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South Eastern Sydney

Local Health District

Practise What You’ll Teach

K-6 PDHPE Workshop

4 March 2015

Woolooware

Workshop Booklet

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Contents

Welcome note ………………………………………………………………………………………………………………………. 3

Acknowledgments ………………………………………………………………………………………………………………… 4

Program for the day ………………………………………………………………………………………………………………. 5

Workshop synopsis ………………………………………………………………………………………………………………… 6

Presenter biographies ……………………………………………………………………………………………………………. 7

Post workshop free resources ……………………………………………………………………………………………….. 8

Workshops: Presentations and resources

- Games in small spaces using minimal equipment …………………………………………………………… 14

- Numeracy & Literacy through games ………………………………………………………………………………. 25

- Programming for PDHPE …………………………………………………………………………………………………. 32

- Creative games ………………………………………………………………………………………………………………… 35

Whole Staff Professional Development in-service ………………………………………………………………….. 41

Nutrition resources …………………………………………………………………………………………………………………. 43

Useful websites ………………………………………………………………………………………………………………………. 59

Upcoming events ……………………………………………………………………………………………………………………. 60

Contact details for South Eastern Sydney Live Life Well @ School team ……………………………….... 62

Exhibitors contact details and organisation profile ………………………………………………………………….. 63

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Conference Welcome

It is our pleasure to welcome you to the South Eastern Sydney Local Health District ‘Practise what

you’ll teach conference’. The South Eastern Sydney Live Life Well @ School team have teamed up

with local specialist PDHPE teachers, sporting organisations & Healthy Kids Association to deliver this

professional development conference for Primary school teachers. Teachers will have an

opportunity to participate in hands on planning activities and innovative Physical Education lessons.

Live Life Well @ School is a joint initiative between the NSW Department of Education and

Communities and NSW Ministry of Health focusing on physical activity and nutrition. The key aims of

the program include:

A renewed focus on the school PDHPE programs, with the aim of improving the quality of

teaching in physical education and nutrition education within the school.

Utilising a ‘whole of school’ approach to promote and support regular physical activity and

healthy eating within the school and community.

More opportunities for students to be more active, more often.

The Live Life Well @ School team in the South Eastern Sydney Local Health District are working in

partnership with primary schools to embed a health promoting schools philosophy and plan for the

sustainability of the Live Life Well @ School program and associated initiatives.

Being physically active and developing healthy eating habits provides students with important health

benefits. The explicit teaching of fundamental movement skills is important for students to

participate successfully in the many physical activities, games and sports offered at schools and in

our community. PDHPE also provides numerous opportunities to integrate strategies and learning

experiences across the key learning areas to contribute to the development of literacy and

numeracy skills.

We hope that this conference will provide you with inspiration, enhance your skills in delivering

quality physical activity and nutrition education for your students whilst giving you the opportunity

to connect and share ideas with local schools and access new free teaching resources and the latest

information.

Lauren, Lisa and Sally

Live Life Well @ School Team,

South Eastern Sydney Local Health District

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Acknowledgements

The Live Life Well @ School team would like to thank the following people who have made a

significant contribution to this ‘Practise what you’ll teach’ conference.

Workshop Committee:

Sally Inglis, Lauren McClean, Lisa Moorhouse

SESLHD Health Promotion Management:

Myna Hua, Dian Tranter

SESLHD Staff:

Fran Hannan, Claire Palmer, Libby Powell, Emma Sainsbury, Marina Tomasella, Linda Trotter

Workshop presenters

Sarah Ellery, Kirsty Holmes, Wendy Lee, Danielle Mchugh

Display organisations

Cricket NSW, Get Healthy Service, Go4Fun, Healthy Kids Association, NRL, Sporting Schools

Champion Schools and representatives

Our Lady of the Rosary, Kensington - Lauren Tolhurst

Ramsgate Public School - Lydia Ng

St Declan’s Primary School, Penshurst - Diana Da Silva

Delegates for their commitment to quality teaching in PDHPE

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AGENDA Practise What You’ll Teach Workshop

4 March 2015, Woolooware

Time Programmed Activity

8:30am Registrations

Tea/Coffee available

9:00am

Welcome & Introduction

Guest speaker address

NRL Community Ambassador: Ben Ross

Netball NSW: Caitlin Thwaites

9:30am Workshop Session 1

10:30am Morning Tea break

10:50am Workshop Session 2

11:50am Workshop Session 3

12:50pm Lunch break

1:20pm

Case Study Presentations:

1. Promoting activity during recess & lunch:

St Declan’s Primary School, Penshurst

2. Communicating with families:

Our Lady of the Rosary Primary School, Kensington

3. Introducing Crunch & Sip:

Ramsgate Public School, Ramsgate

Crunch & Sip Implementation Awards

Q&A session with the panel

2:00pm Workshop Session 4

3:00 – 3:30pm Evaluation & Close

Lucky Door prize presentation

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Workshop synopsis

Games in small spaces using minimal equipment

This workshop will focus on getting students participating quickly and efficiently through fast,

fun and energising games which cater for a range of Stages. This workshop will improve

teacher’s knowledge of how to work within the constraints of the school setting including;

running physical activity lessons within a confined space and utilising minimal equipment.

Participants will learn how to link games to specific sports and their related skills and how to

modify games to accommodate for different Stages and ability levels.

Numeracy & Literacy through games

This workshop will explore a range of active games that Primary school teachers can use to

consolidate students understanding of numeracy and literacy. Increasing physical activity while

learning numeracy and literacy can have significant improvements to student engagement and

‘on task’ behaviour. Examples will be given on how to adapt these games for difference stages.

The games will include the five essential skills for PDHPE – communicating, decision making,

interacting, moving and problem solving. These games are designed to allow the classroom

teacher to take the students outside and be active whilst ticking the boxes from other KLA’s.

Programming for PDHPE

This workshop will offer participants the opportunity to explore the K-6 PDHPE syllabus and its

requirements. The workshop aims to help teachers to better understand what a scope and

sequence is, provide tools and ideas on how to design a scope and sequence and explore how to

write a Unit of Work. It will look at programming and the interrelated nature of content,

highlight current resources and provide useful tools to support PDHPE planning.

Teaching Fundamental Movement Skills through creative games

This workshop explores the importance of explicitly teaching the Fundamental Movement Skills

and how developing proficiency of a skill can be reinforced through Creative Games. The

workshop will examine ways to make your Physical Education lessons creative, fun and

meaningful. The Creative games model will be explored as a way to reinforce skills already

taught to the class in a fun and interactive way.

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Presenter Biographies

Sarah Ellery

Sarah Ellery completed a Bachelor of Human Movement Secondary PDHPE, then moved into Primary Education and has taught in Primary Schools for 10 years. Currently she teaches Year 6 and previously taught the PDHPE program across K-6 for 4 years at Cromer Public School. Sarah has conducted several workshops across the district spreading the importance and fun of physical activity for all our kids, while teaching Fundamental Movement Skills. Sarah has a love for all sports and is very keen to share the experiences and joys of teaching an engaging and exciting lesson to get your students excited about being physically active.

Kirsty Holmes

Kirsty Holmes is a Primary School Teacher currently working in Sydney. She trained as High

School PDHPE Teacher and has since swapped over to Primary teaching. Over the years she has

taught across multiple stages and has also been the RFF Sport and Creative Arts teacher. Kirsty

has presented at the ACHPER PDHPE K-6 Conference in both Ballina and Sydney on the topics of

Programming for PDHPE and Anybody Can Dance. Kirsty has also run multiple workshops across

NSW on Programming PDHPE in K-6. Over the years and across different schools Kirsty

has introduced numerous programs including Performance Dance Groups and Before and After

School Fitness Programs.

Wendy Lee

Wendy is currently Assistant Principal at Mowbray Public School in Lane Cove. She holds a

Bachelor of Education majoring in, Personal Development, Health and Physical Education.

In 2010, she moved to State Office in the Department of Education and Communities to work as

a Project Officer and Curriculum Advisor for PDHPE and mentored teachers and Principals

around everything relating to sport, health, nutrition and physical activity.

Over the last few years she has been extremely interested in the research and evidence

associated with academic achievement and physical activity.

Danielle McHugh

Danielle initially trained as a teacher and enjoyed her teaching experiences of the primary and

secondary curriculum. Through her experience at schools in South Western Sydney, she realised

that students who were lacking basic movement skills in high school had already decided that

they “hated” sport and would use every excuse in the book to excuse themselves from physical

activity. Keen to pursue broader endeavours with inspiring children to be active and healthy

Danielle undertook further studies and simultaneously took up a position with the NSW Ministry

of Health Healthy Children Initiative. After working on the initiative for the past three years she

is keen to share with you ways to make your Physical Education lessons creative, fun and

meaningful.

