active schools more children more active more often · 2012-08-22 · 2 contact active schools team...

ACTIVE SCHOOLS

and

A CURRICULUM FOR EXCELLENCE

Integrating Physical Activity Opportunities in to

the lives of Shetland School Children

A guide to Active Schools Programmes and

their links to Curriculum for Excellence.

IDEAS

RESOURCES

SUPPORT

TRAINING

LINKS

OPPORTUNITIES

more children

more active

more often

2

Contact

Active Schools Team

Sport and Leisure Service

Education and Social Care

Hayfield House

Hayfield Lane

Lerwick

Shetland

ZE1 0QD

Telephone: 01595 74 4006

Email:

Fax: 01595 74 4056

Acknowledgements

Ash. W., Hewitt, Z. And Davies, R., (2005) 2nd Edition. Fun Fit Clubs, Cornwall County Council, Cornwall and Isles of Scilly NHS 2005

curriculum for excellence: health and wellbeing

Fit for Girls Interim Report, sportscotland and Youth Sport Trust, 2010

Making Girls More Active, sportscotland and Youth Sport Trust, 2005

Scottish Cycle Training Scheme: Trainer’s Guide, 2010

www.ltscotland.org.uk

Scottish Health Survey, 2009

3

2 Active Schools: Background and Context CONTENTS

3 Active Schools: Aims, Outcome and Delivery

4 Active Schools: Health and Wellbeing

5 How to use the resource

6 Active Schools Contact and Acknowledgements

Programmes

8 Active Start 36 Junior Jog Scotland

10 Play Days 38 Soccer One

12 Motor Skills 40 Social Fitness

14 Class Moves 42 Fit for Girls

16 Multi Activity Days 44 Day Certificate in Sports Leadership

18 Remote Isles Events 46 Mountain Biking

20 Family Activities 48 Dance Mats

22 Joint After School Clubs 50 ‘’TOPs’ Programmes

24 John Muir Award 52 After School Clubs

26 Young Leaders Award 54 School Sports Calendar and Inter-School Competitions

28 Hygiene, Healthy Eating and Physical Activity in Primary

Schools—Rugby 56 Joint School Health and Activity Days

30 Chatterbox Fitness 58 Health Days and Health Weeks

32 Cycle Training 60 Active Travel

34 First clubgolf

4

Active Schools is a key element of the Scottish Government’s drive to get Scotland more active; a commitment outlined in the National

Physical Activity Strategy, ‘Let’s Make Scotland More Active.’

The National Strategy for Sport, ‘Reaching Higher’, highlights Active Schools as one of the key successes of Sport 21 (the previous National

Strategy). Going forward the Active Schools Network has a critical role to play in realising the vision laid out within Reaching Higher. Active

Schools also makes a major contribution to the roles and actions laid out for local authorities within this strategy.

sportscotland’s contribution to Reaching Higher is laid out in its Corporate Plan. This plan identifies the Active Schools Network as a key

priority for sportscotland throughout 2011-2015.

In addition to the above, Active Schools contributes to the aims and objectives of a number of other documents and initiatives including:

National Priorities for Education, Community, Learning and Leisure

How Good is Our School

How Good is Our Community Learning & Development

Health Promoting Schools

Schools (Health Promotion and Nutrition) Bill

Local Community Planning

Integrated Children’s Services

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The fundamental aim of the Active Schools Network is to offer all children and young people the opportunities and motivation to adopt

active, healthy lifestyles, now and into adulthood.

Active Schools Managers and Coordinators are responsible for developing and supporting an infrastructure for Active Schools within the

school and wider community. They do this by recruiting, supporting and sustaining a network of volunteers, coaches, leaders and teachers

who in turn deliver physical activity and sport before, during and after school and in the wider community.

Building a sustainable volunteer network and providing an appropriate volunteering infrastructure for Active Schools within the school and wider community.

Providing opportunities for all children and young people to participate in physical activity & sport and enabling the creation of pathways from the school to the wider community.

Embedding the effective integration, planning, management and delivery of Active Schools within local authorities.

Increasing participation amongst “hard to reach groups” by adopting a targeted approach towards: girls and young women, children and young people with a disability, children and young people from black and minority ethnic backgrounds, children and young people in areas of socio-economic disadvantage (regeneration / SIMD areas), children and young people not currently involved in physical activity and sport.

To continue to increase opportunities for all children and young people to be engaged in physical activity and sport. To strengthen

pathways to participation and performance through sustainable school to community links.

AIM

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PE, Physical Activity

and Sport

Planning for

Choices and Change

Substance Mis-

use

Food and Health

HEALTH

AND

WELLBEING

Learning in health and wellbeing ensures that children and young

people develop the knowledge and understanding, skills,

capabilities and attributes which they need for mental, emotional,

social and physical wellbeing now and in the future.

