetables with olive oil or a marinade before cooking on the BBQ. Try these:
- Eggplant - Zucchini - Capsicum - Mushroom - Sweet potato - Pumpkin - Carrot
BBQ Corn Cobs
- Grill corn cobs on the BBQ (spray with olive oil or brush with polyunsaturated margarine)
- Serve with tooth picks - Add grain mustard or herbs & spices
Vegie burgers Vegie burgers are a great sausage alternative. The key is to highlight the variety, colour and fun of vegie burgers, and remind everyone of the school’s commitment to health. Recipe – makes 15 small burgers
- 2 carrots, grated - ½ zucchini, grated - 1 x 130g can corn kernels, drained - 1 medium potato, grated - 2 celery sticks, finely chopped - 1 small onion, finely chopped - 2 eggs - ½ cup self raising flour - 1 tsp salt - Small amount of olive oil for frying
In a bowl, mix all the ingredients except the oil. Form the mixture into patties. Place a small amount of oil in a frying pan or on the BBQ and cook each patty turning when golden. Serve on wholemeal bread or bread rolls with salad and sauce.
Developed by South West Sydney & Sydney Local Health District Adapted from The Cancer Council’s Healthy Fundraising resource: http://www.cancercouncil.com.au/wp-content/uploads/2010/11/09271_CAN3042_HealthyFundraising_FINAL.pdf-low-res-for-web.pdf
53
Nutrition in Schools Policy
All schools should promote and model healthy eating and good nutrition in school programs and activities relating to or involving food and drink. School canteens are required to implement the Fresh Tastes @ School – NSW Healthy School Canteen Strategy.
1. Objectives - Policy statement 1.1
Any activities and programs within the school setting relating to or involving food and drink should promote healthy eating and good nutrition to students.
1.2 Implementation of the Fresh Tastes @ School - NSW Healthy School Canteen Strategy, as outlined in the Fresh Tastes @ School Canteen Menu Planning Guide, is mandatory for all canteens in NSW government schools.
1.3 All sugar sweetened drinks that exceed the nutritional criteria for ‘occasional’ foods outlined in the Fresh Tastes @ School Canteen Menu Planning Guide, are not permitted for sale in school canteens and school vending machines at all times.
1.4 The teaching of nutrition education is part of the Personal Development, Health and Physical Education (PDHPE) key learning area and is mandatory for all students from Kindergarten to Year 10. Teaching and learning and all class activities in all other key learning areas should reinforce healthy eating and good nutrition wherever possible.
1.5 All school activities that involve the provision of food and drink to students should be consistent with the Fresh Tastes @ School - NSW Healthy School Canteen Strategy.
1.6 Off site school activities that involve the provision of food and drink to students, including excursions, camps and school functions should be consistent with the Fresh Tastes @ School - NSW Healthy School Canteen Strategy.
1.7 Where school activities involve the provision of food and drink to the wider school community consideration should be given to modeling and promoting healthy eating.
1.8 All canteen operators are required to notify the NSW Food Authority of their food activity details. All canteens will provide a safe and hygienic food service and comply with National Food Law, Food Safety Standards (2002), Food Act 2003 (NSW) and Food Regulation 2010 (NSW).
1.9 Schools with preschools are required to follow the protocols of the Children’s Services Regulation 2004 (clause 68) ensuring that students are exposed to healthy eating practices.
1.10 School activities that involve the provision of food will address the requirements of the Anaphylaxis Procedures for Schools.
54
2. Audience and applicability 2.1
All NSW government schools and preschools, parents/caregivers; the wider school community. 3. Context 3.1
The health and wellbeing of students is relevant to their learning and is important to schools. The present and future health of students can be enhanced by quality learning and positive experiences at school.
3.2 The NSW Government State Plan Priority S3 Healthy Communities (Obesity): Improved health through reduced obesity, illicit drug use and risk drinking, identified ‘Healthier Schools’ as a key priority in preventing childhood obesity in NSW.
