Healthy Futures Second Edition

A PE, School Sport & Physical Activity Magazine

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Engaging Girls in PE ----------------------------------------------------------------------------------------------------------------------

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Nutrition

Issue 2

A Quick Message From Healthy Futures....

What a crazy year so far?

When we released the first edition of Healthy Futures earlier this year, I don’t think anybody would have imagined how the year to date would have panned out. To say it’s been bizarre is a huge understatement.

However, as things begin to return to some form of ‘normal’, I hope you and your family are healthy and looking forward to the future.

The feedback we received from the first edition of Healthy Futures was amazing, I truly appreciate every single person who has taken the time to read the magazine Y In the first edition, I asked ‘Has PESSPA ever been more important than it is today?’.

It turns out I couldn’t have been more wrong. I truly believe that PE, School Sport and Physical Activity will have to play front and centre when schools reopen fully in September, now more so than ever.

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At the time of writing there are no evidenced back statistics I can use to back up the claim, but the idea that children have been more active during lockdown seems unrealistic to me. This is why we are going to have to be innovative and think outside the box so that our children can still receive high quality PESSPA opportunities.

Enough about Covid-19 for now though, during this edition we cover important articles around Inequality, Concussion and Nutrition as well as offering lots of opportunities for Online CPD. In case you didn’t realise we have launched a new platform to provide high quality Online CPD to the sector, you can take a look here.

For any enquiries regarding this edition, or any of the projects at Healthy Futures, please feel free to reach out to me on any of the methods below.

Tom Leeming

@tomleeming92 @HealthyFutures1 Email: tom@healthy-futures.co.uk

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Contents

Women in Sport

6

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#PrimaryPEshare

18

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Teaching Good PE

28

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Concussion

36

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Health & Wellbeing

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Healthy Futures are extremely proud to be partners with:

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Providing Online CPD to Teachers, Coaches and Subject Leaders Designed by qualified teachers with PE Specialism.

20 Online Courses

New courses every month

Accredited to CIMPSA

Designed by industry experts

Try for Free

Some of our courses.... + Engaging Challenging Learners in PE + Using STEP to differentiate + Coaching and Mentoring + Safeguarding and Protecting Children and Young People + An introduction to teaching Primary Dance + The difference between PE, School Sport and Physical Activity + Assessment for Learning + Behaviour Management Strategies

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Women in Sport According to a recent report by afPE, boys are more likely to be active despite the fact that girls are more likely to WANT to do physical activity.

We have spoken with some experts from the world of PE and Sport to find out why this is the case? And what can we do to address this gap?

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Cricket for Girls Lydia Greenway

Girls cricket in schools has come a long way in the time I have been involved in the sport. It was a rarity and even frowned upon for a girl to be playing cricket at school in the 90’s. I was very lucky that I had a supportive PE teacher who allowed me to play with the boys which is something I am forever grateful, but now the landscape is unrecognisable – for the better

At Cricket for Girls we have worked with a number of schools to help them navigate their way through the change, and as you would expect, there are challenges;

With rounders being removed from the curriculum at GCSE level we have seen a surge in schools turning to cricket as their main striking and fielding game during the summer. It has been really interesting to see how schools have adapted to this change. Some have dipped their toe in by delivering half rounders and half cricket during the summer term, whilst others have taken the full plunge and gone hell for leather with cricket!

4. What should the girls programme look like?

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1. Perceptions of the game 2. Teachers knowledge and experience of delivering cricket 3. Facilities and equipment

“Don’t they have to wear whites?”

‘Shouldn’t we be playing with a hard ball” “I don’t know the LBW rule” “the boys play 40 overs isn’t that a whole day?” – These are all common phrases we hear when working with schools. The truth is, girls cricket in schools has got a blank canvas to draw on, and an opportunity to create a much more fun and exciting journey.

Why should they wear whites? Why should they play long formats of the game? Just because that is what has happened before, it doesn’t mean we have to follow that. Short sharp games, whacking the ball as hard as you can, music at sessions, skill circuits – there are numerous ways we can make the experience more fun and more engaging and that is the beauty of where we are at. Of course, there are schools who will be more advanced and keen to play longer formats of the game but what we need from them is flexibility and the willingness to support schools who are just starting out on their journey.

The more this can happen, the sooner all schools will be at the same level.

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Teachers are some of the most conscientious and inspirational group of people I have met. They are constantly putting their pupils first and are keen to ensure they are ‘up to scratch’ with what they need to be delivering. Working with teachers on our courses has been some of the most rewarding work we have undertaken and we are now seeing teachers who were initially novices go and deliver cricket lessons with confidence and enthusiasm.

It will take time but everyone at Cricket for Girls is hugely excited about how much fun and positivity the pupils are going to experience over the next few years through the game of cricket.

For more details, please email events@cricketforgirls.com or visit our website www.cricketforgirls.com

*Cricket for Girls was founded by former England Cricketer Lydia Greenway following her retirement from the game in 2016 after a 13 year career playing for England. We deliver CPD courses, masterclasses and taster sessions, and offer an online resource through our website.

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Boys

Girls

51%

43%

61%

74%

Who is more likely to be active?

Who is more likely to want to be active?

Ball Sports is the most frequent activity mentioned by boys

39%

Swimming is the most frequent activity mentioned by girls

43%

Girls are less likely to enjoy 'ball sports' Despite this, many schools still deliver a games heavy curriculum

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Should your school be doing more for girls in sport?

Natalie Jackson (Totally Runable)

“Good morning boys and girls”… “quiet boys”…“come on girls”.

These are all common phrases in primary school classrooms, assemblies and corridors. Try counting how many times in a school day you hear someone use the word “boy” or “girl”. It could be more than you think.

Pupils are identified by their gender far more than we maybe even realise. But how does that impact their view of themselves? And how does it impact school PE, sport and physical activity?