The mental, emotional, social and physical wellbeing of everyone

within a learning community should be positively developed by

fostering a safe, caring, supportive, purposeful environment that

enables the development of relationships based on mutual respect.

These four aspects of wellbeing are inextricably linked.

In addition to planned physical education sessions, physical activity

and sport take place in the classroom, in the school, during travel

such as walking and cycling, in the outdoor environment and in the

community. Learning in, through and about physical activity and

sport is enhanced by participating in a wide range of purposeful and

enjoyable physical pursuits at break times, lunchtimes, within and

beyond the place of learning.

The experiences and outcomes are intended to establish a pattern

of daily physical activity which, research has shown, is most likely

to lead to sustained physical activity in adult life. Experiences and

outcomes should also open up opportunities for learners to

participate and perform at their highest level in sport and, if inter-

ested, pursue careers in the health and leisure industries.

The strength of Active Schools involvement across the six areas of

Health and Wellbeing

Mental, Emotional,

Social and Physical

Wellbeing

Relationships,

Sexual Health and

Parenthood

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7

Early

First

Second

Third

Fourth

Senior

Curriculum Time Extra—Curricular Sport Health Play

Active Schools have developed and incorporated activities in to each of

the levels of Curriculum for Excellence. There are activities and

courses for Early, First, Second, Third, Fourth and Senior levels.

There are programmes from national initiatives including Cashback for

Communities, activities which suit the needs of local schools such as

joint after school clubs and activities which support the work of local

agencies such as the NHS.

Active Schools activities are grouped by five broad themes:

CURRICULUM TIME, EXTRA-CURRICULAR, SPORT, HEALTH AND PLAY.

Each activity or programme has it’s heading, the intended

curriculum level, a description and keywords.

This logo highlights pro-

grammes where you can

access training, in-service

days, workshops and

other CPD opportunities

These tabs will take you

to the activities in each of

the curriculum levels.

These tabs will show you

which theme our activities

are part of.

TRAINING ACTIVE SCHOOLS TRAINING CALENDAR IS AVAILABLE

AT WWW.SHETLAND.GOV.UK/SPORT

8

ACTIVE START

EARLY LEVEL

The activities in the Active Start programme are suitable for children aged 5 years and under and are accessed by registered early

years establishments. The programme introduces individual skills in a variety of activities which develops hand—eye co-ordination,

co-operation skills, spatial awareness and social skills. The lesson plans are designed to make the activities easy to deliver. The team

also have a "Start to Play bag" for pre school pupils and further training is available through the Youth Sport Trust.

Establishing regular activity from an early age, positive use of energy, stimulating sports related activity, social and co-ordination

development

a third (33.6%) of all children

in Scotland were out-with the

healthy weight range - an

increase from 29.8% in 1998

Scottish Health Survey 2009

9

5a—I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. 11a—I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confi-dence in others. 14a—I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. 19a—In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences. 21a—I am learning to move my body well, exploring how to manage and control it and finding out how to use and share space. 22a—I am developing my movement skills through practice and energetic play. 23a—I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules. 24a—By exploring and observing movement, I can describe what I have learned about it. 27a—I know that being active is a healthy way to be. 28a—I can describe how I feel after taking part in energetic activities and I am becoming aware of some of the changes that take place in my body. 45b—I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communica-tion.

IDEAS

TRAINING

Early

First

Second

Third

Fourth


10

PLAY DAYS

EARLY AND FIRST LEVEL

Play and Learn. Schools can introduce a play day at any time of the year or as part of some fundraising activity or as part of a

focussed health week or block. Active Schools can support staff with equipment, advice, contacts and planning. The Play Van, from

Shetland Childcare Partnership, is an excellent resource for schools and community groups and offers children the chance to explore

and role play with colourful pieces of equipment, pedal cars and giant games.

Play and learn, role play, equipment loan, holiday programmes and curriculum time.

PLAYDAY PARTNERS

Shetland Pre-School Play Ltd

Shetland Childcare Partnership

Voxter House

Partner Providers

Co-op

Library

Bruce Family Centre

11

14a - I value the opportunities I am given to make friends and be part of a group in a range of situations. 19a - In everyday activity and play, I explore and make choices to de-velop my learning and interests. I am encouraged to use and share my experiences. 21a - I am learning to move my body well, exploring how to manage and control it and finding out how to use and share space. 22a - I am developing my movement skills through practice and ener-getic play. 23a - I am aware of my own and others’ needs and feelings especially when taking turns and sharing resources. I recognise the need to follow rules. 27a - I know that being active is a healthy way to be.

14a - I value the opportunities I am given to make friends and be part of a group in a range of situations. 19a - Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of oth-ers. 21a - I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practice and improve my skills to develop control and flow. 22a - I am developing skills and techniques and improving my level of performance and fitness. 23a - I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities. 27a - I am aware of the role physical activity plays in keeping me healthy and know that I also need to sleep and rest, to look after my body.

45a - I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers or other adults.