3.3 The Australian Dietary Guidelines for Children and Adolescents are designed to help young people and their families choose food and drink for a healthy life.
3.4 Legislation National Food Law, Food Safety Standards (2002). Food Act 2003 (NSW) and Food Regulation 2010 (NSW). Children’s Services Regulation 2004.
3.5 This policy should be read in conjunction with: Student Health in NSW Public Schools: A summary and consolidation of policy
Infection Control Policy and Guidelines (intranet only)
Sponsorship Policy and Guidelines
Curriculum Policy Standards
Student Welfare Policy
3.6 Document history and details 4. Responsibilities and delegations 4.1
Principals are responsible for ensuring the requirements of departmental policy, guidelines and relevant legislation are met. Principals are responsible for ensuring that school policies and practices are consistent with the nutrition in schools policy and are responsive to local needs, including cultural diversity.
5. Monitoring, evaluation and reporting requirements 5.1
Principals will ensure their canteen operations are reviewed through use of the Making Your School Canteen Healthy Self Assessment Tool and Action Planner at least every two years.
5.2 School education directors will monitor the local implementation of this policy and report to the regional director.
5.3 The executive director, learning and engagement will monitor the state-wide implementation of this policy. Note: The Nutrition in Schools Policy is mandatory for DEC schools and endorsed by the Catholic and
Independent Sectors.
https://www.det.nsw.edu.au/policies/student_serv/student_health/nutrition/PD20110420.shtml?query=Nutrition+i
n+schools
55
Nutrition in Schools Policy – Frequently Asked Questions
The following information aims to assist school communities with implementation of the Nutrition
in schools policy.
Why a Nutrition in schools policy? Isn’t it enough to be implementing the Healthy School
Canteen Strategy?
Schools play an important role in promoting good nutrition and healthy lifestyles. Schools with
canteens have implemented the NSW Healthy School Canteen Strategy since 2005 along with a
range of other activities and programs that promote healthy eating. The Nutrition in schools policy
requires schools to extend the principles of the Strategy, by modelling and promoting healthy
eating and good nutrition across all school activities, that relate to the provision of food and drink,
not only through the school canteen.
The Nutrition in schools policy consolidates all aspects of a whole school approach to modelling
and promoting good nutrition sending consistent messages to support students when making
healthy eating choices.
How do we know if the food and drink we provide to students complies with the Nutrition in
schools policy?
The NSW Healthy School Canteen Strategy resources should be used to guide decision making
about how the Nutrition in schools policy is implemented and applied to all school activities.
Schools can refer to the Canteen Menu Planning Guide to determine the type and frequency of
food and drink to be offered to students.
Food and drink have been divided into three colour categories:
Green (are a good source of nutrition, contain less saturated fat and/or sugar and/or salt) should
be encouraged and promoted across all school activities and programs that involve the provision
of food and drink to students.
Amber (are moderate levels of saturated fat and/or sugar and salt) should be selected and used
carefully, for example, in smaller serve sizes or combined with green healthy food and drink
options.
Red (are high in saturated fat, added sugar and/or salt) must be modelled as occasional foods
only. Each school community will look at the range of activities they have that offer food and
drink to students and ensure that food and drink that fall into the red category are only offered
on occasions and are not the dominate type of food and drink offered.
When planning school events remember the food and drink provided should promote the
importance of green foods and the use of red foods only as occasional foods.
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How does the Nutrition in schools policy apply to additional social, cultural and special school
events which may or may not involve the school canteen?
Eg.
school socials
trivia nights
parent evenings
school fetes
sausage sizzles and cake days
open nights
transitions
multicultural days
sporting carnival, tournaments and gala days
cooking competitions
excursions, overnight excursions or excursion camps
The policy applies to all activities that involve the provision of food and drink to students and to
school events where students are present. Schools should aim for consistency with the Fresh
Tastes @ School - NSW Healthy School Canteen strategy and discuss the importance of modelling
healthy eating practices with their school community and plan these events considering
community needs and views, as appropriate.
What about soft drinks?