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Totally Runable Limited is a social enterprise company based in Yorkshire and supporting over 180 schools and organisations to help measure and close the Gender Sport Gap through our free Girls and Sport Pledge. Our research has shown that there is a worrying divide between how boys and girls perform in primary school fitness and confidence benchmarking, from as young as Year 1.

Even more worryingly, despite a huge difference in the messages sent to girls and boys generally about gender and sport, many schools do not include any reference to a Gender Sport Gap in their development planning or PE and Sport Premium funding planning and reporting.

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We run workshops, courses and campaigns supporting schools to close the Gender Sport Gap. In one of our workshops we talk to Year 6 girls about the messages they receive from home, school and the media, about gender and sport. Our research has shown that we are 33 times more likely to see a photograph of a man playing sport in a newspaper than a woman. Government Equalities Office research found that girls begin to doubt their sporting ability at age 7. When we ask Year 5 and 6 girls how they feel about these, and other research findings, they tell us they are upset, hurt, and frustrated. But they are also empowered by seeing those messages for what they are, and by disagreeing with them on a personal level. What happens when we are unhappy about something but do nothing to fix it? It doesn’t get

any better, and may even get worse.

By the end of the workshop we have empowered and inspired the group to change the messages they, and other girls (and boys!) are sent about gender and sport.

In another of our workshops, our Boys’ Fairness Workshop, teams compete to name as many sportspeople as they can. With a point per sportsperson, it is not unusual for there to be no women named, and up to 190 points shared out between the teams for the men they see as their role models.

Throughout the session they learn about a “made up world” where half of the people have purple hair and half green hair. They live, work and play together but the world doesn’t treat green haired and purple haired people the same when it comes to

sport. 70% of coaches have purple hair, only 2.9% of photographs of sport in the media are of green haired people, and some people think green haired people play some sports and purple haired people play others. Like the girls, the boys in our sessions are outraged by the unfairness of a world where half of their class is encouraged, perhaps by parents, perhaps at school or perhaps in the media, to play some sports but not others, based on a characteristic as irrelevant to their inherent sporting ability as their hair colour. When they learn that the world is real, but replaces green haired people with girls and purple with boys, they are no less outraged. It doesn’t make sense. And yet that is the world we, and our pupils, are living in.

Our own research, in collaboration with the Laurel Trust and Astrea Academy Trust, supports the Government Equalities Office research findings that girls are less confident about sport than boys. (http://totallyrunable.com/public/images/images/1518785363.5549.pdf)

In the schools we targeted, Year 3 girls were 22% less likely to call themselves “very sporty” than boys.

Across all of KS2, although 81-91% of each year group identified as “very sporty” or “quite sporty”, when we split those results by gender boys were more likely to call themselves “very sporty”, and girls “quite sporty”.

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Research also tells us that girls are underperforming in fitness benchmarking exercises. Our statistics from Autumn 2019, encompassing 4,806 Key Stage 1 and Key Stage 2 children across 26 Yorkshire Schools, revealed a worrying 183m gap between the average distances girls completed in 15 minutes and average distances completed by boys at KS2. Even at KS1, boys completed on average 14% more in terms of distance in the same time period.

There is no evidence to suggest that girls should perform worse than boys at primary school age in a test of this nature. Differences in strength and size are often linked to puberty, and even then it is perhaps difficult to discount any socialised gender impact on performance, particularly given our findings. At primary school, Year 6 girls will often have experienced a growth spurt that boys won’t have until year 7 or 8, and so we might expect to see Year 6 girls on average outperforming Year 6 boys, but we don’t. The work we do in primary schools suggests that this is entirely socialised.

The great news is that confidence levels and performance in benchmarking can be impacted by sending simple positive messages about PE, sport and physical activity, and gender. The starting point for that is Totally Runable’s Girls and Sport Pledge.

The Girls and Sport Pledge is a free pledge for schools who are (or want to be) doing more for girls in sport.

By signing up here your school will receive a pack including certificate, sticker, poster and resources to help you think about the Gender Sport Gap at your school, and start working to close it.

We talk a lot about equity, not equality. We’d love the world to treat boys and girls the same in sport, but it simply doesn’t. Until the wider messages sent to girls (and boys!) around gender and stereotypes change, to normalise physical activity for everyone regardless of gender, we all have a responsibility to reflect on the messages we are sending to girls (and boys!) and make sure that they are the right ones.

Totally Runable are working with over 180 primary and secondary schools helping to measure and close the Gender Sport Gap. If you have a story about the Gender Sport Gap at your school, if you think they might be able to help, or if you have a story about any great work you are doing around the Gender Sport Gap, they would love to hear from you.

Get in touch at

beinspired@totallyrunable.com or via their website at www.totallyrunable.com

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Engaging Girls in PE Online CPD This course will go through ideas on how to engage Girls in both PE and Extra Curriculum Activities. There is a decline in participation in PE lessons and Extra Curriculum throughout the country and this is especially seen once girls have reached secondary school.

You will learn:

To understand the current climate for engagement in Girls.

To understand the needs for girls to be able to participate.

To give examples in adapting or creating change within your school.

Take this course An understanding on why Girls do not take part in PE and Sport and what you can do within your setting to encourage girls to participate.

This course will give ideas on how to engage Girls in PE and will showcase some programmes which will help achieve this.

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It’s time to think differently about teenage girls and sport Stephanie Hilborne OBE, CEO of Women in Sport Do you remember what it was like being a teenager? For both boys and girls this is a time of unpredictable change, and for many of us awkwardness and angst. In physical terms, puberty for boys can lead to growth in strength and muscularity, whereas for girls the body’s changes can feel disempowering as you learn how to manage periods and find the right bra.