EARLY FIRST

Early

First

Second

Third

Fourth


12

MOTOR SKILLS GROUPS

EARLY AND FIRST LEVELS

The importance of fine and gross motor skills are central to the development of many other skills including literacy. Some children

experience difficulties in developing these skills and the Motor Skills Programme offers real practical help to children that can be

delivered in school by teachers and teaching assistants with the support of Active Schools. The programme is based on ‘ Let’s Move’

and ‘Fun Fit’ principles and is endorsed by NHS Shetland.

targeted, physically active, early intervention, movement and co-ordination

dressing, tying laces, using cutlery, scissors,

writing, playing with lego, painting

GROSS MOTOR

balance, jumping,

hopping, galloping,

skipping, ball skills

postural control, planning, organising, per-

ceptual skills, carrying out actions

Functional

Movement Skills

Fundamental

Movement Skills

Foundations of

Movement Skills

FINE MOTOR

holding, manipulat-

ing, eye-hand and bi-

lateral coordination

Adapted from Sydney Chu, In Fun Fit Clubs, Cornwall County Council and Cornwall and Isles of Scilly, 2005

13

19a—In everyday activity and play, I explore and make choices to de-

velop my learning and interests. I am encouraged to use and share my

experiences.

21a—I am learning to move my body well, exploring how to manage

and control it and finding out how to use and share space.

22a—I am developing my movement skills through practice and ener-

getic play.

24a—By exploring and observing movement, I can describe what I have

learned about it.

19a—Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of oth-ers. 21a—I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practise and improve my skills to develop control and flow. 22a—I am developing skills and techniques and improving my level of performance and fitness. 24a—I can recognise progress and achievement by discussing my thoughts and feelings and giving and accepting feedback.

14a—I value the opportunities I am given to make friends and be part of a group in a range of situations.

15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.

EARLY FIRST

TRAINING

Early

First

Second

Third

Fourth


14

CLASS MOVES

EARLY, FIRST AND SECOND LEVELS

As early as age 5 the learned pattern of sitting down for most of the day, and only moving in certain ways, starts to take hold. Class

Moves is a quick, fun and educational method for using physical activity as a relief from cognitive effort and links a child’s natural

tendency to move with daily lessons. A poster sized calendar has been designed with each month containing a theme and three main

activities. Little preparation is needed and in principle no extra materials or devices are required.

Posture, movement, relaxation, expression, positive body awareness, visual and audio resources

There is a calendar for each primary class

Each calendar has 10 months

Each month has its own title and theme

Each month contains three activities

Each calendar is supported by a CD of mu-

sic and manual for reference

“We have been able to link Class

Moves activities with Science, Art

and PE”

Scottish P4 Teacher

“I’ve seen an impact on pupils leaving

the room quietly and slowly...often

they can be noisy at this time of the

week (Friday) but now children are

far more manageable”

Welsh P1 Teacher

“I like the Class Moves because

you can have a laugh at school”

Scottish P6 pupil

15

EXPERIENCES

AND OUTCOMES

across First and

Second phases.

1a

8a

11a

21a

27a

48a

2a

10a

14a

22a

28a

3a

11a

15a

23a

44a/b

4a

14a

19a

24a

47a/b

IDEAS

TRAINING

Early

First

Second

Third

Fourth


16

MULTI ACTIVITY DAYS

FIRST AND SECOND LEVEL

Multi-Activity Days or MAD days take place in the school holidays. The event takes place over the course of a morning and afternoon

and children take part in a wide range of activities and games. Active Schools would like to deliver more MAD days around Shetland

with the help of volunteers.

Sport, play, teamwork, maximum variety, often in rural locations, volunteers required

BENEFITS OF PHYSICAL ACTIVITY

Greater wellbeing

Lower rates of smoking and substance misuse

Less risk of developing many diseases

Fewer symptoms of depression

A longer life

Greater ability to function at work and at

home

17

IDEAS

19a—Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of oth-ers. 22a—I am developing skills and techniques and improving my level of performance and fitness. 23a—I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities.

19a—Opportunities to carry out different activities and roles in a vari-ety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. 22a—I practise, consolidate and refine my skills to improve my per-formance. I am developing and sustaining my levels of fitness. 23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals.


FIRST SECOND

Early

First

Second

Third

Fourth


18

REMOTE ISLES EVENTS


About twice a year the remote isles of Shetland meet for a brief residential either on one of these islands or on the Shetland

mainland. A series of visits, activities and challenges are organised with the emphasis is on the young people being active rather

than sitting in the residential centre. The pupils are also involved in looking after themselves and each other through the domestic

chores of living together and having to work in groups on specific projects.

Being active, play matters, working with others, building positive relationships, self worth and confidence, team goals.

“Brilliant – made new friends

and tried out lots of different

things. Did not like washing up!”

“The wood was amazing – even

in the rain”

Pupil

The Active Schools Team would

like to recommend the use of

Shetland-based residential

trips to other schools.