From Term 1, 2007 sugar sweetened drinks with more than 300KJ or 100mg of sodium were
banned from school canteens and vending machines at all times. Consistency across all areas of
food and drink provision to students is a key component of the Nutrition in schools policy. Sugar
sweetened soft drinks lack nutritional value and should not be provided by schools to students.
How does the policy apply to fundraising?
School communities are strongly encouraged to seek out healthy alternatives to AMBER or RED
food items used for fundraising. It will be important to communicate to groups in your school
community that organise fundraising drives and events of the need for these activities to promote
and model healthy eating.
For healthy fund raising ideas go to:
http://www.healthykids.nsw.gov.au/parents-carers/supporting-school-and-
community/healthy-fundraising.aspx
http://www.parentsjury.org.au/tpj_browse.asp?ContainerID=tpj_fundraising
http://www.healthy-kids.com.au/category/42/healthy-school-fundraising
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Our school doesn’t have a canteen OR only operates a canteen a few days during the week.
Does the Nutrition in schools policy still apply?
Yes, the policy applies to all NSW government schools and preschools. All schools should promote
and model healthy eating and good nutrition in all school programs and activities relating to or
involving food and drink. Furthermore, any provision of food and drink to students at school should
be consistent with the Fresh Tastes @ School - NSW Healthy School Canteen Strategy.
Does the Nutrition in schools policy apply to food given as rewards in class?
The policy applies to all situations where food or drinks are made available or provided to
students. Lollies, chocolate and sweets are considered RED foods and non food based rewards
should be used instead. Food based rewards, that fall into the RED category should only be used
occasionally.
This also applies to visitors, guest speakers, voluntary tutors, parent helpers and organisation
representatives who are visitors to the school. The expectation that food rewards are not used
should be communicated explicitly to visitors.
Classroom rewards that do not involve confectionery may include:
extra art activities
time using an educational computer game
play a game or puzzle
receive a sticker, pencil, rubber, etc
free play time
earn points towards a larger prize such as a book, sports equipment or movie voucher
pick a lucky dip prize
receive a mystery pack prize
receive a canteen voucher.
Does the Nutrition in schools policy apply to vending machines that are provided free to
school by commercial providers?
The policy applies to all situations where food or drinks are made available to students. The
products in any vending machine in a school should be assessed using the Canteen Menu Planning
Guide. Red food and drinks should not be available through school vending machines.
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How can parents support the implementation of the Nutrition in schools policy?
Parents and carers play an important role in supporting healthy eating and nutrition in schools.
Nutrition messages should be consistent across all food settings and promote the benefits of a
balanced and varied diet. Parents can support schools by:
o encouraging children to develop a taste for healthy foods and drinks
o supporting the healthy eating and good nutrition messages that are taught in the
classroom
o supplying healthy lunches and snacks to bring to school
o providing children with opportunities to prepare healthy food for their lunch box so they
have a sense of ownership of healthy choices as well as assisting them to develop health
skills
o role-modelling healthy eating patterns
o encouraging children to select predominantly green foods items from the school
canteen menu
o regularly talking about the benefits of healthy food choices
o providing feedback and ideas for healthy eating at school using existing communication
channels, which may include parents and citizens' associations or the school executive
o supporting healthy school fundraising and events
o providing healthy food and drink options for class parties.
Where to access this document:
http://www.schools.nsw.edu.au/studentsupport/studenthealth/nutrition/faqs.php
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Useful websites
South Eastern Sydney Live Life Well @ School webpage
This website includes up to date information on what is happening at a local level in terms of Live Life Well @
School. It features upcoming professional development opportunities, newsletters and other teaching resources.
http://www.seslhd.health.nsw.gov.au/Planning_and_Population_Health/Health_Promotion/Healthy_Weight/liv
e_life.asp
If you are keen to include updates on your progress with Live Life Well @ School initiatives in your Annual School
Report or on your school website, check out the samples from our Term 4 newsletter 2014.
http://www.seslhd.health.nsw.gov.au/Planning_and_Population_Health/Health_Promotion/Healthy_Weight/do
cs/newsletter/FinalTerm4Newsletter2014.pdf
DEC PDHPE Curriculum support
This website has links to sample scope & sequence planning documents, FMS video links and other teaching
resources.