There are pressures on all teenagers from schoolwork and exams, but research points to these hitting girls harder; as does the pressure from peers to look great at school and online.

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So, it is hardly surprising that so few teenage girls put exercise and sport at the centre of their lives. In fact, less than half (43%) of girls aged 5-16 meet recommended levels of physical activity (2019 Sport England Active Lives Survey).

This is not because teenage girls are unaware of the health benefits of exercise. In 2017, Women in Sport’s work with the Youth Sport Trust showed that 78% of girls age 14-16 understood the importance of an active lifestyle.

Last year, Women in Sport set out to find out how we could change this. We undertook a seminal piece of insight work that sought to understand the lives of teenage girls better. We wanted to hear about their wider world, beyond sport, in the playground, online and at home.

Our findings were published in our report ‘Reframing Sport for Teenage Girls’.

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The work found that many girls had negative attitudes towards sport and physical activity and labelled themselves as ‘not sporty’. Such attitudes are difficult to change and can become barriers throughout their lives.

For instance, Louisa*, told us: “You’re always down about your body, you’re always doubting yourself, you can’t really do anything and then you stop doing sports because you feel there’s no hope.”

Girls weren’t feeling supported through puberty when they faced a myriad of practical, body image and mental health challenges. Although sport is something that can be great for lifting mood, boosting confidence and helping to create a positive attitude to your own body, at this complex stage of life, physical activity is often the last thing on the mind of a teenage girl.

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This is not a new problem, but the traditional response has been to tell teenage girls to change the way they think, to behave like the boys, to adapt and fit in. Our insights suggested it might be more effective to change our offers of sport to fit their lives. The girls we spoke to in our work hadn’t been offered alternatives to traditional P.E at school, so we asked them what they would prefer.

The girls told us that they wanted new and exciting experiences, they wanted to celebrate moments of pride and they didn’t want to be judged.

Based on what we heard throughout this work, Women in Sport developed a list of 8 Principles of Success, a foundation that we believe should guide organisations on how to offer the best sport and physical activity to teenage girls. These are shown below.

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Armed with these principles, we’ve held innovation sessions with around 30 sports organisations to inspire them to adjust their provision. After all, if the sector continues to offer the same things, why should we expect different results? Teenage girls are not one homogenous group, and not every girl wants the same thing.

Change is on its way. Non-traditional sports such as glow in the dark cricket are emerging, along with speed-climbing, skateboarding and surfing which will all be a part of the next Olympic Games.

Small changes in the school environment can also make a huge difference. The Youth Sport Trust’s Girls Active project, which we’ve been a partner of for the last five years, has empowered and inspired girls to take part by giving them a voice and a choice. It’s allowed girls to choose their uniform and activity options for P.E. – whether they want to do Zumba or dodgeball, not just traditional sports. The girls market the activity to their peers and even lead some of the sessions themselves.

Everyone knows it is good for teenagers to be active and play sport, including teenage girls themselves. Many parents wish the world around their daughters was less full of toxic social media and less focused on image. Women in Sport shares those concerns and continues to challenge negative gender stereotypes and to look for creative ways to break down barriers that teenage girls face. But unless sports bodies, teachers and parents “reframe” the way they see sport for teenage girls by seeing the world through their eyes, it is unlikely that much will change any time soon. We must embrace change if we are harness sport and exercise as an opportunity to build the resilience and confidence of the next generation of women.

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Enhancing PE & School Sport to schools in Yorkshire Contact us 07904634666 tom@primarysportsuk.com www.primarysportsuk.com

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#PrimaryPEshare Question 1: @jcpeprimary I’d like to see Schools have more focus on creating more effective learning environments and teaching processes within PE rather plowing their efforts in ‘how to assess’ mostly using grids that in my opinion aren’t effective... what’s your opinion?

Answer 1:

@HuddlestonGrant

Based on the Penny and Chandler paper (& I quote this a lot), everything should come down to a teacher's Pedagogy, Assessment, Curriculum. I hate grids & much prefer pupil specific formative feedback. To add to the PAC model, I'd consider adding extra-curricular offer too.

27/2/20 Question 2:

@MissBTurner

My suggestion would be to create a culture that represents this as best you can. Run plentiful clubs at break, lunch and after-school, focussing on enjoyment. Try community-based activities or family fun days, linking in with your PE activities. The kids can help mould the parents.

Answer 1:

@GHuddPE

My suggestion would be to create a culture that represents this as best you can. Run plentiful clubs at break, lunch and after-school, focussing on enjoyment. Try community-based activities or family fun days, linking in with your PE activities. The kids can help mould the parents.

Answer 2:

@MrPatPrimary

1 child takes home a ‘PE equipment bag’ each week which contains balls, rackets, cones and information sheets on different fun games to play.

Answer 3:

@Mrs_younger16

We try to share activities that are happening locally in our newsletter, particularly if they are free or low cost.

Answer 4:

@IDsoccerCOACH1

An active passport is good. Can they visit different places during the hols? Or link it to other topics like active places to read a book.

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13/2/20 Question 3:

@MissBTurner

What makes someone a ‘PE specialist’?

Answer 1:

@dancetoschool

Experience, passion, subject knowledge, pedagogy, a willingness to always continue learning and update ideas.

Answer 2:

@jordanwintlePE

Content and pedagogical knowledge, experience to aid authenticity, ability to positively impact others, up to date latest methods/research (but can communicate it in simple terms), reflective, good banter.

Answer 3:

@GHuddPE

What is important to note is that the co-ordinator is not necessarily the specialist. Rainer (2011) found that the ‘majority’ of co-ordinators have no specific PE background. Most were places in the role as they had played sport at some time in their life.low cost.