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Post-workshop

free resources available

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To obtain a free FMS kit for your school, simply complete and return the ‘Sharing knowledge and

promoting sustainability form on page 10 before Thursday 2 April 2015.

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*COMPLETE AND RETURN

Sharing knowledge and promoting sustainability form

Sharing and practising what you learnt today with your colleagues is the most effective way to

master new skills. We encourage you to promote the importance of quality teaching in PDHPE in

Primary schools by completing one or more of the following steps on your return to school, please

tick the steps which have been complete.

……………………………………………………………... (School Name) has completed the following:

□ Conduct a whole of staff professional development in-service (50% or more staff) on any of the following (materials provided at workshop): If you have conducted a whole staff in-service related to LLW@S in the past 12 months you can share information with colleagues by placing resources on the staff share drive or distributing via email or printed copies. Please tick which one you have chosen to deliver:

Creative games ___

Games in small space using minimal equipment ___

Literacy and numeracy through games ___

AND/OR

□ Form a team/committee with executive membership to support the implementation of Live Life Well @ School or similar initiatives. AND/OR

□ Identify a sustainable strategy that your school will commit to working towards in 2015: Please tick which one you have chosen to work towards: Encourage physical activity at recess and lunchtime. ___

Develop a whole school scope and sequence that includes healthy eating and Fundamental

Movement skills. ___

Work towards full implementation of Crunch & Sip. ___

Improve communication to parents/carers via development of website content and other

communication portals. ___

Other: (please specify)________________________________________________________

We love to hear your progress, please return this completed form to us. To acknowledge your

efforts, we will send your school a fantastic FMS goodie bag to be enjoyed by all students.

Please email this document to lisa.moorhouse@sesiahs.health.nsw.gov.au by 2 April 2015.

Teacher’s name: ………………………………………………..…… Signature: ……………………………………………

(please print name)

Date: …………………………………………………………………….

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To obtain a free apple slinky machine for your school canteen/ classroom, simply complete and

return the ‘Fully Implementing Crunch &Sip checklist’ on page 12 before Thursday 2 April 2015.

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*COMPLETE AND RETURN

Fully Implementing Crunch & Sip checklist

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Workshop presentations

&

Resources

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Games in small spaces

using minimal equipment

Presented by Sarah Ellery

The following information and resources are provided courtesy of Sarah Ellery. If you choose to utilise these resources

please ensure you acknowledge the intellectual property of the original presenter.

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FUNDAMENTAL MOVEMENT SKILLS (FMS)

PART 1 - PDHPE’s role in the curriculum-

Importance of physical activity- future of PDHPE.

PE is very special because kids are so concerned with their bodies and love being outside. This gives

us an inroad that no one else in education possesses. Being creative, getting moving, making kids

move and think…shaping their future ideals about physical activity and their health…. a fantastic role

to have and sharing life long lessons.

You can be creative in a million ways, keep active, stay fit, set an example for your students, be a

leader in your community and help children lead longer, healthier, happier more productive lives-

that to me is in many ways far outweighs what some teachers gain from the standard classroom.

On average, primary teachers complete about 10 hours of PE training in their initial teacher training.

The mandated time within the curriculum is between 6% and 10% of the teaching load. Many

teachers are relying on their own school experiences with PE and sport. Hence, their own teaching of

PE is a reflection of their memories, both good and bad, the skills they possess (or lack) rather than

from the knowledge gained in professional pre-service training.

There is no doubt that the children of today are becoming less fit, less active and in general leading

unhealthier lifestyles. As well as this, teachers have the pressure of a busy curriculum, inexperience

and lack of confidence in teaching an array of PE activities, lack of time and resources. These can all

be constraints.

I hope today you will gain some quick, energising games that will enhance your children’s as well as

your own experience teaching PE.

Remember, never be afraid to try new things- step outside the box of the ‘oldie but goodie’

analogy.

Ask yourself- are you really teaching or are you entertaining?

Do both and you will not only get more out of your kids but walk away having used the best

teaching practice and the kids will beg you for more.

Sprint run Overarm throw

Leap Kick

Side Gallop Hop

Vertical Jump Skip

Catch Two handed Strike

Static balance Dodge

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What is the main reason kids enjoy PE or engage in team sports?

They want to have fun, they want to improve, they want to share

times with their friends, they want to learn and they want to be

inspired!

What do you & the students want to get out of your lesson?

What are the important elements of a ‘good’ lesson?

FUN, INCLUSIVENESS, SAFE, HIGH INVOLVEMENT

FUNKY!

FUN- many kids love their sport time as this is where they can enjoy the outdoors and laugh out

loud!

UNIQUENESS- Most kids love the opportunity to be recognised when they are really trying, they

have learnt something new, they have been part of a team. Games and sport give many that

unique experience. Play allows also an opportunity to make mistakes and take risks.

NEW- Be creative with your games- change them to challenge your kids. Recognise if a game is too

easy, hard

KNOWLEDGE- especially with older kids strategy and tactics as well as technique are all key

elements in which older kids engage.

YOU!- The teacher inspires and promotes not only success but enjoyment. Engage with your kids-

your body language tells a thousand words. Keep in mind – if the game isn’t working don’t be

afraid to change it!

10 QUICK TIPS FOR A SUCCESSFUL PE LESSON Check playing area safe for all planned activity

Seat students so they can see you clearly (not facing sun

Give clear and concise instructions and expectations before handing out equipment!

Have a consistent signal system (whistle, pack up)

Define playing area/set boundaries

Make sure you have adequate and age appropriate equipment

Instructions are easy to understand and sequential

Move from individual practice to pair to application in small games

Activities should promote high participation and inclusivity

Make modifications when required- don’t be afraid to change it if it isn’t working

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PART 2 – Grouping kids in games

The minds of children are fragile and therefore there is no reason to

subject a student to the painful consequence of being the last person

picked. Below is a range of grouping ideas that could be used to determine

teams for games.

Groups/number game- students move around the area- shake hands with as many people as they can and call number. Remind them and praise those that are inclusive, make positive decisions, unselfish acts.

Sit and Stand- pairs- one person sits one person stands. Get one person to sit and one to stand- you now have 2 teams – sitter and standers.

Rock, Paper, Scissors- best of 3

Playing cards- hand a card to the kids in the gym, playing cards, uno cards, flash cads etc. group students by suit, by number, sum of two numbers. Suits are 4 groups, colour of suits

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PART 3 – Games requiring little to no equipment practical

Fun and Fast Moving Games

Colour/texture tag (no equipment) The aim of the game is to run (with correct technique), without being the

last person.

Teacher tells the students the theme eg, colours- blue, green, texture- rough, smooth, shiny

made of – natural, plastic, concrete.

Students must find something called out by the teacher to run to and touch in the space.-

Variation- change mode of locomotion, size of space

Tag against the clock Kids pair up and one of the pair stands at the end of the boundary area (Runners) whilst their

partner finds their own space within the area (Tagger). On a signal, the tagger tries to tag their

partner as many times in a given time limit. The runner tries to evade their partner and avoid

being tagged- Tagger has to try and beat their number of tags from round one to round two-

reverse roles. VAR- increase area or decrease time.

FMS- dodge, sprint- development of spatial awareness

Everybody is “it” (No equipment) Played in a defined area. Grass or indoors are preferable. All players are “in” at the start and

have to run around and try to tag as many people as they can without being tagged themselves.

If you tag someone at the same time both players are out and sit down on the spot where they

were tagged. The last player left is declared the winner.

Variation: Randomly walk around and give each player a second lifeline. Once they are out the

second time they sit on the sideline of the court.

Frogs in a Pond Teams of 4/5. Aim of the game is to get the King Frog (one team member) to cross the river from

one side to the other. The remaining members of the team (support crew) try to get the King

Frog across the specified area usig lilly pads (hoops, chalk drawings). Support team are only able

to move one ’lilly’ pad each at a time. Penalties may apply if a frog falls off the lilly pad, or

/doesn’t make the lilly pad (teachers choice) . Eg time, retuen to start etc.

FMS- vertical jump -St1-3, leap (St 3)

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Fox and Geese Groups of 4/5- One group of four line up facing one direction with hands on waist of person in

front. The person at the back of the line is the gosling and the person at the front is the Mother

Goose. The other unattached player is the Fox. The group work as a team to protect the gosling

from being tagged by the fox by dodging the fox and the chain cannot be broken.