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/
Healthy kids government
This website includes information to support teachers, parents, carers, coaches, health professionals, kids and
teens to make healthy choices by providing a "one stop shop" of current and credible information, resources and
support materials about healthy eating and physical activity. It includes further information on Live Life Well @
School resources and other associated initiatives. http://www.healthykids.nsw.gov.au/campaigns-
programs/crunch-sip.aspx
Literacy & Numeracy through games video links
Experienced teacher and Assistant Principal Wendy Lee showed us how to make numeracy and literacy fun and
active today. Last year Wendy presented on the Central Coast and created video clips of her favourite 8 physical
activities for reinforcing numeracy and literacy. Check out these excellent videos on the central coast health
promotion website. http://www.healthpromotion.com.au/PDHPE_Network/NumeracyLiteracyWorkshop.htm
NSW Premier’s Sporting Challenge- Thinking while moving
New research from the University of Newcastle has proven that significant student engagement, on task
behaviour and overall classroom behaviour, can be achieved when students combine THINKING while MOVING.
This website provides a range of classroom lessons and short videos have been developed to incorporate
physical activity into student learning, specifically while teaching Maths.
https://online.det.nsw.edu.au/psc/programs/getActiveInMiddleYears.html
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Upcoming Events
Friday 13th March National Ride2school day
National Ride2School Day is a great way for students of all ages to meet
their recommend daily dose of 60 minutes physical activity every day.
On Friday 13 March 2015 we’ll be celebrating the ninth National
Ride2School Day event, where over 300,000 Australian students will
ride, walk, scoot or skate to school. Registrations for National
Ride2School Day are open to all schools, so register your school today to ensure you receive your school pack by
early term one. The school pack will include a letter confirming your schools participation, posters and stickers to
help you celebrate this big day. If you have any questions about registering, email the team through the website
below:
http://handsup.ride2school.com.au/Account/Register
Crunch& Sip – get involved
Crunch & Sip is a set break during the school day when students can eat
fruit (or salad vegetables) and drink water in the classroom. Whether the
break is in the morning or the afternoon, the idea is to help kids to re-fuel
and boost their physical and mental performance and concentration in the
classroom. Each day, students bring a piece of fruit (or salad vegetables) to school to eat in the classroom, usually at
a set time. In addition, each child has a small, clear bottle of water in the classroom to drink throughout the day to
prevent dehydration. Through Crunch & Sip, schools can demonstrate their commitment to nutrition education in
the classroom by making links with the curriculum and creating a supportive school environment. To get involved, fill
in the Expression of Interest form on page 57 or check out the website below:
http://healthy-kids.com.au/teachers/crunch-sip/
NSW Premiers Primary School Challenge- registrations close 2 April
The Premier's Primary School Sport Challenge aims to engage young people in
sport and physical activity and encourages them to lead healthy and active
lifestyles. The Challenge involves primary school classes participating in a 10
week sport and physical activity challenge. A class may accumulate time spent in
a broad range of sports and recreational pursuits during lunchtime, in school
sport programs, class time, after school or in weekend physical activity.
Registrations are still available, to get involved, go to:
https://online.det.nsw.edu.au/psc/primary/home.html
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Sporting Schools- register to get involved in this new free initiative
Scan the QR Code below to go directly to the website to register your school.
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Contact details for South Eastern Sydney Live Life Well @ School team
If you have any questions following this workshop or need any further support for your school regarding the Live Life
Well @ School program or related health promotion initiatives for Primary Schools, please do not hesitate to contact
a member of our team.