Answer 4:

@gsp_greenacre

Agree to the co-ordinator vs the specialist. Does the co-ordinator organiser and maybe have a strategic overview whereas a specialist can deliver, plan, assess and implement a vision? They can plan for a whole school impact rather than small outcomes?

06/2/20 Question 4:

@Lee_Lough:

What do schools put in place to ensure high standards and attainment with swimming in their curriculum?

Answer 1:

@HWilliamsPE

Some of the schools in my area use a company that bring the pool to the school, it seems to be working really well. They are having greater success with the 25m. Some of the water safety element can be taught in the classroom; there are some great resources online.

Answer 2:

@PEUnitsofWork

We have spent over £3000 a year for the past 2 years on swimming top up lessons for children who haven’t met NC requirement. Pass rate in school was 33%, now up to 75% with current Year 6s, and Year 5s already at 85%.

Answer 3:

@PEUnitsofWork

Also, check with your provider. We were paying for 34 slots and didn’t know. Our classes had 28-30 pupils to we now make sure we send the full quota. Another way to give extra time to those who need it.

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The importance of Physical Acivity Children should aim for 60 minutes of activity every day

30

Minutes at Home

30

Minutes at School

30 minutes at home and 30 minutes at school.

Benefits of Physical Activity?

Increased concentration Lower risk of disease Increased Wellbeing Increased energy levels Boosts cognitive ability

How to achieve 60 minutes of exercise per day?

PE Lessons Active Learning Active Breaks Active Travel to School Extra-Curricular Clubs Play and Outdoor Activities

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10 Tips To Look After Mental Wellbeing Nadia Mendoza (The Self-Esteem Team)

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Take one day at a time. At Self-Esteem Team, we’re big believers in the practice of reducing anxiety by looking at what’s going on in the next five minutes rather than the next five hours, five weeks, or five months. We’re taught from a very young age that success is something that happens in the future rather than the present – whether it’s the grades we’re chasing, the uni we’re studying for, or the job we’re aspiring to. This then bleeds into adulthood, with one of the most common questions at interviews being: ‘Where do you see yourself in the next five years?’ The reality is, with the news unfolding as it is bulletin by bulletin, we don’t know what we’ll be told later today let alone tomorrow. And

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that’s okay. It might be different, but it’s okay. The idea of being ‘present’ can feel like gobbledygook for those who aren’t fans of mindfulness, but if we think of it more about being content with what we currently have rather than pining for things we are no longer allowed to do freely, it begins to feel a little more achievable and actually pretty comforting too.

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2

Still allow for ‘Me Time’. There is the perception that because we are in isolation and can exist all day in pyjamas, this is somehow synonymous with timeoff. The reality is that most of us will be home-schooling, working, or hunting for home-based work during this time meaning our brain is still at cognitive level rather than resting mode as we continue to use decision-making skills we ordinarily would out of the house. So, giving yourself a break from the computer to relax with a brew, a long hot bath, or put your feet up with a good book can help separate ‘work you’ from ‘home you’ and protect that allimportant downtime.

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Start a journal. This might seem like kidsonly advice, though it is really effective in externalising what is going on internally. Did you know keeping a diary not only helps depression and anxiety, but it also protects immune cells?! Helping the mind regulate emotions with a safe haven to offload also significantly reduces stress, while writing by hand is said to stimulate the brain in a way digital communication doesn’t.

Remember, journaling doesn’t always necessarily mean being a wordsmith either. You can try cartoons, sketches, doodles, poems, songs, stickmen, or whatever’s right for you. And, you never know, it could be turned into a book having been written during such an iconic part of history!

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Embrace Mother Nature. While we might be restricted from hanging out in parks or having coffees in street cafés, finding alternative ways to embrace spring will prove empowering. If you’re lucky enough to have a garden, don’t take it for granted. If you have a balcony, use it. Maybe only a window, cast aside those curtains. Or even a skylight? Open it! There’s SO much magic in our every day, yet in a click-click-click world, our heads go into our screens which can provoke feelings of nervousness right now. Nature is not only proven to impact our mental health positively, it also contributes to physical health by reducing blood pressure, muscle tension, heart rate, and the production of stress hormones. So, a little reminder, don’t forget to look up… you never know what you might see.

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Reach for the familiar. With such an endless choice of news and entertainment to digest, sometimes it can feel overwhelming even if we do engage in ‘Me Time’, start a journal, or embrace Mother Nature.

By going back down memory lane and re-watching our favourite films or shows to connect with characters we love can create a feeling of familiarity. While a lot of mental health advice focuses on good sleep, nutrition, and exercise (and these things categorically do work), sometimes we just want a distraction from reality and to relive an experience we know we cherish. In times of uncertainty, comfort is crucial. Besides, it’s always fun to spot things second or third time around that you didn’t spy on the first watch.

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6

Regain control. No one has experienced anything quite like this Coronavirus lockdown and when everything feels out of control, it can be overwhelming. When there is so much we can’t control, it’s helpful to remind yourself of the things you can. Then write them on post-it notes and stick on the mirror for daily self-pep talks. For example, we can still treat ourselves by cooking something new, we can still be kind to others, we can still ask for help if struggling, we can still watch TV, and we can be connected on our phones. As the Serenity Poem perfectly states: ‘Grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference.’

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Set boundaries. If it seems like all friends and family want to do right now is talk about the Coronavirus and it’s just feeling too much, then letting them know where you stand on the matter creates healthy barriers for you and them with full transparency. It’s not always easy to be assertive but protecting how much information you allow yourself to engage with can protect your wellbeing. You could try saying ‘I need a break from talking about the virus right now’, ‘I’m not comfortable hugging right now but we can elbow bump’, or ‘I’m feeling a little anxious over the headlines, I’d love if we can change the channel for a bit please.’

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Connect, connect, connect.