When the fox tags the gosling, he/she becomes the new Mother Goose and the gosling becomes

the Fox.

FMS- Dodging, Sprinting, Balance- Agility/Cooperation

Shark! FMS: static balance

Explicit teaching feedback examples for the static balance

-Look straight ahead when you’re balancing

-Your foot that you are balancing on should be flat on the ground

Set the scene: Students need to travel across the water to the safe island. When the teacher

calls ‘Shark’, individuals must perform the static balance. If students get caught moving, they

must take 5 steps back. Change the modes of travel eg skip, hop, leap, sprint

Variation: In pairs holding a hoop (which can be their ‘boat’), students have to both be joined to the

hoop whilst travelling. When shark is called, both perform the static balance in the hoop.

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Chuck a Duck- a great fun one!

FMS: over arm throw, static balance, skipping, sprint run, hop, side gallop (adv)

Using a small rubber duck (or bean bag if not available), organise the class into

two teams eg A and B. One person from team A throws the duck as far as possible. The team

forms a tight group circle and thrower runs around their own team. They count how many times

this is done. Team A should stand close together to make the distance to run smaller. Allow

students to work out this strategy. Teacher may need to hint at this as they should try to let the

students work it out.

Immediately after the duck is thrown, team B runs to the duck and forms a line (one behind the

other) and proceeds to pass the duck over the shoulder, the next passes under their legs and so

on. When the duck reaches the end team calls STOP-where team A runner stops running, the

last person throws the duck in any direction and starts over again.

Instead of running around the team to score points, instruct students to use their FMS eg skip, hop, side gallop

Give teams the responsibility to count points eg all count together

Question the students on the most effective ways to stand whilst passing the duck eg let the students work out the way to line up

Use boundaries you have available and let the students know before the game eg fence, edge of school path etc

EXPLICIT TEACHING FEEDBACK - FOR THE THROW

Stand side on to where you are throwing

Step into the throw on your front foot

Look to where you are throwing- this will help with direction

Swing your throwing arm right back

Then swing your arm up and forward

Follow through with your arm after the throw

Sideshow Alley (2-6) Sideshow Alley enables all students to be involved as active players in a range of roles. It allows

them to spread out, gain understanding of space, more players getting more touches of the ball

ad it is fast and creative.

3-5 players on the court, and other players on each team on opposite sidelines. They can receive

passes, they can even shoot, but they cannot move off the sideline.

Can be used for netball, basketball, hockey, rolling, AFL.

They will be engaged, active, improving FMS and having heaps of fun!

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Trophies (Stage2/3) Combining sprint components and dodge components

FMS:

Sprint skills components:

Lands on ball of foot

Non support knee bends at least 90 degrees during recovery phase

High knee lift

Head and trunk stable with eyes focussed forward

Elbows bent at 90 degrees

Drives arms forward and back in opposition to legs

Dodge skills components:

Changes direction by bending knee and pushing off outside of foot

Change of direction occurs in one step

Body lowered during change of direction or in the direction of travel

Eyes focussed forward

Dodge repeated equally on both sides

The aim of the game is to get the trophies/footballs from the opposition end back to their safe zone

– to gather a total of 10 trophies, or as many as possible in the designated time ie Team A wants

them to get the balls/trophies from the square in Team B’s half and visa versa.

A player is only safe in their own half. Once they enter opposition territory, they can be tagged.

To start, both teams line up within their half. 5 ‘trophies’ are put on the baseline of each end (safe

zone) On the command ‘go’, players can enter the opposition territory to rescue the trophies

(balls/cones)

If a player from Team A gets tagged they are to go to the opposition’s area and becomes a human

trophy. They can be rescued from their own team members. The team member needs to make it

safely to the trapped person without being tagged. Human trophies must be rescued before

‘trophies’ or cones.

Once they are rescued, they must go back to half way before attempting another raid.

If a player from Team A makes it to the trophy area, they cannot be tagged on their retuen journey.

Play for a certain time/ change ends,change locomotor required.

Defenders can’t stand within 3 m of the square.

Question students on their strategy. How did you get past the players? What

did your team do to rescue the ball or trophies?

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Fundamental Movement Skills for Specific Sports

Teaching fundamental movement skills for specific sports

1. Touch/Tag (School Sport)

2. Basketball/Netball

3. Soccer (PSSA Sport)

1. Touch Football / Eagle Tag

Ball Grip – Tag Game End lines of a football field or basketball court are the safety or “Bar” areas. Three players begin

in the middle of the court with a football in their hands. On a prearranged signal, players have to

change ends of the field but avoid being tagged by the players in the middle holding the balls

correctly (in front and centre/thumbs on top/fingers evenly spread underneath). If players are

tagged by someone holding the ball they go to the sideline and pick up a football and become

part of the team in the middle.

Passing/Catching Square Players are arranged in four stations in a square with up to 5 on each base. Player run to their

opposing base but when they reach the centre they pass to their right. This player then catches

the ball and runs to the centre and then passes to their right and so on.

Variation is to pass to their left or include a second ball.

2. Basketball

Intro to basketball -how to bounce – finger pads not palm of hand

How to move with the ball- on the side of the body – moving in motion

Intro to moving the ball around the court

Basket ball mania With children in pairs, challenge students to move the ball whilst in different positions. Start

with stationary, move down to one leg, kneeling and laying down. Challenge skilled students

with non dominant hand , figure eights, bouncing in given time. Sprints up the courts with

basketball focussing on alternating hands and changing directions.

Dribble Swat Using correct technique, students move around the designated area and try to swat other

players basketball. This encourages students to look up, shield the ball, and move with pace on

and off the ball. Great warm up activity which encourages development of individual skill.

Points of Emphasis

Continually tell your players to...

You want to make sure the players are using proper dribbling form. No carrying the ball, traveling, double-dribbling, etc. Make sure they are dribbling with their finger-tips (not with their palm), protecting the ball with the opposite arm, and scanning the court with their head up.

R.E.PS= Repetition Elevates Personal Skills

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3. Soccer

Compass- In groups of 5, 1 player is assigned the dribbler

The remaining 4 players stand at N, S, E or W points creating a diamond (approx 5-10m

apart)

The player with the ball must dribble with his/ her head up all the time (keeping their eyes

on the compass points)

The players forming a compass must now take turns raising their hands in the air. When the

dribbler sees a hand in the air he/she must dribble towards them until their hand goes

down.

The dribbler must then turn whilst dribbling and find the next person to dribble towards.

If 2 players put their hands up at the same time, the one being run at keeps their hand in the

air, the other puts their hand down. Alt, teachers call out a direction eg ‘North’

Great for all standards- non competitive, all ages

Extra tips for teachers

Explicit teaching is vital- demonstration of the skill is needed Feedback needs to be constructive- why was that soccer shot good?-

‘You passed with purpose, inside of the foot was used, you looked ahead use modified

games to practise FMS.

Use praise to encourage but don’t over praise.

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CHANGE IT (Playing For Life Resource)

C- Coaching Style- visual/kinaesthetic, auditory, demonstration, student role models

H- How you score- eg pass to an end zone, vary size/distance to a target.

A- Increase / decrease area difficulty by changing size of playing field. Eg long and narrow, short and

wide

N- Numbers- changing size of teams alters number of ‘touches’ of the ball- new skill development

G- Game rules eg 3 passes before scoring, roll the ball rather than throw

E- vary size and type of equipment, eg larger ball or a tee for someone struggling with a moving ball

I- Inclusion- engage individuals in modifying activities. Engage the kids – gives them ownership

T- Time- reduce or extend the time. How many passes in 30seconds. Increase the time to increase the

ability of students to make decisions.

Enjoy!!:)

REFERENCES/ WEBSITES

Playing For Life

PE Central.com

PELInks4U.com

Teachersinsport.com

BlueEarth Foundation

Live Life Well@ school

Physedgames.com

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Numeracy & Literacy

through games

Presented by Wendy Lee

The following information and resources are provided courtesy of Wendy Lee. If you choose to utilise these resources

please ensure you acknowledge the intellectual property of the original presenter.

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Move to Improve – Numeracy through Physical Activity

Number Hunt

Equipment: number cards, number line

Instructions:

Hide a set of cards (one per student) in the playground.

The students have to find a number and bring it back to an agreed spot and then arrange themselves in order.

