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   Bacons PE and School
  Sports Partnership and
Extended Schools Program

 Extended Schools and Walworth CLAN
                        Health and Wellbeing Program

Programme Background:

      Background
      Your Health and Wellbeing Programme

Implementation of Programme

      Three Point approach
      Next steps
      What can your school do?
      PE and physical Activity Tips
      Supporting Information

      Maintaining momentum
      Monthly Promotions

Lesson plans:

      KS2 Long Term Plan
      KS2 Medium Term Plan
      KS2 Short Term Plans based


      Bacons School Sports Partnership Supporting the Curriculum
                                  Program Background

Obesity is fast becoming the single most important public health issues Great Britain is faces.

In 2008 Southwark recorded the highest levels of childhood obesity amongst year 6 pupils in
England at 26%. With the this trend continuing Southwark’s 2009 results again rose to 26.6%

Figure 1: Shows the prevalence of obesity in each community council area. This highlights
how urgent the need for action is. One school had a prevalence of over 70% at year 6.

Schools alone can not reverse the current rise in childhood obesity nor will draconian health
targets set by Local Authority or Government on individual organisations. For there to be a
change in our young people’s decision making process when it comes to health we must engage
with parents/carers in a multi dimensional, multiple agencies approach with a ‘Lifestyle’ based
change programme.

Your ‘Health and Wellbeing Programme’ is a three point intervention strategy using your schools
community ethos to form the framework for supporting parents/carers and teachers in
educating our young people on health choices. The Bacons PE and School Sports Partnership
will take the delivery lead with support from, Surrey Square, Southwark Primary Care Trust,
Extended schools team and head teachers.
           Your health and wellbeing programme:

This is a proactive response to childhood obesity rather than a reactive programme such
as MEND. Reactive programmes by nature require a problem to be present which in
some cases will ensure a lifelong battle with lifestyle choices. We are aiming to create a
programme that meets the needs of each individual and his/hers support network.

Stage 1: Curriculum Time Development:

6 week Wellbeing course for all year 5 and 6 pupils across the collaboration of schools. Along
with the Wellbeing sessions we will deliver a specific unit of High Quality Physical Education
designed to allow pupils to take control of their physical activity levels. We also endeavour to
create a year 7 and 8 specific programme. At the end of this course parents are invited along to
a health awareness day, with practical steps on how to maintain a healthy life style and learn
about the support on offer from the healthy living centre.

After school provision: 3rd hour

Within these PSHE sessions the tutor identifies inactive/obese children. These children’s
parents are invited to meet with the Wellbeing Centre Coordinator as well as invited to a
specific after school club and lunch time activities.

Our leadership academy ambassadors will assist in the after school clubs and act as mentors for
the most at risk pupils. Each club, lunch time or after school, will aim to increase confidence and
ensure pupils understand the importance of being active to maintain a healthy lifestyle.

Community: 4th –5th hour

All children are offered the opportunity to access Menu of activities at the ‘Wellbeing Centre’.
This is a designated centre based within the CLAN. This centre will offer parents/carers and
children sessions in healthy lifestyles choices, nutrition advice, cooking classes and exercise

The ‘Wellbeing centres’ will develop into a community based learning service with pupils and
the local community having access to home work support groups, mental health services and
healthy lifestyle classes. . The centre functions from 5-8pm twice a week and on a Saturday
                             Implementation of Programme
   The Three Point Approach:

   Stage 1: Wellbeing and PE Scheme of Work

   Key Theme: Engagement is the theme throughout this stage. Having pupils ask how
   they can make change will be an indicator to the success of this phase of the

          Years 5 and 6 Teachers from across the clan will receive CPD training from
           Bacons PE and School Sports Partnership on ‘Wellbeing and PE Programme’.

          Letter sent home to parents about programme and date for parents evening.

          Bacons PE and School Sports Partnership Health and Wellbeing coordinator
           to work with Teachers a full day.

          Bacons PE and School Sports Partnership Health and wellbeing coordinator to
           work with teachers and support staff in identifying physically inactive pupils
           and those considered to be overweight or obese.