“It was good to see my P4 pupil

work in a group of his own age.

He so rarely sees anyone except

other adults or very young chil-

dren”

“Mixing with others – amazing!”

Teacher

19

19a - Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others. 22a - I am developing skills and techniques and improving my level of performance and fitness. 23a - I can follow and understand rules and procedures, developing my ability to achieve per-sonal goals. I recognise and can adopt different roles in a range of practical activities. 27a - I am aware of the role physical activity plays in keeping me healthy and know that I also need to sleep and rest, to look after my body. 44a - I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. 44b - I understand positive things about friendships and relationships but when something wor-ries or upsets me I know who I should talk to. 45a - I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers or other adults.

19a - Opportunities to carry out different activities and roles in a variety of settings have en-abled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. 22a - I practice, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a - While working and learning with others, I improve my range of skills, demonstrate tac-tics and achieve identified goals. 27a - I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. 44a - I understand that a wide range of different kinds of friendships and relationships exist. 44b - I am aware that positive friendships and relationships can promote health and the health and wellbeing of others. 45a - I am identifying and practicing skills to manage changing relationships and I understand the positive impact this can have on my emotional wellbeing.

4a - I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others be-have. 5a - I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. 10a - I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. 11a - I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. 12a - Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. 13a - Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. 14a - I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. 16a—I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

FIRST SECOND

Early

First

Second

Third

Fourth


20

FAMILY ACTIVITIES


A family approach to health can have huge benefits for children and the wider community. Working with families doing activities

together in schools, community centres and halls and enjoying physical games alongside inclusive, social activities. Opening our

buildings to bring people together and share information and promote a healthy lifestyle.

Community involvement, parent forums, community schools

“It was lovely to try activities for

the whole family, would definitely

come again as there was a good

mixture”

Parent

“Great seeing everyone join in

and have fun”

Head Teacher

Children whose mothers met

recommended activity levels for adults

were more likely to meet

recommended levels for children.

Scottish Health Survey, 2009

21

19a - Through taking part in a variety of events and activities, I am learning to recog-nise my own skills and abilities as well as those of others. 27a - I am aware of the role physical activity plays in keeping me healthy and know that I also need to sleep and rest, to look after my body. 29a - I enjoy eating a diversity of foods in a range of social situations. 44a - I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. 44b - I understand positive things about friendships and relationships but when some-thing worries or upsets me I know who I should talk to.

19a - Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. 27a - I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. 29a—I enjoy eating a diversity of foods in a range of social situations. 44a - I understand that a wide range of different kinds of friendships and relation-ships exist. 44b - I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.

5a - I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. 10a - I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a wel-coming place for all. 12a - Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society. 13a - Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. 14a - I value the opportunities I am given to make friends and be part of a group in a range of situations.

FIRST SECOND

Early

First

Second

Third

Fourth


22

JOINT AFTER SCHOOL CLUBS

FIRST AND SECOND

Working across associated primaries, Active Schools Co-ordinators can assist teachers and parent volunteers planning after school

clubs between schools. Children enjoy visiting other schools and take pride in hosting other children at their own school. Sport, play

and crafts are excellent ways of making new friends for children and sharing their own school space can develop some new skills.

Transport arrangements can be made through Active Schools.

Extra-curricular, citizenship, sport, play, crafts, school links

Active Schools delivered over 4.7m

participant sessions, an estimated

5% increase on last year, and 75%

of these sessions were delivered by

volunteers,

Sportscotland Focus Annual Review

2009/10.

84% of girls said they would like

to be more active

Fit For Girls Interim Report 2010

23

19a - Through taking part in a variety of events and activities, I am learning to recog-nise my own skills and abilities as well as those of others.

21a - I am discovering ways that I can link actions and skills to create movement pat-terns and sequences. This has motivated me to practice and improve my skills to de-velop control and flow.

22a - I am developing skills and techniques and improving my level of performance and fitness. 23a - I can follow and understand rules and procedures, developing my ability to achieve personal goals. I recognise and can adopt different roles in a range of practical activities. 44a - I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. 44b - I understand positive things about friendships and relationships but when some-thing worries or upsets me I know who I should talk to.

19a - Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. 21a - As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and with control. 22a - I practice, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a - While working and learning with others, I improve my range of skills, demon-strate tactics and achieve identified goals. 44a - I understand that a wide range of different kinds of friendships and relation-ships exist. 44b - I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.

4a - I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. 14a - I value the opportunities I am given to make friends and be part of a group in a range of situations.