As a variation, they could place the numbers along a number line (either chalk the line or use a skipping rope – label the ends 0 and 10).

Farmer, Farmer, may we cross the golden river?

Equipment: number cards 1 – 50

Instructions:

One student is named ‘Farmer’ and stands in the middle of the designated playing area.

The other students stand at one end of the playing area with a number card in their hand.

The students call out ‘Farmer, Farmer, may we cross the golden river?’

The farmer replies… See the table below.

Student(s) of the number called get a free pass across the river to the other side.

On the teachers command, the remaining players must run to the other side without being caught by the Farmer.

If a player is caught, they join the farmer (build-up tag) and they take turns making up a question.

Find the number

Equipment: number cards x 2

Instructions:

Place the cards around the playground and there should be two (or more) sets of each number.

Teacher asks a question to the class and they have to run and stand by the appropriate number,

If they get the wrong answer – get students to explain their answers.

Use different locomotor skills to move around the area.

Factor it in

Equipment: Laminated cards (A4 size) with the numbers 2, 3, 4 and 5 on them

Instructions:

Place students into four groups – one on each corner of the playing space.

Teacher calls out a question – if the answer in in the area they are standing, the students perform an action devised by the teacher e.g. 10 x star jumps, 10 x squats, 10 x basketball jumps or 10 x mountain climbers

The students who are in the other corners are to jog on the spot.

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I Love Maths (Scissors, Paper, Rock)

Equipment: cones or markers, braids

Instructions:

Mark out a centre line and cones on each side of the designated playing area

Divide the class into two even teams

Students tuck a braid into their shorts as a ‘tail’

Have the pairs face each other with their fists touching and the teacher standing at the front of the lines

The teacher tells the class the rule for this game e.g. odd and even numbers. The team on the left of the teacher is the ‘even team’, the team on the right of the teacher is the ‘odd team’

If the answer is odd – the ‘even team’ must chase and steal their tail of the ‘odd team’ before they reach the cones. If the ‘even team’ catches the ‘odd team’ – the even team wins a point for each team member caught.

The teacher calls out ‘Ready’ – ‘I’ ‘Love’ ‘Maths’ the same way you would say ‘Scissors’ ‘Paper’ ‘Rock’

Each team member hold up a number of fingers on one hand, the players add up the numbers in their head and then either run or chase depending on the answer.

Students try to steal their opponent’s tail to win a point for their team.

Math Hook Up

Equipment:

A laminated or sturdy card for each student.

A large area so each student can utilise the general space.

Whiteboard and marker to record problems Instructions:

The teacher makes question cards and answer cards according to the number of students in her class. For example, one card would say 4+2 and another would say 6.

The teacher places the cards face down in the general space area. The students move in the specified level, direction or pathway that the teacher calls until they says ‘Stop’.

Different pathways (straight, curved, zigzag), directions (forward, backward, sidewards) or levels (low, medium, high) can be used.

A variety of locomotor skills are also appropriate for this activity including run, skip, hop, jump.

The students pick up the card closest to them and then move in the level or pathway that the teacher calls in order to find the answer or question that will go with their card (they should hold them high overhead).

When they find the correct card, they should "hook up" and do the activity on the answer card.

The students then return the cards to the floor and repeat the task with a different movement concept or locomotor skill.

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Race to 100 or Race back to Zero

Equipment: dice, cones, whiteboard, markers or chart and counters, chart with actions (one for each group)

Instructions:

Place the dice at the other end of the designated playing area

Divide the class into teams of 2 or 3

On the teacher’s signal, the first team member runs (or a locomotor skill of the teacher’s choice) to the other end of the playing area and rolls the dice, they must perform the number of star jumps etc for the number they throw

The student runs back to the team, tags the next player and then write the number on the whiteboard and goes to the back of the line

The next player repeats the action with the die , runs back, tags the next player and adds their number to the whiteboard and adds the two number together

This continues until the team reaches 100

If they need a ‘two’ to win, the player who is rolling the die has to throw the correct number to win. They have to run back and get the next player to try to roll the die.

Repeat with the next player until a ‘two’ is rolled and the team reaches 100.

Moving Mentals

Equipment: Power Point of 20 questions (Example on USB)

Instructions:

Each student stands behind their desk or find an area where they can’t touch another student.

Explain to the students that they are answering the questions with their bodies

There are two actions ‘False’ – star Jumps ‘True’ – punching the air and jogging on the spot

Show each slide and the students must do the action 10 times

When the majority of the class has completed the 10 actions, show the answer slide

Students can record their results in their book.

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Move to Improve – Literacy through Physical Activity

Ready Set Spell

Equipment: Mini whiteboards, markers, cones

Instructions:

Mark out a starting line

Students are placed in teams (no more than 4 in each team) along the starting line

The first student has a mini whiteboard

Scatter the markers (pens)an equal distance away from each team (along a line approximately 20 metres away)

Teacher calls out a word and on the command ‘Ready, Set, Spell’, the students run to the markers (pens), pick up one and run back to their whiteboards, write down the word, run back to the middle to place the marker back and return to the start

Continue until all students have a turn or as time permits

Call out different types of locomotor skills along with the spelling word.

Boggle

Equipment: laminated alphabet letters, cones, whiteboard and marker for scoring.

Instructions:

Divide the class into two teams

The students of each team are given a different letter of the alphabet

The teacher says a word and the students in both teams whose letter is in the word must run to the set of cones at the other end of the playing area where the teacher is standing

They line up in the order that their letter occurs in the word

When the students have taken their proper position, they call out the letter they represent and spell the word

The first group to complete the word and spell it correctly wins a point for their team

If the letter occurs twice in the same word, that student representing that letter takes his/her place where the letter first occurs in the word and shifts to the second position to complete the word.

Letter Rush

Equipment: laminated alphabet letters with extra vowels, whiteboards and markers

Instructions:

Scatter one set of letters around the designated playing area

Split the class into even groups of 5 – 6 students and line them up in relay formation

On the whistle, the first person from each team runs to collect a letter, brings it back to their group, tag the next team mate who runs to collect another letter until there are no letters left to collect

The team must then try to spell out a word with the letters their team has collected (some teams may have more letters than others if they ran faster)

Each group gets: o 2 points for words with 2 letters e.g. at, in o 3 points for words with 3 letters e.g. ran, she o 4 points for words with 4 letters and so on

Have the students tally up and record their points for each round.

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Hop to it!

Equipment: Chalk, whiteboard and marker for recording. W A S T N O R E

S T O P N A L Y

M I D E C H S L

F R O A G B I D

N H E T O A K S

Instructions:

Draw several hopscotch boards on the playground. Add a letter to each square

Divide students into groups of 4 – 6

Ask each group to stand by a different hopscotch board

The first person in each group may hop on any letters in order to spell a word

The other students follow in turn

Each student must spell a different word

Each groups rotates and uses a whiteboard to record their words

Hacky Sack Spelling

Equipment: Hacky sacks, pompom balls, balloons or beach balls

Instructions:

Divide the class into groups of 4 or 5 students (spelling groups) and form a small circle

Students use their spelling words for the week and try to spell the words without letting the hacky sack touch the ground

One student says the first letter of the word and kicks the hacky sack into the middle of the circle

The next student must not let the hacky sack touch the ground and says the next letter of the word

Repeat until the word is spelt

A student is not allowed to touch the hacky sack two times in a row. Variation

Add a scoring system to the game e.g. one point for each letter but lose a point if the hacky sack touches the ground or go back to zero if it touches the ground.

Rob the Letterbox

Equipment: 6 x sets of letters of the alphabet, hoops

Instructions:

Lay the hoops in a square shape around the designated play area with a hoop in the centre

In the centre hoop, place the letters face down on the floor

Divide the class into even teams

Teams stand behind their hoop

On the teacher’s signal, the first player in each team races to the letters and pick up one at a time, run back to their team and the next player runs until there is no cards are left

In the meantime, other players can run to the other teams and steal their letters to make words for their team

On the teacher’s signal, the game is stopped and the teams count up the number of words they have made.

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Scrabble Fitness

Equipment: Laminated cards with all the letters of the game Scrabble (on USB), whiteboards and markers for each group

Instructions:

Divide the class into groups of 2-3, any larger and the students will not receive the cardiovascular benefit.

Spread all the cards (start with them face down) on one half of the playing area.

The students are in their groups, equal distance from the cards and spread out in a safe manner.

On the teacher’s signal, students hop, jump or skip one at a time to collect one card and bring it back to their partner or group.