Contact Person Details
Sally Inglis Live Life Well @ School Co-ordinator
Email: [email protected] Phone: 02 9382 8653
Lauren Mcclean Live Life Well @School Health Promotion Officer
Email: [email protected] Phone: 02 9382 8695
Lisa Moorhouse Live Life Well @School Health Promotion Officer
Email: [email protected] Phone: 02 9382 8693
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Exhibitors contact details and organisation profile
Trade Organisation Profile
NRL One Community Program Contact: Jessica Macartney Phone: 0428118580 Email: [email protected] Website: http://www.rloc.com.au/
Rugby League’s One Community provides the platform for Rugby League to deliver powerful social change in the community, with a particular focus on children and young people. The NRL One Community programs which are suitable to the Primary school setting include the Well Being program, Tackle Bullying, and Dream Believe Achieve. These can be delivered or alternatively our trained teachers can plan in collaboration with you a curriculum linked session using Rugby League as the context for learning.
Sporting Schools Contact: Liesl McGrath Phone: 09 459 838 Email: [email protected] Website: http://www.sportingschools.gov.au/
Sporting Schools brings schools and sports together to deliver quality sporting programmes and inspire primary students to develop a lifelong interest in sport. Sporting Schools will start in Term 3 2015. It is part of the Australian Sports Commission (ASC) and will build on the legacy and success of the Active After-school Communities (AASC) programme.
Milo Cricket Gerard Price Development Manager – Sydney South [email protected] 0419 227949 Nathan Wadds Development Manager – Sydney East [email protected] 0425 784054
Cricket NSW is excited to offer your school the opportunity to participate in the MILO in2CRICKET Skills Program in 2015. The program is designed to link closely with current syllabus outcomes, as delivered by qualified, accredited Cricket NSW Staff. Program content includes development of the fundamental skills associated with cricket, while also covering gross motor and movement skills. There is a cost per participant. All programs can be tailored to schools individual requirements.
Healthy Kids Association Contact: Clare Knight Phone: 02 9876 1300 Email: [email protected] Website: www.healthy-kids.com.au
Healthy Kids Association is a non-profit, non-government health promotion charity based in Sydney, Australia. Their mission is to promote and influence healthy food choices for children. Check out their website for more information on Crunch &Sip or for a range of excellent resources for canteens, teaching resources and parent communication.
Emergency Crew Contact: Cara Pearson Phone: 0410 686 347 Email: [email protected] Website: http://www.emergencycrew.com.au/about-us
Emergency Crew provides a much-needed service for primary and secondary schools by delivering the Emergency Procedures components of the Safe Living syllabus and other critical emergency knowledge and skills with dramatic effect. The staff at Emergency Crew are practitioners who have experienced real-life emergencies as a daily occurrence. The workshop facilitators employed by Emergency Crew have an emergency services background as Paramedics, Nurses, Police, Firefighters and Defence Force. All employees have been screened and trained to the highest standard.
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Go4Fun Contact person: Linda Trotter Phone: 02 9382 8641 Email: [email protected] Website: http://www.go4fun.com.au/
Go4Fun is a free healthy living program for kids above a healthy weight, running in NSW since 2009. This fun and interactive program helps children aged between 7 and 13 and their families, adopt a long-lasting healthy lifestyle. The program focusses on improving eating habits, fitness, teamwork and overall health. Go4Fun programs are led by qualified health professionals and take place after school, running parallel with school terms. Children and their families become fitter, healthier and happier as they have fun, meet new friends and learn new skills.
Get Healthy Service Contact person: Dian Tranter Phone: 02 9947 9851 Email: [email protected] Website: http://www.gethealthynsw.com.au/
The Get Healthy Information and Coaching Service is a free and confidential telephone based service for adults (18 years or older) who want to make improvements in healthy eating, physical activity and achieving or maintaining a healthy weight. Participants can receive information, and up to 10 phone calls, from trained health professionals who provide tailored advice and motivational support over a six month period. Get Healthy has been running in NSW since 2009 and participants have lost an average 3.8 kg body weight and 5.1 cm waist circumference. Contact the service: Freecall 1300 806 258; Mon-Fri 8am-8pm