The temptation to share links of the latest news updates (or even memes if you prefer to use humour) is at our fingertips in a 24/7 world, though this can perpetuate feelings of loneliness with a constant reminder that the virus has become all-consuming. Instead, try revamping how you connect! You could start a virtual book club, then once you’ve all read the chosen title follow it up via WhatsApp or a conference call. You can do the same with a movie club, TV series club, cooking club… whatever your choice, do the same activity with friends then come together afterwards to debate it. Check out ‘Netflix Party’, a new Google app that combines watching shows with live group chat.

9

Practice gratitude.

Often when isolated, we outwardlook instead of inward to try and boost wellbeing; whether it’s posting on social media for validation, buying something in exchange for instant gratification, or doing our hair/ makeup to feel attractive. Yet if we keep filling the gaps inside of us with tangible things, we’ll always need more things to feel whole. By calling on what we already have, we can cut ties with these toxic emotions.

Try to list at least three things you are grateful for when you wake up each day and go to bed each night – it could be as simple as having a bed to sleep in or clean running water – then you will start to notice what already exists in your world can help keep you cool in any crisis.

There is also evidence to show that those who engage in gratitude have certain neural connections that boost wellbeing – meaning being grateful can literally make us happier.

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Structure your day. Don’t mistake this for following a draconian timetable! But humans are creatures of habit – we like routine. Routine is at the core of how habits are formed, while positive habits enhance mood, and mood is said to create the nurture aspect of our personality i.e. when we feel our safest. Even if the tasks you set yourself are bitesize, this will give you a sense of achievement once they have been accomplished. For example, rather than mapping your diary from 8am-8pm, encourage yourself to call an elderly relative before midday, complete any schoolwork or business by 6pm, then choose to watch one of your favourite films before bed. This enables you to have a to-do list while also allowing for the rules to bend if you don’t feel like getting up when the alarm goes off as it’s feeling like a struggle not to go anywhere other than downstairs again for the umpteenth day in a row.

Good luck, and for more tips or support follow

L@_SelfEsteemTeam

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Engaging Challenging Learners Online CPD

Giving PE professionals tips and guidance on how to effectively engage challenging and reluctant learners in PE. Exploring the reasons behind this reluctance, and what we can do as specialists to inspire and encourage them to take part.

During this course you will learn:

To understand why a child may be a reluctant or disengaged learner.

To reflect upon own practice.

To apply the ideas to own delivery.

Take this course

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#ThisIsPE If you’re looking for ways to educate and entertain the kids during lockdown, we’ve got something for you!

Yorkshire Sport Foundation have brought together teachers from across the country to provide activities and games you can replicate at home, using things you can find around the house. They have fun at the heart of them all, so not only will it keep the kids entertained, but it will continue their development in crucial areas such as coordination, balance and building strength.

It’s endorsed by the Government. Department for Education, and is supported by leading national organisations, the Association for Physical Education, and the Youth Sport Trust.

Each video lasts around two minutes, and will introduce an activity, with tips for how to progress it depending on the age and development of your child. Some of the videos have ways you can put what children have learnt into a game, plus ways of how to make that game easier or harder.

You may think that PE is all about star jumps, cross country runs in the cold, or the school football team. Physical education is actually about providing your child with the fundamental skills they need as they develop throughout primary school. And it’s fun! Families across the country have been getting involved in #ThisIsPE in the last few weeks, so why don’t you?

Check out all the videos here or take a look on Facebook, Instagram or Twitter for #ThisIsPE

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Teaching good PE Miriam Telfer (The PE Hub) Teaching a good PE lesson is as refined as any subject, but is not a mystery. This article will look at some of the areas that help us to teach PE well and the pupils to make the progress they need while having children with smiley faces!

Pupils are engaged in activity quickly in a good PE lesson PE lessons are short and so are children’s attention spans.

Harness your pupils’ natural enthusiasm by getting them on task quickly at the start of a lesson. If your main objectives require more lengthy explanation, then do this after a simple, fun but relevant starter activity. Pupils can get their breath back and will be more inclined to listen.

Other benefits of quick engagement in activity include: Setting the tone for learning Fewer incidents of disruptive behaviour More time to achieve outcomes Increased time on activity thereby increasing pupils’ fitness

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Learning activities are differentiated In a good PE lesson, all children are working towards the same outcome, how they achieve this is through effective differentiation. Pupils’ ability to achieve in PE is related to not only their physical ability but mental capacity and emotional understanding; we call this head, hand, heart.

Consider these factors when planning any activity. In general, I advocate pupils of similar ability working together. However, there are times when a mixed ability is more appropriate.

A good PE lesson can be differentiated by using the STEP method. If we change the Space, Task, Equipment or People involved in an activity, it can increase the chances of success for those taking part.

An example of STEP in use would be swimming widths; the objective might be ‘swim one width without feet touching the bottom’. The beginners would require armbands and both hands on a float to propel them successfully from one side to the other. More experienced swimmers may require only one hand on a float to support their crossing. The teacher would modify equipment by pupil need.

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Pupils are making progress Children are improving. Improvement does not just mean becoming physically more proficient but also meeting other areas of the national curriculum outcomes such as engaging in competition, working well with others and developing a deeper understanding of healthy active lifestyles.

What does progress in PE look like? Pupils are performing against progress markers. It is important to consider what these progress markers look like over an activity, a lesson and longer term. Pupils must be aware of how they can make progress and describe and show this to others.

Pupils can link learning A good PE lesson means that pupils can draw links to things they have previously learnt; which does not mean that they can reiterate what they discovered the last lesson, but can draw parallels in more sophisticated ways.

Linking learning could mean making comparisons between activities such as discussing an aspect of defending in gameplay in both netball and football. Or another example, children can suggest that they could develop their work in dance by trying a concept that worked in gymnastics. Linking their learning is a crucial aspect for pupils to acquire the knowledge to lead a healthy active lifestyle now and into their adulthood.