The students then try to form words from the letters they have brought back.

The students must alternate their turns in getting letters.

Once a word is formed the students call the teacher over to verify that it is indeed a word (the teacher needs to place themselves in the same place an equal distance from the groups, preferably on the outside of the groups and in the middle so students aren't running in front of others playing the game).

If it is a word, then the students write down their word on their whiteboard, gather up all their letters (they don't have to use all of them) and spread them back out on the floor at the other end of the playing area.

Continue playing for a set amount of time

All words less than four letters score one point for each letter in the word. All words with 5 or more letters are worth two points for each letter. Total points for a class total.

Scrabble Scramble

Equipment: Laminated Scrabble letters, whiteboards and markers

Instructions:

Scatter a set of letters around the designated playing area

Split the class into even groups of 3 - 4 students and line them up in relay formation

On the whistle, the first person from each team runs to collect a letter

The student looks at their letter and the number in the bottom right hand corner and do that many star jumps or other activity

They bring the letter back to their group, tag the next team mate who then runs to collect another letter until there are no letters left to collect

The team must then try to spell out words with the letters their team has collected (some teams may have more letters than others if they ran faster)

Have the students tally up and record their points for each round.

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Programming

for PDHPE

Presented by Kirsty Holmes

The following information and resources are provided courtesy of Kirsty Holmes. If you choose to utilise these resources

please ensure you acknowledge the intellectual property of the original presenter.

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Aim-

Look at the PDHPE Syllabus and requirements

Understand what a scope and sequence is

Design your own scope and sequence

Understands how to write a Unit of Work

Look at other resources to assist with programming

PDHPE Syllabus-

The PDHPE Syllabus is part of phase 3. The BOS has not committed to starting these phases yet.

The Syllabus covers 8 strands of learning both Theory and Practical all of which teach basic everyday life skills.

How much time should be spent on PDHPE-

Schools have flexibility in how they deliver learning programs, for example, through integrated

programs, provided that:

approximately 50% of time is allocated for English and Mathematics and 40% of time for the other KLAs and sport, the remaining 10% is for school admin activities.

as part of the 40% allocation, schools are to include two hours per week for planned physical activity including, in Years 3 – 6, a minimum of one hour for sport

Scope and Sequence Key Points-

one page view of unit names to be taught over the year for a Stage

title of each unit

length of each unit

codes of syllabus outcomes

usually has separate columns for each year including theory and practical aspects

Unit of work Key Points-

Includes a title, Stage and Year, Duration and description.

Uses relevant syllabus outcomes and indicators.

Teaching, learning and assessment activities are explicit and meet the outcomes identified.

Includes resources and equipment needs.

Includes opportunities for reflection.

Other Resources-

Live Life Well at School- FMS resources, sample scope & sequences, in-services for your school, canteen reviews and additional professional development through the PDHPE Network.

Premiers Sporting Challenge- (Sports Grants)

ACHPER- Professional Network with loads of resources

Healthy Kids Association- School Canteens

NSW Department of Education and Communities Curriculum Support Unit- Get Skilled, Get Active

Go 4 fun- interactive program for healthy lifestyle

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Other Considerations-

Sports Storeroom resources

External Providers

Local School Sports Competitions

School Sports Days

Healthy Canteen Options

Health Eating Fundraisers

School Gardens

A wide range of additional resources and templates can be found on the workshop USB.

Presented by Kirsty Holmes

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Teaching

Fundamental Movement Skills

through Creative Games

Presented by Danielle McHugh

The following information and resources are provided courtesy of Danielle McHugh. If you choose to utilise these

resources please ensure you acknowledge the intellectual property of the original presenter.

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C: choose an FMS skill to focus on

R: rules of the game should be simple and

not require a referee

E: easy enough so the whole class can

participate in the game

A: all players are safe and not put in

situations they can get hurt

T: time limit, the game should include 2x

10minute halves

I: involvement all players should be

playing at all times

V: victory, your game must have a simple

scoring system for teams to get points

E: enjoyment! Your game should be fun for

everyone in your class to play!

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Remember to

use the FMS

Lanyards

(available

through Live

Life Well @

School) to help

detect & correct

the selected

skills.

The TEAMs are the heart of Creative PE.

The TEAMs are involved in creating the game.

The GAME is inserted into a season.

Through the SEASON, TEAMs are concerned with improvement via PRACTICE.

What is the Creative Games Model? This model can be used to collaboratively develop a creative class game. The game can be used as an isolated experience or part of a larger unit of work. Students develop their own CREATIVE game based on the following model. Students are first given a piece of equipment and a Fundamental Movement Skill and then asked to consider the following: C: choose an FMS skill to focus on R: rules of the game should be simple and not require a referee E: easy enough so the whole class can participate in the game A: all players are safe and not put in situations they can get hurt T: time limit, the game should include 2 halves, eg. 10 minutes I: involvement, all players should be playing at all times V: victory, your game must have a simple scoring system for teams to get points E: enjoyment! Your game should be fun for everyone in your class to play!

TEAM

GAME

SEASON

PRACTICE

Fundamental

Movement Skills

Teaching Games

For Understanding

Sport Education

Creating Games

Taking Social

Responsibility in

PE

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Why teach the Creative Games Model? It is important to teach the Fundamental Movement Skills through explicit teaching, they should be programmed through your scope and sequence and taught through teacher role modelling, practiced in small groups/pairs and applied to larger activities and games. Creative games is a great way to reinforce skills already taught to your class in a fun and interactive way. This model also integrates teaching games for understanding, sports education, creating games and taking personal & social responsibility for PE. Prior to teaching the unit/lesson: Social and emotional competencies (particularly in younger years) need to be taught and students must to be able to distinguish what elements make up teammate. Using the five levels below, separate students into teams so that each has an even mix of collaboration, teamwork and participation. Level 4: I was respectful, I participated when asked, I was motivated & I was caring of others. Level 3: I was respectful, I participated when asked and I was motivated. Level 2: I was respectful and I participated when asked. Level 1: I was respectful. Level 0: I was disrespectful. Applying this to your classroom: First discuss games with your students; explore what makes a fun game, why we have rules and some of their favourite games. Show students the CREATIVE model and outline why each step is important in developing a class game. Explain the concept of conduct and social responsibility and show the students the explicit 5 levels which they will be ranked by you and their peers throughout the unit. Divide students into the 4 preselected teams, assign each group a skill and piece of equipment,eg. kicking and the soccer ball. Teams can work on different skills but should have the same piece of equipment. With older students allow multiple pieces of equipment or give students free choice from a select number or items. Teams should work through the steps on the CREATIVE model and once they have come up with their game it can be shared back to the group. Survey students about each game played, a template is attached. Develop your whole class game based on the best elements of each game. Practising the game: The class game can now be developed over a number of PE lessons. Consider the following:

Discuss and review tactics of the game

Teacher directed lessons teaching the necessary skills

Setup circuits/tabloids to practice specific components of the game

Allow teams to train as small groups Playing the season:

Round 1 Round 2 Round 3 Semi –Finals Finals

A vs B A vs C A vs D 1stplays 4th semi finals1st vs 2nd

C vs D B vs D B vs C 2ndplays 3rd Semi finals 3rd vs 4th

This could also be shortened to create a smaller unit of work, after 3 rounds the team with the most points wins.

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Game Review Enjoyment What parts of this game were most fun? Give a mark out of 10 for how fun the game was 1 2 3 4 5 6 7 8 9 10 Not much fun Extremely fun Participation How easy was it for everyone on both teams to join in and play the game? Give a mark out of 10 for the amount of playing you got to do in this game 1 2 3 4 5 6 7 8 9 10 Very little Whole game Safety How safe was the game? Write down any unsafe situations that occurred: Give a mark out of 10 for how safe the game was 1 2 3 4 5 6 7 8 9 10 Not very safe Extremely safe Skills How much did the game involve the FMS skill the teacher asked you to include? Give a mark out of 10 for how much you had to use this skill in the game 1 2 3 4 5 6 7 8 9 10 Never Always Equipment How clever was the way the equipment was used in this game? This is not about making the game complicated but making it great to play. Give a mark out of ten for how cleverly this game used the equipment. 1 2 3 4 5 6 7 8 9 10 Not very cleverly Extremely cleverly Umpire or Referee and scoring: How easy was it to follow the rules and score this game? Give a mark out of ten for how easy the game was to understand and score. 1 2 3 4 5 6 7 8 9 10 Not very easy Extremely easy Other Comments Think about your answers to these questions. What suggestions can you now make to improve this game?