FIRST SECOND

TRAINING

Early

First

Second

Third

Fourth


24

JOHN MUIR AWARD

SECOND LEVEL

The John Muir Award is an environmental award scheme focussed on wild places. It encourages awareness and responsibility for

the natural environment in a spirit of fun, adventure and exploration. The Award is open to all and is the educational initiative of the

John Muir Trust. Four challenges are at the heart of each John Muir Award—discover—explore—conserve—share

Physically Active, Outdoors, Record books, Conservation, Presenting Experiences

the“....we put the harnesses on and something

caught my eye, there were ropes coming from the

other side of the stream – it looked absolutely

amazing and I was the first to go on and I loved it

– the postman’s walk, the slack line and finally the

zip line, that one was the best!”

Scalloway P6 Pupil

Please contact the Active

Schools Team for a John Muir

Award outline.

“The children loved taking part in the award - many

described it as the best thing in their P7

year. They got to visit places in Shetland they

had never been to before and try activities that

were only possible with trained staff who could

challenge their physical and mental abilities -

creating a great sense of achievement and team

spirit among the class.”

“The children enjoyed creating the wildlife garden

for the school and community. They looked for-

ward to revisiting it after leaving the school to

watch its progress and claim credit for something

they had produced. The challenge of the presen-

tation element of the award was also beneficial

in sharing their experiences with an audience of

parents and speaking in public.”

Class Teacher Comments

25

IDEAS

1a - I am aware of and able to express my feelings and am developing the ability to talk about them

5a—I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show

respect for myself and others.

11a - I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.

12a—Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.

13a—Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.

14a - I value the opportunities I am given to make friends and be part of a group in a range of situations.

16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible

23a - While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals.

24a - By reflecting on my own and others’ work and evaluating it against shared criteria, I can recognise improvement and achievement and use this to progress further.

44a - I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.

TRAINING

SCHOOLS WHO HAVE COMPLETED

THE AWARD

Scalloway, Hamnavoe, Nesting,

Tingwall, Whiteness, Urafirth,

Baltasound, Anderson High School

Early

First

Second

Third

Fourth


26

YOUNG LEADERS AWARD

SECOND LEVEL

The Young Leader Award is a programme of leadership training for young people between the ages of 9 and 13 that promotes them

working with younger children, teaching leadership skills through a range of games and activities. The Young Leader Award has been

designed for use in a variety of different delivery settings, including primary and secondary schools, uniformed organisations and

sports and community groups.

6-10 hours to deliver.

Leadership, playground development, buddy systems, physically active, safe play, certificates

Communication

Responsibility

Fun

Safety

Co-operation

Organisation “The Young Leaders play a vital

role in the smooth running of

our break times. There enthusi-

asm and understanding of lead-

ing games and working with

younger children has helped our

playground supervisors im-

mensely”

Head Teacher

27

4a—I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and

the way others behave.

5a—I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show

respect for myself and others.

8a—I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

10a—I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a

welcoming place for all.

11a—I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.

12a—Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.


15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.

16a—I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

19a—Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will

help me to prepare for the next stage in my life and learning.

23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals.

27a—I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity.

44b—I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.

IDEAS

TRAINING

Early

First

Second

Third

Fourth


28

Hygiene, Healthy Eating and Physical Activity in Primary Schools—Rugby

SECOND LEVEL

The HHEAPS Initiative (Hygiene, Healthy Eating and Activity in Primary Schools) has been developed by Food Standards Agency

Scotland as a resource for schools to raise children's awareness of the benefits of food hygiene, healthy eating and physical activity.

The strength of HHEAPS lies in two key concepts: using sports coaches as positive role models and linking together food hygiene,

healthy eating and physical activity. The resource includes a Mission Book for each pupil, a Teacher’s Guide for each teacher and

Prompt Cards for each coach. This package links the physical and classroom activities and reinforces the hygiene and healthy eating

messages. Part delivered by our SRU Community Coach

Hygiene, Healthy Eating, Rugby Coaching, 6 x 1 hour classroom based activity and 6 x 40 minutes Rugby coaching

www.food.gov.uk/scotland/

29

14a—I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health 16a—I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible 21a—As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and with control. 22a—I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals. 26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the development of my performance in my place of learning and beyond. 30a—By applying my knowledge and understanding of current healthy eating advice I can contribute to a healthy eating plan. 33a—Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their impor-tance to health and wellbeing.

IDEAS

Early

First

Second

Third

Fourth


30

“I enjoyed getting to know

new people”

“I liked speaking with the

old people”

“I enjoyed being able to play

games with the clients”

Pupils

Taing House Feedback

CHATTERBOX FITNESS

SECOND LEVEL

A mutual respect and understanding can be developed between different generations by bringing children and the elderly together

to take part in joint activities. Small groups of pupils volunteer to take part in a group project to visit day-care clients on a weekly

basis over a school term. Each visit is planned and involves chair exercises and fun physical activities with various pieces of

equipment and music. Children and adults working together developing social and movement skills.

Leadership, citizenship, inter-generational, promoting positive behaviour

The Active Schools Team would

like to extend this project to

other areas and care homes.

