Bacons PE and School
Sports Partnership and
Extended Schools Program
[HEALTH AND WELLBEING
Extended Schools and Walworth CLAN
Health and Wellbeing Program
Your Health and Wellbeing Programme
Implementation of Programme
Three Point approach
What can your school do?
PE and physical Activity Tips
KS2 Long Term Plan
KS2 Medium Term Plan
KS2 Short Term Plans based
Bacons School Sports Partnership Supporting the Curriculum
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
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
Stage 2: After School Activity Clubs
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
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:
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
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
Community voice “family wellbeing”
Creation of Hub
What can your school do?
Review school development plan and work wellbeing programme into school
Use this opportunity to review your PE programme with your School Sports
Coordinator. Complete the HQ PE questionnaire and review your after school
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
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.
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:
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,
LEARNING OUTCOMES TO BE ASSESSED
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.
BROAD OUTLINE OF CONTENT
Suggested warm ups
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”.
3v1, 3v2, 5v3, 5v4 passing and controlling to keep possession and score
In pairs, feeding to thigh, abdomen, chest, head, stationary, and hands.
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
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
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
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
- 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
- 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
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.
(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
(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
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,
Year 5 and 6 Leadership Program
Gifted and Talented Program:
Talent identification days and talent work shops
Junior Athlete Education Mentoring Program
Central London Competition Calendar Managed for KS1-KS4
Intra competition support