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Acknowledgments: This resource has been developed based on the ‘Creative Games’ workshop presented by John Quay, University of Melbourne, and Jacqui Peters, Deakin University, at the 2013 ACHPER Conference in Melbourne. References: Hellison, D. (2010) Teaching personal and social responsibility through physical activity(3rded.). Champaign, IL: Human Kinetics. Macphail, A., Kirk, D. & Kinchin, G. (2004). Sport education: Promoting team affiliation through physical education. Journal of Teaching in Physical Education, 23, 106-122. Almond, L. (1983). Games making. Bulletin of Physical Education, 19(1), 32-35. Curtner-Smith, M. D. (1996). Teaching games for understanding: Using games invention with elementary children. Journal of Physical Education, Recreation & Dance, 67(3), 33-37. Hastie, P. (2010). Student designed games: Strategies for promoting creativity, cooperation and skill development. Champaign, IL: Human Kinetics. Sidentop, D. (1994). Sport education: Quality PE through positive sport experiences. Champaign, IL: Human Kinetics. Department of Education, Victoria (1996). Fundamental movement skills: A manual for classroom teachers.Melbourne, AUS: Department of Education, Victoria. Werner, P., Thorpe, R. & Bunker, D. (1996). Teaching games for understanding: Evolution of model. Journal of PhysicalEducation, Recreation & Dance, 67(1), 28-33. Quay, J. (2010). Smarter with games in physical education. Active Education, 20, 48 –50. Quay, J. & Peters, J. (2008). Skills, strategies, sport and social responsibility: Reconnecting physical education. Journal of Curriculum Studies, 40(5), 601-626. Quat, J. & Peters, J. (2012). Creative physical education: Integrating curriculum through innovative PE projects. Champaign, IL: Human Kinetics.

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Whole Staff Professional

Development in-service

The following information and resources are provided for you to share with colleagues at your school.

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Practise what you’ll teach staff in-service

This presentation is on your workshop USB

Sharing and practising what you learnt today with your colleagues is the most effective way to

master new skills. We encourage you to deliver a staff professional development in-service session

which focuses on key messages for the school food environment plus your favourite physical activity

workshop from today. The presentation for this in-service has been created for you (see below) and

can be modified to suit your school. It can be found in the ‘In-service’ folder on your USB. If you

deliver the in-service, complete and return the ‘Sharing Knowledge’ form on page 8 to receive a

FREE FMS kit.

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FREE FMS kit.

Nutrition Resources

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HEALTHY SCHOOL FUNDRAISING

Everyone knows that fundraising plays an integral part in the school community. The list of resources

and activities made possible through fundraising is endless. While the list of fundraising options is

endless too, it’s easy to get stuck doing the same old thing, as trying something different might equal

more effort and less profit.

WHY SHOULD WE FOCUS ON HEALTHY FUNDRAISING?

Encourages healthy eating and/or physical activity

Provides profit while promoting health and wellbeing

Supports the messages of LLWatS, Crunch & Sip® and Fresh Tastes @ School. Compliant with the

Nutrition in School policy.

MAKING A PROFIT WITH HEALTHY FUNDRAISING Healthy fundraising can return a good profit, and it doesn’t have to be difficult. The table below has

some ideas for healthy fundraising as well as the expected profits from each option.

Idea Cost Profit Comments

Healthy packaged snack food drive

Cost of 1 snack = $1.05 Selling price = $2

Profit per snack = $0.95 Profit on 100 boxes (20 snacks per box) = $2280

These are healthier alternatives to chocolate bars. Perfect for workplace or families

Apple slinky machine drive

Cost of one machine = $29 Selling price = $39

Profit per machine = $10 Profit on 50 machines = $500

Great for families

Healthy cookbook fundraiser

Cost of printing one recipe book = $7 Selling price = $15

Profit per book = $8 Profit on $100 books sold = $800

Churches, schools and non-profit organisations have been turning recipes into fundraising success for years!

Smoothie day fundraiser

Cost of ingredients to make 20 banana super smoothies = $26 Cost per smoothie = $1.30 Selling price per smoothie = $5

Profit per smoothie = $3.70 Profit on 20 smoothies = $74

Give the parents and volunteers a break and get the children to make the smoothies

Raffle with healthy food prize

Cost of ticket book and prize (or one could be donated)

100 tickets at $2 each = $200 (minus cost of ticket book and prize)

Easy to repeat throughout the year

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HEALTHY FUNDRAISING IDEAS

Schools can fundraise in a variety of different ways. Some fundraisers promote healthy eating, some

promote physical activity and some can be health-neutral. The following table provides some more

healthy fundraising ideas.

Promote Healthy Eating Promote Physical Activity Health-Neutral

Healthy sausage sizzles Walk-a-thon Socks

Hot cross buns Cycle-a-thon Aprons

Healthy cooking lessons Run-a-thon Sunscreen

Healthy cookbooks Swim-a-thon Raffles

Apple slinky machines Dance-a-thon Quiz night

Soup days Discos Trash and treasure sale

Smoothie days Hopscotch championships Fetes

Nutritious food hampers Hand ball competitions Auction donated goods

Healthy bake sale Car wash

Boxes of fresh fruit & veg MUFTI days (casual-dress days)

School concerts/plays

HEALTHY SAUSAGE SIZZLES

Lean hamburgers on wholemeal bread rolls served with:

- Coleslaw - Onions and tomato - BBQ capsicum and onion slices - Offer mini burgers for young children

BBQ Vegetables Cut up and spray vegetables with olive oil or a marinade before cooking on the BBQ. Try these:

- Eggplant - Zucchini - Capsicum - Mushroom - Sweet potato - Pumpkin - Carrot

BBQ Corn Cobs

- Grill corn cobs on the BBQ (spray with olive oil or brush with polyunsaturated margarine)

- Serve with tooth picks - Add grain mustard or herbs & spices

Vegie burgers Vegie burgers are a great sausage alternative. The key is to highlight the variety, colour and fun of vegie burgers, and remind everyone of the school’s commitment to health. Recipe – makes 15 small burgers

- 2 carrots, grated - ½ zucchini, grated - 1 x 130g can corn kernels, drained - 1 medium potato, grated - 2 celery sticks, finely chopped - 1 small onion, finely chopped - 2 eggs - ½ cup self raising flour - 1 tsp salt - Small amount of olive oil for frying

In a bowl, mix all the ingredients except the oil. Form the mixture into patties. Place a small amount of oil in a frying pan or on the BBQ and cook each patty turning when golden. Serve on wholemeal bread or bread rolls with salad and sauce.

Developed by South West Sydney & Sydney Local Health District Adapted from The Cancer Council’s Healthy Fundraising resource: http://www.cancercouncil.com.au/wp-content/uploads/2010/11/09271_CAN3042_HealthyFundraising_FINAL.pdf-low-res-for-web.pdf

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Nutrition in Schools Policy

All schools should promote and model healthy eating and good nutrition in school programs and activities relating to or involving food and drink. School canteens are required to implement the Fresh Tastes @ School – NSW Healthy School Canteen Strategy.

1. Objectives - Policy statement 1.1

Any activities and programs within the school setting relating to or involving food and drink should promote healthy eating and good nutrition to students.

1.2 Implementation of the Fresh Tastes @ School - NSW Healthy School Canteen Strategy, as outlined in the Fresh Tastes @ School Canteen Menu Planning Guide, is mandatory for all canteens in NSW government schools.

1.3 All sugar sweetened drinks that exceed the nutritional criteria for ‘occasional’ foods outlined in the Fresh Tastes @ School Canteen Menu Planning Guide, are not permitted for sale in school canteens and school vending machines at all times.

1.4 The teaching of nutrition education is part of the Personal Development, Health and Physical Education (PDHPE) key learning area and is mandatory for all students from Kindergarten to Year 10. Teaching and learning and all class activities in all other key learning areas should reinforce healthy eating and good nutrition wherever possible.

1.5 All school activities that involve the provision of food and drink to students should be consistent with the Fresh Tastes @ School - NSW Healthy School Canteen Strategy.

1.6 Off site school activities that involve the provision of food and drink to students, including excursions, camps and school functions should be consistent with the Fresh Tastes @ School - NSW Healthy School Canteen Strategy.

1.7 Where school activities involve the provision of food and drink to the wider school community consideration should be given to modeling and promoting healthy eating.

1.8 All canteen operators are required to notify the NSW Food Authority of their food activity details. All canteens will provide a safe and hygienic food service and comply with National Food Law, Food Safety Standards (2002), Food Act 2003 (NSW) and Food Regulation 2010 (NSW).