“I enjoyed everything the

children did, especially the ball

games and skittles”

“I enjoyed all the exercises the

children did”

Residents

31

5a - I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value re-lationships, I care and show respect for myself and others. 8a - I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. 12a - Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and par-ticipate in society. 13a - Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. 14a - I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a - I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. 44a - I understand that a wide range of different kinds of friendships and relationships exist. 44b - I am aware that positive friendships and relationships can promote health and the health and wellbeing of others.

IDEAS

TRAINING

Early

First

Second

Third

Fourth


32

CYCLE TRAINING

SECOND LEVEL

The Scottish Cycle Training Scheme (SCTS) offers upper primary school children basic skills and knowledge necessary for competent

and safe cycling. It is intended as a starting point for lifelong development and to consolidate skills necessary for good cycling

practice. The scheme can be used alongside other resources, such as Sustrans ‘Safer Routes to Schools’ and Cycling Scotland’s

‘GoByCycle’. The scheme can also be used to promote an understanding of the role of cycling as an environmentally sustainable and

healthy form of transport as part of the ‘Health Promoting Schools’ and ‘Eco Schools’ initiatives.

Road safety, cycle skills, programme of practical cycling and classroom theory, recorded assessment of competence

The SCTS provides an excellent oppor-

tunity for parents to get involved with

your cycling group. Active Schools can

help recruit volunteers to your group.

33

11a—I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confi-dence in others. 16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. 17a - I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. 18a - I know and can demonstrate how to travel safely. 19a—Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for devel-opment. This will help me to prepare for the next stage in my life and learning. 21a - As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and with control. 22a - I practice, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a - While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals. 24a - By reflecting on my own and others’ work and evaluating it against shared criteria, I can recognise improvement and achievement and use this to pro-gress further.

IDEAS

TRAINING

Early

First

Second

Third

Fourth


34

FIRST CLUBGOLF

SECOND LEVEL

The clubgolf programme is part of Scotland’s commitment to the game which formed part of the successful bid to host the 2014

Ryder Cup. The introductory firstclubgolf is now well established across the country and provides children with an opportunity to

experience golf in primary school. firstclubgolf offers children a structured programme which can be incorporated in to PE

curriculum time or as after school club and supports children’s early development as golfers.

Indoor and outdoor activity, golf pathway and school to club links, excellent resources, 6-8 week block of activity

Over 36,000 P5 pupils have received an intro-

duction to golf through clubgolf

Sportscotland Focus Annual Review 2009/10

35

14a—I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health 16a—I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible 21a—As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply move-ment skills and strategies, creatively, accurately and with control. 22a—I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals. 24a—By reflecting on my own and others’ work and evaluating it against shared criteria, I can recognise improvement and achievement and use this to pro-gress further. 26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the develop-ment of my performance in my place of learning and beyond.

IDEAS

TRAINING

Early

First

Second

Third

Fourth


36

JUNIOR JOG SCOTLAND

SECOND LEVEL

The Junior Jog Scotland programme offers children an opportunity to play games and complete activities around the concept of

jogging. The programme offers structure to lunch clubs and after school clubs and increases fitness and mobility of pupils. A leader’s

pack contains pocket sized cards around the themes of warm ups, individual and group exercises and cool downs. Using little or no

equipment and requiring very little preparation, leaders could run Junior Jog sessions quickly and easily as part of curricular and

Easy to use, minimal equipment, links to road races, curricular and extra-curricular, online resources

UK children watch an average of more than two and a half hours of television a day and spend an hour and 50 minutes online a day

Nearly two in three have their own computer (62%).

Nearly half have internet access in their own

room (46%).

Childwise, 2011, (Sample of 2,445 children aged 5-16)

37

14a—I value the opportunities I am given to make friends and be part of a group in a range of situations. 15a—I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health 16a—I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible 21a—As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and with control. 22a—I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals. 26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the development of my performance in my place of learning and beyond.

IDEAS

TRAINING

Early

First

Second

Third

Fourth


38

SOCCER ONE and SECONDARY SCHOOLS FOOTBALL

THIRD LEVEL

Bank of Scotland Soccer One is the Scottish FA’s largest after-school football programme which offers free weekly football training and games. Early secondary pupils will have the opportunity to play other schools in football festivals and matches that take place throughout the school year. Run in partnership with the Scottish FA, the Scottish Government's CashBack for Communities scheme, Local Authorities and title sponsor Bank of Scotland, the programme aims to create new football teams in schools for boys and girls regardless of ability.

Extra-curricular, inter-school, volunteer coaches, boys and girls teams, excellent funding and resources

Rewards for Schools

Fundraising opportunity for sports equipment for your school

School staff development

Volunteer Opportunities for senior pupils

Rewards for Volunteers and Clubs

Free Coaching courses for coaches

Sponsored branded clothing

Sponsored kit and equipment

39

12a—Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and par-

ticipate in society.

13a—Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.


21a—As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and

apply movement skills and strategies, creatively, accurately and with control.

22a—I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness.

2-23a—While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals.