Time on activity There is no substitute for it, time on activity is essential when learning new skills, developing mindset and honing interpersonal skills. Unfortunately, teacher-led input can be as high as 70% in some PE lessons, which takes away from this activity-based learning.

To develop and master skills children must be able to try, fail, repeat and refine. Teacher intervention should be only when necessary and to the pupils who need it. Avoid at all costs stopping the class and sitting them down to labour a point.

Before you stop children, think, is what you’re about to say or show going to add to their learning or can they find out for themselves with a few prompts or through trial and error.

Aim for 20% teacher speak and 80% activity time. A few ways to help you achieve this are: Only stopping small groups at a time and allowing others to continue play/participate in activity ‘Stop, stand still’ - make your point and allow the class/group/individual to continue, there is no need to stop everyone and sit them down Peer review with small groups or pairs rather than the whole class watching and feeding back, its more effective

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8 Ways to Enhance your Gymnastics sessions

afPE Guidelines

Be prepared

Use the Association for PE Safe Practice in Physical Education, School Sport and Physical Activity guidance for any health and safety guidelines. It answers any questions you may have!

It sounds simple (and boring), but make sure your Gymnastics sessions are well planned. You don’t want to be caught out by not having prepared the correct equipment ready once your session gets going!

Make sure children are on task Be strict with your expectations. Gymnastics needs to be carried out in a safe environment where children are listening and following instructions.

Use the strengths of the children You might not be the greatest at demonstrating a pencil roll, or a pike body-shape. I guarantee there will be a child in your class who is a pro at all of these! I found using those children to demonstrate worked a treat in my sessions. I have even been known to use children in older classes to come and demonstrate for the younger ones – it works a treat!

Quiet atmosphere Carry out your Gymnastics sessions in a quiet atmosphere.

Some practitioners believe in silence. Whilst I wouldn’t go this far, I do believe a quiet setting encourages concentration in the children, especially when using equipment. It also means you will clearly hear if there are any issues.

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Use visual aids Use photos and videos to show examples of expectations in your Gymnastics sessions. I found creating PowerPoints showing different lifts/bridges etc were great for inspiring the children. They were also great for ensuring the children could see proper examples of movements (extended arms, pointed toes etc…).

Build up gradually Treat a Gymnastics routine like a sentence and build it up part by part. For example: the starting position is the capital letter, the movements in between are the words in the sentence, and the finishing position is the full stop.

Don’t be afraid to let the children take risks!

Consistently showing the children how to be safe with each other and when using equipment will mean they will be able to safely take risks. I promise you will see the children thrive!

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Coaching and Mentoring Online CPD

This course has been designed for coaches, teachers and subject leaders who find themselves mentoring colleagues within a Physical Education environment.

During this course we will cover: What coaching and mentoring is and identify the uses, benefits and impact it can have on PE.

The roles, responsibilities and skills required to become a PE coach or mentor.

Recognised coaching and mentoring models exist that can be applied to PE.

Ethical behaviours PE coaches and mentors should adhere to.

Recording documents PE coaches and mentors can use to conduct their sessions.

The skills, knowledge and resources provided from this course to start coaching and mentoring your PE colleagues in school.

Take this course

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A review of the Active Schools Conference 2020 On the 3rd March,, Dream Big Sports brought together over 130 professionals under one roof in the heart of Oldham to celebrate everything to do with physical education, physical activity and school sport. The running theme for the day was “lots of small change collectively makes a big impact” and the agenda certainly did not let anyone down.

With a morning filled with keynotes form Mind mental health charity, Dan Wilson from Yorkshire Sport Foundation and St Marys RC Primary as our school in the spotlight there was plenty for our delegates to get their teeth into with many commenting over lunch on how many new ideas they have ready to take back to their schools.

The event was booked up with a week to go and the atmosphere was incredible as some of the industry leading speakers lead informative keynotes and interactive workshops providing great insights and golden nuggets to take away for delegates to implement in their own settings.

The afternoon was packed with practical workshops and was kicked off by Andrew Sutherland, Director of Education, Skills and Early Years at Oldham Council. His keynote provided an update on the work being done locally in Oldham and he went on to say:

The day was sponsored by ESP Play and the Academy of Science, Technology and Management and was opened

by Paralympic Gold Medal Cyclist, Megan Giglia MBE. Megan took delegates on an emotive but inspiring journey of how she went from the rock bottom mentally following a stroke to the very top of her game winning gold in Rio 2016.

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“The Active Schools Conference helps to recognise the need to celebrate sport and physical activity in schools.

The event once again has been a huge success and Dream Big Sports should be proud of the work they are doing. The conference really does put Oldham on the Greater Manchester map for PE, Physical Activity and School Sport. Events like this make a difference.”

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The feedback form the day was fantastic, with lots of comments regarding the opening dance performance by St Margarets C of E Primary and the inspirational keynote, Megan Giglia MBE Val Ganner from Ravensbury Community Primary School had this to say about the event itself: “Megan was simply aw inspiring. Dan Wilson was full of insight into how I can make my school more active and Tom from St Marys demonstrated it can happen. All of the speakers added value to the day itself. There were also some really fantastic exhibitors too with lots of new, innovative and purposeful services to offer.

This was my first conference as a subject lead for PE and I thoroughly enjoyed it. I have already started the process of improving provision at my school with the information from the day. The organisation of the day was brilliant and the content was very relevant which will have a great impact at my school.�

We would like to thank Dale, Dillon and the team from Dream Big Sports for putting on such a thought provoking and insightful event. We are already looking forward to Active Schools 2021!