          Students to organise a health lifestyle evening for parents. Bacons PE and
           School Sports Partnership Health and Wellbeing Coordinator and David
           Millard, advisor to Government, to have a Q&A session with parents. Those
           considered at risk offered a time to meet with ‘Wellbeing Centre Manager’

Subject:  Week 1        Week 2       Week 3       Week 4       Week 5         Week 6
          Theme         Theme        Theme        Theme        Theme          Theme
Wellbeing Good          Fitter,      Goals and    Food         Fabulous       Good
          things        healthier,   Rewards      Detective    Food Fest      things
          about me      happier                                               about me

            Cognitive   Nutrition    Cognitive    Nutrition    Cooking      Cognitive
Physical  Athletics     Dance        OAA          Games        Trampolining Children
Education                                                                   Choice
         Stage 2: After School Activity Clubs

         Key Theme:

         Reinforcing the importance of physical activity and reengaging those inactive
         pupils. Clubs will be monitored by the Schools Sport partnership with regular
         CPD courses for coaches.

            Each school will receive a half termly activity programme for pupils identified
             as non active or overweight or obese.

            Students most at risk will have a mentor from the Bacons PE and School
             Sports Partnership Young Leaders Program

            These clubs will take place on school site and on some occasion take place
             within the ‘Wellbeing Centre’ to help breakdown any barriers for parents and

            Children will be tracked through half termly cognitive questionnaires and
             termly measurements

Location     Phase 1      Phase 2       Phase 3      Phase 4       Phase 5       Phase 6
             Theme        Theme         Theme        Theme         Theme         Theme

        Stage 3: The Community Based Approach

        Key Theme: This is fundamentally the most important phase of the program. As
        working with parents/carers to address lifestyle choices is the only way to
        reinforce the messages they are receiving from within the school.

        This will be done through the three A’s:
             Acceptable
             Accessable
             Affordable

           All families will be offered the opportunity to access a Menu of activities at
            the ‘Wellbeing Centre’.
                 o Healthy lifestyles choices
                 o Nutrition advice
                 o Cooking classes
                 o Exercise sessions and advice from strength and conditioning coach
                 o Goal setting
                 o Impact exercise has on health
                 o Counselling social and emotional support

           The ‘Wellbeing centres’ will develop into a community based learning centre.

           Pupils and the local community will have access to home work support

           Mental health services

  Wellbeing     Phase 1        Phase 2           Phase 3        Phase 4        Phase 5
Centre Theme    Theme          Theme             Theme          Theme          Theme
Lifestyle       What being     Nutrition and     Exercise       Changes to     Are we
Choices         healthy        making it work    Prescription   your family    progressing
                means          for your family
Taking          Goal Setting   Cooking           Individual     Family         Review of family
Control                        Lessons           family plans   designed       plans and
                                                                continuation   refresher
                                                                programme      courses.
          Next steps:
                Setting a date for year 5 and 6 teachers to attend wellbeing and PE
                 inset. (Supply cost will be covered by partnership)
                Set a date for Healthy School TA to attend half day training
      Implement clubs
      Community voice “family wellbeing”
      Creation of Hub

What can your school do?

      Review school development plan and work wellbeing programme into school
       development plan

      Use this opportunity to review your PE programme with your School Sports
       Coordinator. Complete the HQ PE questionnaire and review your after school
       club provisions.

      Do you have a scheme of work and assessment policy?

      Are you actively promoting Physical Activity across the school?

      Are you a healthy school?

      Are you a ‘2012 Get Set’ member?

      Do you have a sports week that incorporates healthy living and participation not
       just competition?

PE and physical Activity Tips

      10 Indicators of High Quality Physical Education displayed around the school.

      Use your 8 days supply cover from your PE and School Sports Partnership to up
       skill your teaching staff.

      Have your PE and School Sports Partnership delivered an in school series of CPD.

      Ask your SSCO what after school clubs you have access to for the year.
                                  Supporting Information

Maintaining momentum
For this program to be successful this initial phase must be built into your school ethos.

Strategies for maintaining momentum:

      Having your school council set healthy living targets
      Themed lunch week based on the 5 food groups
      Invite all parents to health and wellbeing sessions
      Have monthly promotions
      Have healthy ambassadors within your school
      Have easy to read information on display
      Sign post pupils to after school activities
      Regularly assess the quality of your Physical Education Programme.
      Ensure you have a school sports week.
      Survey the pupils on what activities they would like after school
                                                           PE Scheme of Work:
              KS2 Long Term Plan:
              Key Theme:
   Area of              Knowledge, skills, and            Programme Acquire and Develop Skills                   Learning across the curriculum
   Activity                 understanding                                of study
                     (Pupils should be taught to)              (Pupils should be taught to)             (Pupils should be taught to)
Health And        Select and Apply skills, tactics      Create and perform dances using a range            Develop positive attitude towards
Wellbeing         and compositional ideas:              of movement patterns, including those               themselves and others
Promotion                                               from different times, places and cultures          Develop social skills in activities involving
                      Plan, use and adapt                                                                  co-operation and collaboration
                       strategies, tactics and          Respond to a range of stimuli and                  Understand the significance of activities
                       compositional ideas from         accompaniment                                       from their own and others cultures
                       individual, pair, small-group                                                       Learn how to lift, carry, place and use
                       and small team activities        Create and perform fluent sequences on              equipment safely
                      Develop and use their            the floor and using apparatus                      Manage their environment to ensure the
                       knowledge of the principles                                                          health and safety of themselves and others
                       behind the strategies, tactics   Including variations in level, speed and
                       and ideas to improve their       direction in their sequences
                       effectiveness                    Play and make up small sided and                    Develop a sense of fair play
                      Apply rules and conventions      modified competitive net, striking/fielding         Develop a positive sporting behavior
                       for different activities         and invasion games                                  Develop social skills in activities involving
                                                                                                             co-operation and collaboration
                  Evaluate and Improve                  Use skills and tactics and apply basic              Accept authority and support referees,
                  Performance:                          principles suitable for attacking and                umpires and judges
                      Identify what makes a
                       performance effective            Working with others to organize and
                      Suggest improvements             keep the game going
                       based on this information        Take part in OAA challenges, including              Develop social skills in activities involving
                                                        following trails, in familiar, unfamiliar and        co-operation and collaboration
                  Knowledge and Understanding           changing environments                               Gain a sense of achievement
                  of Fitness and Health:                Use a range of orienteering and problem             Manage their environment to ensure the
                                                        solving skills                                       health and safety of themselves and others
                      How exercise affects the         Working with others to meet the
                       body in the short term           challenges
                      To warm up and prepare           Take part in and design challenges and              Develop a positive sporting behaviour
                       appropriately for different      competitions that call for precision,               Manage their environment to ensure the
                       activities                       speed, power or stamina                              health and safety of themselves and others
                      Why physical activity is good    Use running, jumping and throwing skills
                       for their health and well        both singly and in competition
                       being                            Pace themselves in these challenges and
                      Why wearing appropriate          competitions
                       clothing and being hygienic
                       is good for their health and

              During key stage 2 pupils enjoy being active and using their creativity and imagination in
              physical activity. They learn new skills, find out how to use them in different ways, and link them
              to make actions, phrases and sequences of movement. They enjoy communicating,
              collaborating and competing with each other. They develop an understanding of how to succeed
              in different activities and learn how to evaluate and recognize their own success.
KS2 Medium Term Plan
ACTIVITY                      Health and Wellbeing

KEY STAGE                     2                       YEAR      5

NOTIONAL AMOUNT OF TIME                               6 x 60minutes


Programme of Study

Pupils should be taught to:

   take part in and design challenges and competitions that call for precision, speed, power and stamina
   Perform a class dance using a range of movement patterns, including those from different times and
   Take part in OAA challenges, including following trails, in familiar, unfamiliar and changing
   pace themselves in these challenges and competitions

Learning across the National Curriculum

Pupils should be taught to:

   develop a positive sporting behaviour
   Develop social skills in activities involving co-operation and collaboration
   Develop a sense of fair play
   Develop a positive attitude towards themselves and others.

Focus on Language

 sustained, explosive, timing, stopwatch, hurdling, pacing, run up, suppleness, stamina, strength,
  sequencing, health, energy consumption,


Explain the need for warming up and stretching before an activity and show some appropriate examples

Why physical activity is good for their health and wellbeing.


QCA/DFEE A Scheme of Work for Key Stages 1 and 2 – Athletic Activities – unit 3
Tops Activities cards.

Suggested warm ups

Main Content
Pupils will participate in running, jumping & throwing activities each week
- use of arms, legs and posture in explosive running
                              (TOP ATHLETICS - Running 5: sprint start relay)
- sustained running/walking continuously for 3 minutes
- Hurdling, up to 40 metres, over low canes
                              (TOP ATHLETICS - Running 4: running over hurdles)
- relays – Fun novelty races with an emphasis on continuous movement.
- combination jumps three spring jumps
- standing long jump, long jump with short run up
- high jump (scissors) over low canes
                              (TOP ATHLETICS - Jumping 1: jumping for height)
- pulling, pushing and slinging actions
- cricket/rounders ball throw for distance
- measuring each other using markers
                              (TOP ATHLETICS - Throwing 3: throwing for distance)
                              (TOP ATHLETICS - Throwing 4: throws relay)


Students will create a dance based on the Theme “the marathon man”.