26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and

the development of my performance in my place of learning and beyond.

IDEAS

TRAINING

Early

First

Second

Third

Fourth


40

SOCIAL FITNESS

THIRD AND FOURTH LEVEL

Working with the Additional Support Team, PE staff and school management teams, secondary pupils are identified who might

benefit from a block of social and physical activities. Pupils get access to youth information, take part in social development games

and have the opportunity to experience new physical activities in an environment created to increase self-esteem and confidence.

Targeting, social and physical development, multi-team work, after school activities, new experiences

Targeting those hard to each

groups is important in attracting

those young people not motivated

by traditional sports or lacking in

self-confidence and not able to opt

in to mainstream activities and

clubs.

In the UK, obesity has

trebled since 1980 and

continues to increase at an

alarming rate. 1 in 3 girls

aged 11 is overweight.

41

2a—I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing

them.

4a—I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to under-

stand my own behaviour and the way others behave.

5a—I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value

relationships, I care and show respect for myself and others.


21a—As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and

apply movement skills and strategies, creatively, accurately and with control.

22a—I practise, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness.

26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and

the development of my performance in my place of learning and beyond.

34a—Having explored a range of issues which may affect food choice, I can discuss how this could impact on the individual’s health.

IDEAS

TRAINING

Early

First

Second

Third

Fourth


42

FIT FOR GIRLS

THIRD, FOURTH AND SENIOR LEVELS

Fit for Girls is aimed at school girls with the intention of encouraging them to adopt more active lifestyles. Schools develop their own

strategies, which may include improving changing rooms, introducing new activities, using different deliverers, creating ‘girls only’

sessions, changing PE kit and, most importantly, consulting with the girls. Often, schools choose to deliver a multi activity club for

girls, which gives them an opportunity to try a variety of new activities whilst improving their social skills and confidence.

Targeting, confidence building, new activities from consultation, ‘girls only’ clubs, curricular and extra-curricular

THE NEED

Almost half of adult women

in Scotland (43%) partici-

pate in little or no sport at

all, and 79% of girls aged 8-

15 do not see being fit and

healthy as being important.

40% of girls have dropped

out of all sports activity by

the time they reach 18.

In Making Girls More Active, 2005

THE OPPORTUNITY

84% of girls said they

would like to be more active

Less than half of the girls

(43%) had been consulted

about what activities they

would like to do at school

In Fit for Girls Interim Report 2010

43

10a - I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. 13a - Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community. 14a - I value the opportunities I am given to make friends and be part of a group in a range of situations. 2/3-21a - As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and with control. 2/3-22a - I practice, consolidate and refine my skills to improve my performance. I am developing and sustaining my levels of fitness. 3-23a—I am developing the skills to lead and recognise strengths of group members, including myself. I contribute to groups and teams through my knowl-edge of individual strengths, group tactics, and strategies. 2/3-26a—I have investigated the role of sport and the opportunities it may offer me. I am able to access opportunities for participation in sport and the de-velopment of my performance in my place of learning and beyond. 2/3-27a - I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. 3/4-44a - I understand the importance of being cared for and caring for others in relationships, and can explain why. 3/4-44b - I understand and can demonstrate the qualities and skills required to sustain different types of relationships. 3/4-45a - I recognise that power can exist within relationships and can be used positively as well as negatively.

IDEAS

TRAINING

Early

First

Second

Third

Fourth

Senior


44

DAY CERTIFICATE IN SPORTS LEADERSHIP AND SECONDARY COACHING OPPORTUNITIES

FOURTH AND SENIOR LEVELS

An opportunity for senior pupils, volunteer staff and parents to attain the basic Coaching Principles before leading sports and activi-

ties. This day certificate introduces the key leadership skills in sport of Organisation, Planning, Communication, Differentiation and

Good Practice. Many senior pupils are talented young sports people and have the potential to be good organisers and role models.

There are opportunities to develop these skills through coaching opportunities to create skilled and qualified coaches for the future.

Leaders, Coaches and helpers can support your extra-curricular programme and individuals can improve their coaching CV.

Volunteering, Citizenship, Leadership, MV Awards, Coach Education

1. Introduction to Sports Leadership

2. Communication for Sport

3. Taking Control of a Group

4. Organisation Tools

5. Where to and what next

6. Safety in Sport

7. Adaptation of Simple Activities

8. Putting it all in to practice DA

Y C

ER

TIF

ICA

TE

SY

LL

AB

US

45

IDEAS

TRAINING

Early

First

Second

Third

Fourth

Senior


46

MOUNTAIN BIKING

THIRD AND FOURTH LEVEL

An opportunity to experience entry—intermediate level mountain biking. Setting off from the Southern end of the B999 the route

takes you through rocky and undulating terrain, up and over hills and across grassland to the Hams of Muckle Roe. All aspects of

safety and equipment are covered and mountain bikes are also provided. Other routes are being developed to support sessions

around navigation, route planning and mountain biking technical skills.