To find out more about the Active Schools Conference please visit their twitter feed @ActiveSchoolUK, alternaively visit www.dreambigsports.co.uk

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The Impact of a Bespoke Mentoring Programme on Primary School PE Teaching – Andrew Stanton and Paul Griffiths It is widely accepted that sharing best practice through collaborative work is an effective way to support teachers in their delivery and children in their learning. While there are many ways to achieve this, such as watching video lesson content, sharing resources and equipment or attending training days, to ensure that the support can be implemented within a teacher’s school and with a teacher’s particular class, a more individual approach should also be considered.

A PE Curriculum Support mentor will typically encounter several PE lesson settings each week, ranging from a small classroom sized space with 30 children to a large school field with 20 children. To ensure that the professional learning is both effective and sustainable for the school, the PECS mentor supports the teacher to deliver lessons using their learning space, their resources and more importantly to meet the needs of their children.

This approach to professional learning has been particularly successful for the 412 teachers who were supported through the PECS programme last academic year, with 99% of teachers feeling that their overall progress in Physical Education teaching had improved. By understanding the starting point of each teacher in terms of skills, knowledge and understanding and working with their class each week over a long-term basis, best practice can be implemented effectively, and progress can be made.

PECS is delivered to primary schools around the country. For more information contact Dan Hays via Daniel.hays@aspire-sports.co.uk or call 07535 058 870.

Read the Impact Report

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Physical Education, Physical Activity & School Sport Online CPD

This course will outline the significant differences between the three key areas of Physical Education, Physical Activity and School Sport, contextualising these within the primary school setting. Of course these are similar in the fact that they all contain physical movement, but there are notably important differences.

We will consider the necessity of each area within the current climate, exploring some practical ways in which schools are using Physical Education, Physical Activity and School Sport to support the overall experiences and development of young people.

By the end of the course will be able to:

To define the terms Physical Education, Physical Activity & School Sport.

To understand the differences between Physical Education, Physical Activity & School Sport.

To give examples of Physical Education, Physical Activity & School Sport within the context of schools.

To identify how Physical Education, Physical Activity & School Sport can impact upon young people.

Take this course

Healthy Futures Issue 2

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Concussion The FA has recently introduced new guidelines when it comes to heading a ball, we detail the new advice and also speak to former professional Dan Parslow about his experience with concussion.

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HEADING GUIDANCE HEADLINES:

• No heading in training in the foundation phase (primary school children) • Graduated approach to heading for children in the development phase U12-U16 • U18 heading drills should be reduced, to take into consideration the heading exposure in matches • Don’t over inflate the footballs: use the lowest pressure authorised by the Laws of the Game Age Group

Heading frequency

U7, U8, U9, U10, U11

Heading should not be introduced in training sessions at this age

U12

Heading remains a low priority – 1 session per month & max 5 headers

U13

Heading remains a low priority – 1 session per week & max 5 headers

U14,U15, U16

Heading remains a low priority – 1 session per week & max 10 headers

U18

Heading drills should be reduced as far as possible, taking into consideration the heading exposure in matches

Download Concussion in Sport Factsheet

Healthy Futures Issue 2

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An Interview with Daniel Parslow As the eyes of the footballing world turn to head injuries after a change in FA guidelines, we spoke with Daniel Parslow. Daniel knows better than most about the importance of this issue having recently retired from professional footballer after enjoying a 17 year career, the majority of which was spent in the lower leagues of English Football. The type of player supporters warm to, Daniel was the ultimate professional, always working for the team and playing for the shirt. It was these qualities, as well as captaining a promotion winning team back into the Football League and three Wembley victories, that made Daniel a hero at both Cheltenham Town and York City.

In a career that has seen Daniel go into battle against the likes of Edgar David, Jamie Vardy, Gary Cahill & Robert Huth it is difficult to

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believe his biggest challenge would come once his career had finished.

After over 500 matches a serious concussion injury in February 2019 would be the last time Daniel would step of the field as a professional footballer.

“I was saved by the halftime whistle” “I was fortunate to play professional football for 17 years and I got a concussion injury, quite an innocuous blow to the head at the time, we didn’t think too serious. Tried to carry on, so I returned to the field of play. I then very quickly deteriorated, started to get double vision, and feeling noxious I was stumbling around the pitch. I was saved by the half-time whistle. I was able to

get to the dressing room and by that point we knew something was seriously wrong and I didn’t return for the second half. I was diagnosed with concussion and what we thought would be a quick two-week turnaround turned into ending my career. It was a struggle to get over the symptoms, I was really struggling, I had sensitivity to light and I wasn’t getting much sleep. It really did hit me for six, this two-or-three-week turnaround turned into two-to-three months, then that turned into four and five months. I just had to take the decision to retire.”

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As it is for any professional athlete, having the decision of ending your playing career is a difficult one to make.

“I was putting too much pressure on myself mentally to try and return as football was I all I had known since I was 16 joining Cardiff City. I think it was a little bit of fear. I was afraid to admit that this is my footballing career coming to an end, but at the same time I knew I was never going to play football forever, I tried to put some bits into place to plan for life after football. I still would have hoped that it would’ve been on my terms, I fully intended on playing for another few years and I was still fantastically fit up until that moment. Retiring was the hardest thing to take, once I sort of allowed myself to say that it was okay and there were more important things than playing football. I then think my recovery stepped up a little bit if anything. Headaches eased up and I was not as fatigued as I used to be. I used to feel like I had been hit by a bus.

It was hugely frustrating that I had gone from being a fit athlete to someone who struggled to take a long walk.

I’m a hell of a lot better now, even though I have not done as much exercise as I would have liked, day-to-day life is normal. My headaches have gone and I’m able to earn a living doing something else now.”

What Parslow is doing now is having the conversation of trying to increase the awareness of concussion within football, working alongside the charity Headway.

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“I’ve tried my best to speak to as many people as possible, I’ve tried to use as many of my contacts as I can.