Invasion Games:

3v1, 3v2, 5v3, 5v4 passing and controlling to keep possession and score
In pairs, feeding to thigh, abdomen, chest, head, stationary, and hands.

Problem Solving
               Kim’s trails - using string with items tied on, pupil remembers items to write down at the
               end (possibly even in order!)
               Blind trails (in pairs) one acts as guide
                                      (TOP OUTDOORS - Trails: kim’s trail)
                                      (TOP OUTDOORS - Trails: blindfold trail

Extension Activities

Suggested Cool Down
                            Date                       Year Group                  Area of Activity                Lesson in Unit                          Time                      No. of pupils             Lesson topic
                                                        Year 5-6                      Athletics                          1                               60 minutes                      25+                    Health and
                                                         To describe the key points of their sprinting action
                  Learning Outcomes                      To throw a range of objects with a pulling action
                       Pupils will be able to:
                  Time           Whole class learning                         Differentiated                            Teaching Points                               Organisation of pupils,                 Teaching styles
                                      activities                                 learning                                                                             space equipment and                     and strategies
                                                                                activities                                                                                  resources
                             In a space:                                     Groups to be of mixed       - Object Race: Students are to work as a team and                    Students in Groups of 4           Directed Learning
Warm up/

                             Relays – object pick up                         abilities.                  collect objects left in a hoop and bring them back to              Lined up in a straight lines

                             Relays – shuttle run                                                        team base.                                                                 Hoops x 4
                  15         (FFT – Card 6: feeling hot & breathing a lot)   Focus is encouraging all
                  Minutes                                                    participants for the        - Shuttle Run: Teams race against each other over 20         Beanbags and Balls of multiple codes.
                                                                             EFFORT rather than          meters once hopping, once walking, once duck walking
                                                                             performance.                once sprinting.
                             In groups of 4:                                 Achieving :                 - Having those exceeding expectations to assist those       Working in groups of 4 and 2               Guided Learning
                             -Teacher to handout Tops Sprinting Cards.       - To act as team leaders.   with developing skills.
                             Students are to find a space and work           - Ensure they understand                                                                8 copies of the Sprinting and throwing
                             together to develop the starting position –     their role is to provide    - Focus should be on EFFORT rather than performance.        TOPS Cards.
                             standing start & crouched start.                positive feedback.                                                                      Hoops x 4
Main activities

                             - Teacher to Reinforce - Drive with the legs    - To ensure each group      - Allow plenty of time for group to practice.               Beanbags and Balls of multiple codes.
                             & pump with the arms (Top Athletics –           member is able to
                             Running 5: sprint start relay)                  complete                    - Stop the group to offer advice as well as use pupils to
                             With a partner:                                                             demonstrate success.
                             - Throwing from a line using a pulling action   Developing:
                             1 throws, the other measures or collects        - Offer immediate
                             - Repeat with a ball, dart, koosh ball, rugby   feedback on the effort
                             ball                                            made.
                             - Take 3 steps back from the line, run up &
                             throw before stepping over the line             - Ensure the group they
                             - Did you throw further?                        are working is supportive
                                                                             pupils and will offer
                                                                             positive feedback.
                             Gentle stretching in a space with a partner                                 - Concentrate Q&A on the affects exercise has on our
                             – facing each other try to mirror your                                      bodies and minds.
End of

                             (FFT – Card 12: cooling down)                                               - Ask pupils about major muscles in the body.

                             describe the key points of the 3 throwing
             Bacons School Sports Partnership Support

CPD Program:
(Partnership pays for 8 release days for a member of your staff to attend training courses Primary)

Staff Insets:                      Module training, NQT training days, Subject specific
                                   training days.

Whole School Inset:                Assessment in PE, Schemes of Work, Subject Specific CPD

Teacher Training Program:          One to one lesson support with an SSCo.

Out of Hours School Learning Opportunities:
Sports Clubs:                      Athletics, Football, Multi Skills, Gymnastics, Dance,
                                   Cheerleading, Rugby, Aussie Rules,

Extreme Sports:                    BMX, Skateboarding, Martial Arts, Boxing,

Leadership Program:
Year 5 and 6 Leadership Program

Gifted and Talented Program:
Talent identification days and talent work shops

Junior Athlete Education Mentoring Program

Competition Calendar
Central London Competition Calendar Managed for KS1-KS4

Intra competition support

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