1.9 Schools with preschools are required to follow the protocols of the Children’s Services Regulation 2004 (clause 68) ensuring that students are exposed to healthy eating practices.

1.10 School activities that involve the provision of food will address the requirements of the Anaphylaxis Procedures for Schools.

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2. Audience and applicability 2.1

All NSW government schools and preschools, parents/caregivers; the wider school community. 3. Context 3.1

The health and wellbeing of students is relevant to their learning and is important to schools. The present and future health of students can be enhanced by quality learning and positive experiences at school.

3.2 The NSW Government State Plan Priority S3 Healthy Communities (Obesity): Improved health through reduced obesity, illicit drug use and risk drinking, identified ‘Healthier Schools’ as a key priority in preventing childhood obesity in NSW.

3.3 The Australian Dietary Guidelines for Children and Adolescents are designed to help young people and their families choose food and drink for a healthy life.

3.4 Legislation National Food Law, Food Safety Standards (2002). Food Act 2003 (NSW) and Food Regulation 2010 (NSW). Children’s Services Regulation 2004.

3.5 This policy should be read in conjunction with: Student Health in NSW Public Schools: A summary and consolidation of policy

Infection Control Policy and Guidelines (intranet only)

Sponsorship Policy and Guidelines

Curriculum Policy Standards

Student Welfare Policy

3.6 Document history and details 4. Responsibilities and delegations 4.1

Principals are responsible for ensuring the requirements of departmental policy, guidelines and relevant legislation are met. Principals are responsible for ensuring that school policies and practices are consistent with the nutrition in schools policy and are responsive to local needs, including cultural diversity.

5. Monitoring, evaluation and reporting requirements 5.1

Principals will ensure their canteen operations are reviewed through use of the Making Your School Canteen Healthy Self Assessment Tool and Action Planner at least every two years.

5.2 School education directors will monitor the local implementation of this policy and report to the regional director.

5.3 The executive director, learning and engagement will monitor the state-wide implementation of this policy. Note: The Nutrition in Schools Policy is mandatory for DEC schools and endorsed by the Catholic and

Independent Sectors.

https://www.det.nsw.edu.au/policies/student_serv/student_health/nutrition/PD20110420.shtml?query=Nutrition+i

n+schools

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Nutrition in Schools Policy – Frequently Asked Questions

The following information aims to assist school communities with implementation of the Nutrition

in schools policy.

Why a Nutrition in schools policy? Isn’t it enough to be implementing the Healthy School

Canteen Strategy?

Schools play an important role in promoting good nutrition and healthy lifestyles. Schools with

canteens have implemented the NSW Healthy School Canteen Strategy since 2005 along with a

range of other activities and programs that promote healthy eating. The Nutrition in schools policy

requires schools to extend the principles of the Strategy, by modelling and promoting healthy

eating and good nutrition across all school activities, that relate to the provision of food and drink,

not only through the school canteen.

The Nutrition in schools policy consolidates all aspects of a whole school approach to modelling

and promoting good nutrition sending consistent messages to support students when making

healthy eating choices.

How do we know if the food and drink we provide to students complies with the Nutrition in

schools policy?

The NSW Healthy School Canteen Strategy resources should be used to guide decision making

about how the Nutrition in schools policy is implemented and applied to all school activities.

Schools can refer to the Canteen Menu Planning Guide to determine the type and frequency of

food and drink to be offered to students.

Food and drink have been divided into three colour categories:

Green (are a good source of nutrition, contain less saturated fat and/or sugar and/or salt) should

be encouraged and promoted across all school activities and programs that involve the provision

of food and drink to students.

Amber (are moderate levels of saturated fat and/or sugar and salt) should be selected and used

carefully, for example, in smaller serve sizes or combined with green healthy food and drink

options.

Red (are high in saturated fat, added sugar and/or salt) must be modelled as occasional foods

only. Each school community will look at the range of activities they have that offer food and

drink to students and ensure that food and drink that fall into the red category are only offered

on occasions and are not the dominate type of food and drink offered.

When planning school events remember the food and drink provided should promote the

importance of green foods and the use of red foods only as occasional foods.

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How does the Nutrition in schools policy apply to additional social, cultural and special school

events which may or may not involve the school canteen?

Eg.

school socials

trivia nights

parent evenings

school fetes

sausage sizzles and cake days

open nights

transitions

multicultural days

sporting carnival, tournaments and gala days

cooking competitions

excursions, overnight excursions or excursion camps

The policy applies to all activities that involve the provision of food and drink to students and to

school events where students are present. Schools should aim for consistency with the Fresh

Tastes @ School - NSW Healthy School Canteen strategy and discuss the importance of modelling

healthy eating practices with their school community and plan these events considering

community needs and views, as appropriate.

What about soft drinks?

From Term 1, 2007 sugar sweetened drinks with more than 300KJ or 100mg of sodium were

banned from school canteens and vending machines at all times. Consistency across all areas of

food and drink provision to students is a key component of the Nutrition in schools policy. Sugar

sweetened soft drinks lack nutritional value and should not be provided by schools to students.

How does the policy apply to fundraising?

School communities are strongly encouraged to seek out healthy alternatives to AMBER or RED

food items used for fundraising. It will be important to communicate to groups in your school

community that organise fundraising drives and events of the need for these activities to promote

and model healthy eating.

For healthy fund raising ideas go to:

http://www.healthykids.nsw.gov.au/parents-carers/supporting-school-and-

community/healthy-fundraising.aspx

http://www.parentsjury.org.au/tpj_browse.asp?ContainerID=tpj_fundraising

http://www.healthy-kids.com.au/category/42/healthy-school-fundraising

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Our school doesn’t have a canteen OR only operates a canteen a few days during the week.

Does the Nutrition in schools policy still apply?

Yes, the policy applies to all NSW government schools and preschools. All schools should promote

and model healthy eating and good nutrition in all school programs and activities relating to or

involving food and drink. Furthermore, any provision of food and drink to students at school should

be consistent with the Fresh Tastes @ School - NSW Healthy School Canteen Strategy.

Does the Nutrition in schools policy apply to food given as rewards in class?

The policy applies to all situations where food or drinks are made available or provided to

students. Lollies, chocolate and sweets are considered RED foods and non food based rewards

should be used instead. Food based rewards, that fall into the RED category should only be used

occasionally.

This also applies to visitors, guest speakers, voluntary tutors, parent helpers and organisation

representatives who are visitors to the school. The expectation that food rewards are not used

should be communicated explicitly to visitors.

Classroom rewards that do not involve confectionery may include:

extra art activities

time using an educational computer game

play a game or puzzle

receive a sticker, pencil, rubber, etc

free play time

earn points towards a larger prize such as a book, sports equipment or movie voucher

pick a lucky dip prize

receive a mystery pack prize

receive a canteen voucher.

Does the Nutrition in schools policy apply to vending machines that are provided free to

school by commercial providers?

The policy applies to all situations where food or drinks are made available to students. The

products in any vending machine in a school should be assessed using the Canteen Menu Planning

Guide. Red food and drinks should not be available through school vending machines.

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How can parents support the implementation of the Nutrition in schools policy?

Parents and carers play an important role in supporting healthy eating and nutrition in schools.

Nutrition messages should be consistent across all food settings and promote the benefits of a

balanced and varied diet. Parents can support schools by:

o encouraging children to develop a taste for healthy foods and drinks

o supporting the healthy eating and good nutrition messages that are taught in the

classroom

o supplying healthy lunches and snacks to bring to school

o providing children with opportunities to prepare healthy food for their lunch box so they

have a sense of ownership of healthy choices as well as assisting them to develop health

skills

o role-modelling healthy eating patterns

o encouraging children to select predominantly green foods items from the school

canteen menu

o regularly talking about the benefits of healthy food choices

o providing feedback and ideas for healthy eating at school using existing communication

channels, which may include parents and citizens' associations or the school executive

o supporting healthy school fundraising and events

o providing healthy food and drink options for class parties.