Outdoor, half day and full days, health weeks, Muckle Roe, bikes and equipment supplied

47

IDEAS

Early

First

Second

Third

Fourth


48

DANCE MATS

SECOND, THIRD, FOURTH AND SENIOR LEVELS

Following a successful campaign and phone-in vote, Active Schools won £46,000 through the Big Lottery Fund’s People’s Millions for their dance mat project in 2010. We have 24 mats in total and two separate systems which have been used all over the isles by various community groups. Players follow a sequence of steps shown on a big screen which they then replicate on their individual dance mat. The system offers a great means of improving coordination and rhythm and is great fun to use. Over 100 people have been trained to set up and operate the system and more training dates will be of-fered in the future.

Co-ordination, rhythm, aerobic workout, community involvement,

widespread training, short term and long term bookings

49

IDEAS

Early

First

Second

Third

Fourth

Senior


TRAINING

50

‘TOPs’ PROGRAMMES

FIRST, SECOND, THIRD AND FOURTH LEVELS

From 18 months to 18 years, the TOP programmes give young people of all

abilities the chance to make the most of the opportunities that PE and sport

can bring. Active Schools store this fantastic range of sports equipment and

easy to use activity plans which can support the delivery of physical

activities and games as part of extra—curricular clubs and youth clubs.

Senior pupils can be trained to help deliver the TOPs programmes.

Equipment holdalls, games and activity cards, free play and instructor led

sessions, equipments bags can be loaned out for short blocks of activity

TOP Play 5—8 Years A bag of resources to develop

generic motor skills through

games and play

TOP Sport 7—11 Years

A sport specific bag of resources to

develop particular skills and tech-

niques but retaining the games

and fun based approach

TOP Activity 7—11 Years

(and beyond)

A resource bag which offers fun

and exciting alternative activities

by providing inspirational, non-

traditional activities such as cheer-

leading, martial fitness and space

51

IDEAS

TRAINING

Early

First

Second

Third

Fourth


52

AFTER SCHOOL CLUBS


With links across all of the schools in Shetland, Active Schools is well placed

to organise activities that bring together pupils from different schools. This

can be particularly effective for small rural schools as it offers pupils the

chance to participate in larger group activities. Meeting new people from

different areas of Shetland can develop social skills and build confidence

whilst encouraging pupils to take pride in their school and to welcome

visitors.

Inter school friendships, group activities, new experiences, travel, team

building games

53

IDEAS

Early

First

Second

Third

Fourth


54

SCHOOL SPORTS CALENDAR and INTER-SCHOOL COMPETITIONS


The School Sports and Events calendar is produced annually and draws upon

the input from P.E., Active Schools and from Head Teachers. The events list

offers competitive sport at primary and secondary levels whilst also

providing festivals with a focus on participation and fun. Smaller schools are

invited to attend an event specifically aimed at bringing pupils together from

smaller schools giving them an opportunity to play in team sports with

pupils of the same age. There are also large one-off events such as the

Mini-Island Games and Mini Commonwealth Games celebrating the hand

over of the Commonwealth flag from Delhi to Glasgow for Scotland’s

Commonwealth Games in 2014. More events such as these will be delivered

ahead of London 2012 and Glasgow 2014.

Competitions, cluster events, large multi-sport events, 1 & 2 teacher school

events, primary and secondary events

55

IDEAS

Early

First

Second

Third

Fourth


56

JOINT SCHOOL HEALTH AND ACTIVITY DAYS

ALL LEVELS

With links across all schools in Shetland, Active Schools is well placed to

organise activities to bring together pupils from different schools. This can

be particularly effective for small rural schools as it offers pupils the chance

to participate in larger group activities. Meeting new people from different

areas of Shetland will help confidence and social skills while encouraging

pupils to take pride in their school and welcome visitors.

Inter school friendships, group activities, new experiences, travel, team

building games

57

IDEAS

Early

First

Second

Third

Fourth

Senior


58

HEALTH DAYS AND HEALTH WEEKS

ALL LEVELS

A continuous thread of health promotion through the school year is

recommended, however, dedicating a particular day or week to focus on

health can help to reiterate the importance of a healthy lifestyle and the

benefits it can bring. This can also be a time to offer new activities with a

focus on a variety of health topics such as physical activity & fitness, healthy

diet and mental health.

Suspended curriculum, external instructors, inter-school links, whole school

challenges

59

IDEAS

Early

First

Second

Third

Fourth

Senior


TRAINING

60

ACTIVE TRAVEL

ALL LEVELS

Active Travel encourages the whole school community to be aware of active ways to travel to and from school with Road Safety being an essential element of this. The programmes listed below will also contribute towards a School Travel Plan.

Cycle training, walk to school week, bike week, activity trails

61

IDEAS

Early

First

Second

Third

Fourth

Senior


TRAINING

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