Where to access this document:

http://www.schools.nsw.edu.au/studentsupport/studenthealth/nutrition/faqs.php

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Useful websites

South Eastern Sydney Live Life Well @ School webpage

This website includes up to date information on what is happening at a local level in terms of Live Life Well @

School. It features upcoming professional development opportunities, newsletters and other teaching resources.

http://www.seslhd.health.nsw.gov.au/Planning_and_Population_Health/Health_Promotion/Healthy_Weight/liv

e_life.asp

If you are keen to include updates on your progress with Live Life Well @ School initiatives in your Annual School

Report or on your school website, check out the samples from our Term 4 newsletter 2014.

http://www.seslhd.health.nsw.gov.au/Planning_and_Population_Health/Health_Promotion/Healthy_Weight/do

cs/newsletter/FinalTerm4Newsletter2014.pdf

DEC PDHPE Curriculum support

This website has links to sample scope & sequence planning documents, FMS video links and other teaching

resources.

http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/

Healthy kids government

This website includes information to support teachers, parents, carers, coaches, health professionals, kids and

teens to make healthy choices by providing a "one stop shop" of current and credible information, resources and

support materials about healthy eating and physical activity. It includes further information on Live Life Well @

School resources and other associated initiatives. http://www.healthykids.nsw.gov.au/campaigns-

programs/crunch-sip.aspx

Literacy & Numeracy through games video links

Experienced teacher and Assistant Principal Wendy Lee showed us how to make numeracy and literacy fun and

active today. Last year Wendy presented on the Central Coast and created video clips of her favourite 8 physical

activities for reinforcing numeracy and literacy. Check out these excellent videos on the central coast health

promotion website. http://www.healthpromotion.com.au/PDHPE_Network/NumeracyLiteracyWorkshop.htm

NSW Premier’s Sporting Challenge- Thinking while moving

New research from the University of Newcastle has proven that significant student engagement, on task

behaviour and overall classroom behaviour, can be achieved when students combine THINKING while MOVING.

This website provides a range of classroom lessons and short videos have been developed to incorporate

physical activity into student learning, specifically while teaching Maths.

https://online.det.nsw.edu.au/psc/programs/getActiveInMiddleYears.html

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Upcoming Events

Friday 13th March National Ride2school day

National Ride2School Day is a great way for students of all ages to meet

their recommend daily dose of 60 minutes physical activity every day.

On Friday 13 March 2015 we’ll be celebrating the ninth National

Ride2School Day event, where over 300,000 Australian students will

ride, walk, scoot or skate to school. Registrations for National

Ride2School Day are open to all schools, so register your school today to ensure you receive your school pack by

early term one. The school pack will include a letter confirming your schools participation, posters and stickers to

help you celebrate this big day. If you have any questions about registering, email the team through the website

below:

http://handsup.ride2school.com.au/Account/Register

Crunch& Sip – get involved

Crunch & Sip is a set break during the school day when students can eat

fruit (or salad vegetables) and drink water in the classroom. Whether the

break is in the morning or the afternoon, the idea is to help kids to re-fuel

and boost their physical and mental performance and concentration in the

classroom. Each day, students bring a piece of fruit (or salad vegetables) to school to eat in the classroom, usually at

a set time. In addition, each child has a small, clear bottle of water in the classroom to drink throughout the day to

prevent dehydration. Through Crunch & Sip, schools can demonstrate their commitment to nutrition education in

the classroom by making links with the curriculum and creating a supportive school environment. To get involved, fill

in the Expression of Interest form on page 57 or check out the website below:

http://healthy-kids.com.au/teachers/crunch-sip/

NSW Premiers Primary School Challenge- registrations close 2 April

The Premier's Primary School Sport Challenge aims to engage young people in

sport and physical activity and encourages them to lead healthy and active

lifestyles. The Challenge involves primary school classes participating in a 10

week sport and physical activity challenge. A class may accumulate time spent in

a broad range of sports and recreational pursuits during lunchtime, in school

sport programs, class time, after school or in weekend physical activity.

Registrations are still available, to get involved, go to:

https://online.det.nsw.edu.au/psc/primary/home.html

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Sporting Schools- register to get involved in this new free initiative

Scan the QR Code below to go directly to the website to register your school.

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Contact details for South Eastern Sydney Live Life Well @ School team

If you have any questions following this workshop or need any further support for your school regarding the Live Life

Well @ School program or related health promotion initiatives for Primary Schools, please do not hesitate to contact

a member of our team.

Contact Person Details

Sally Inglis Live Life Well @ School Co-ordinator

Email: sally.inglis@sesiahs.health.nsw.gov.au Phone: 02 9382 8653

Lauren Mcclean Live Life Well @School Health Promotion Officer

Email: lauren.mcclean@sesiahs.health.nsw.gov.au Phone: 02 9382 8695

Lisa Moorhouse Live Life Well @School Health Promotion Officer

Email: Lisa.moorhouse@sesiahs.health.nsw.gov.au Phone: 02 9382 8693

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Exhibitors contact details and organisation profile

Trade Organisation Profile

NRL One Community Program Contact: Jessica Macartney Phone: 0428118580 Email: jmacartney@nrl.com.au Website: http://www.rloc.com.au/

Rugby League’s One Community provides the platform for Rugby League to deliver powerful social change in the community, with a particular focus on children and young people. The NRL One Community programs which are suitable to the Primary school setting include the Well Being program, Tackle Bullying, and Dream Believe Achieve. These can be delivered or alternatively our trained teachers can plan in collaboration with you a curriculum linked session using Rugby League as the context for learning.

Sporting Schools Contact: Liesl McGrath Phone: 09 459 838 Email: liesl.mcgrath@ausport.gov.au Website: http://www.sportingschools.gov.au/

Sporting Schools brings schools and sports together to deliver quality sporting programmes and inspire primary students to develop a lifelong interest in sport. Sporting Schools will start in Term 3 2015. It is part of the Australian Sports Commission (ASC) and will build on the legacy and success of the Active After-school Communities (AASC) programme.

Milo Cricket Gerard Price Development Manager – Sydney South Gerard.price@cricketnsw.com.au 0419 227949 Nathan Wadds Development Manager – Sydney East Nathan.wadds@cricketnsw.com.au 0425 784054

Cricket NSW is excited to offer your school the opportunity to participate in the MILO in2CRICKET Skills Program in 2015. The program is designed to link closely with current syllabus outcomes, as delivered by qualified, accredited Cricket NSW Staff. Program content includes development of the fundamental skills associated with cricket, while also covering gross motor and movement skills. There is a cost per participant. All programs can be tailored to schools individual requirements.

Healthy Kids Association Contact: Clare Knight Phone: 02 9876 1300 Email: Clare@healthy-kids.com.au Website: www.healthy-kids.com.au

Healthy Kids Association is a non-profit, non-government health promotion charity based in Sydney, Australia. Their mission is to promote and influence healthy food choices for children. Check out their website for more information on Crunch &Sip or for a range of excellent resources for canteens, teaching resources and parent communication.

Emergency Crew Contact: Cara Pearson Phone: 0410 686 347 Email: cara@emergencycrew.com.au Website: http://www.emergencycrew.com.au/about-us

Emergency Crew provides a much-needed service for primary and secondary schools by delivering the Emergency Procedures components of the Safe Living syllabus and other critical emergency knowledge and skills with dramatic effect. The staff at Emergency Crew are practitioners who have experienced real-life emergencies as a daily occurrence. The workshop facilitators employed by Emergency Crew have an emergency services background as Paramedics, Nurses, Police, Firefighters and Defence Force. All employees have been screened and trained to the highest standard.

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Go4Fun Contact person: Linda Trotter Phone: 02 9382 8641 Email: linda.trotter@sesiahs.health.nsw.gov.au Website: http://www.go4fun.com.au/

Go4Fun is a free healthy living program for kids above a healthy weight, running in NSW since 2009. This fun and interactive program helps children aged between 7 and 13 and their families, adopt a long-lasting healthy lifestyle. The program focusses on improving eating habits, fitness, teamwork and overall health. Go4Fun programs are led by qualified health professionals and take place after school, running parallel with school terms. Children and their families become fitter, healthier and happier as they have fun, meet new friends and learn new skills.

Get Healthy Service Contact person: Dian Tranter Phone: 02 9947 9851 Email: dian.tranter@sesiahs.health.nsw.gov.au Website: http://www.gethealthynsw.com.au/

The Get Healthy Information and Coaching Service is a free and confidential telephone based service for adults (18 years or older) who want to make improvements in healthy eating, physical activity and achieving or maintaining a healthy weight. Participants can receive information, and up to 10 phone calls, from trained health professionals who provide tailored advice and motivational support over a six month period. Get Healthy has been running in NSW since 2009 and participants have lost an average 3.8 kg body weight and 5.1 cm waist circumference. Contact the service: Freecall 1300 806 258; Mon-Fri 8am-8pm