I’ve spoken on Talk Sport and Sky Sports News trying my best to discuss my story and hope that good can come of it. Improvements need to be made and should be made with player welfare and concussion in football because I feel there are simple steps that can be introduced to minimise risk. I shouldn’t have returned to the field of play but it wasn’t the physios or York City’s fault as they all followed the guidelines. I was deemed responsive enough to return as I knew where I was, I knew what the score was, and so I was considered absolutely fine. It wasn't until half time, and that’s the danger with concussion, it’s the delayed onset which is potentially fatal. If you are in that condition and pick up another blow to the head it can be very serious, that for me the whole risk needs to be removed. I know there was a big International Football Association Board (IFAB) meeting just gone and unfortunately, they haven't done enough in my eyes.

They’ve mentioned introducing a fourth substitution but, they will not be doing a 10-minute temporary concussion substitute which I would’ve fallen into and it would’ve flagged up my symptoms and stopped me returning to play. I feel as though it is a hot and a current topic and its obviously been brought up at the biggest meeting in world football. But I still feel as though it is a half-hearted quick fix, let's just tick a box attitude. As a player who has gone through it and who has actually experienced it themselves, I know the potential dangers and I know how lucky I was.”

Headway are a UK based charity helping people deal with the after effects of a major brain trauma. Former Olympic Gold Medallist James Cracknell and Premier League midfielder Ryan Mason are also ambassadors for the charity.

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“When you have got the likes of Ryan Mason and James Cracknell, these are top athletes who are extremely well known. When people can relate, understand, and see who these people are it does carry a bit more weight. It’s important these organisations like Headway have these people as ambassadors because it helps get the message across. I’m trying to do my bit as much as possible as well, if I can add, and share the news and the word and support Headway to provide for the likes of myself and not just sports people but anyone who suffers from brain injury. Then it is a step in the right direction, and I hope they’ll continue to fight for what they believe is right.”

Head Injury Assessments are something that Parslow is calling for. A high-profile case with Spurs defender Jan Vertonghen last season when he collapsed on the sidelines Parslow thought would be the wake-up call the footballing world needed.

“I was hoping on the back of the Jan Vertonghen injury, this is someone in the Premier League playing in the Champions League semi-final, the whole world was watching, and everybody saw the condition he was in.

Little old Daniel Parslow from York City doesn’t have quite the same effect as Vertonghen. I was hoping that someone with such a high-profile getting injured this way would lead to some action and make the changes necessary. Even then I think the doctor said actually a few days later that he wasn’t concussed, he played the next week and it becomes tomorrow's fish and chip paper and its old news. It's very quickly forgotten about because he was okay. Vertonghen was fortunate this time, I was fortunate, but how many times are we going to risk dicing with blows to the head and wait for something serious to happen.”

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A key component to a players recovery in the top level of football, rugby or cricket is the base layer testing they do every pre-season. Lower down the leagues this is not the case.

They don’t have them at all. That’s another massive tool I’m shouting about to try and introduce. At the top level everyone gets medicals, start of every pre-season everyone gets assessed and you then get everyone's baseline scores for mental capacity. The issue with my injury was that we may have still been a professional football club in the Conference North, but we didn’t have baseline data to compare my scores. In my recovery I was performing tests and having to sit through reaction tests and all the scores were noted but we didn’t have my scores pre-concussion to compare them to. When I was trying to see how close to full fitness I was we had nothing to compare myself to, we were just stabbing in the dark. My scores were falling in a window where most people were deemed okay. I was very fit and my reactions were very good. It was one of the strongest parts of my game. I was falling into okay or the norm demographic, but it may not have been where I was before the injury because I was a professional athlete.

Huge tool that I think that needs to be rolled out no matter what level. It was extremely frustrating doing tests weekly and still not really knowing where I should be.

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The Football Association and The Player Football Association need to spread the funds further down the pyramid for player welfare.

“I know everything costs money. At the end of the day you’re asking a doctor to assess 20 players in a football team, that would probably take him an afternoon's work.

I don’t know how much that would cost but it does cost money obviously, I think more money must be filtered down to the lower league clubs. It tough, the ironic thing is you’ve got people playing on local park fields every Saturday and Sunday morningand why should they not get as much care as the professionals. Where do you stop. It's so hard to scale and look after every single person that plays football, why should someone in the Premier League be more important than someone playing League Two, National League or park football.”

“I got into contact with Headway when I saw Vertonghen stumbling around in that Champions League semi-final.

I was sat on my sofa, I saw that he was going through exactly what I was going through and I thought I need to speak to someone about this and that’s how I found Headway. I spoke to a lovely lady who put me in contact with someone else, and I was sent some information out in the post. They check back in saying that they are always here if I want to chat more. It’s easy enough to find Headway's details and there are so many different branches across the country so you are never going to be too far away from someone to talk to.”

If you yourself have, or you know someone that has had a brain injury, Headway are easy to contact.

www.headway.org.uk

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Find out more and book a free trial at www.moki.technology

Health & Wellbeing As we mentioned at the beginning of the magazine, health & wellbeing will be at the forefront of every school over the coming weeks and months. We discuss Teacher Wellbeing as well as how you can include Nutrition in the curriculum in a fun and engaging way!

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Why Does Teacher Wellbeing Matter?

Suneta Bagri from the Every Teacher Matters Project explains‌

It simply goes without saying that a teacher with poor physical or mental health, who is experiencing high levels of stress or who is ill at work, will not perform to the best of their ability.

The reasons for this can be multi-faceted, personal circumstances and/or professional. Sadly, for many teachers a combination of both. For example, a teacher with poor health and lack of wellness may lack the energy that is required to execute a lesson which feeds the children forward with their progress.

A teacher who is ill, due to physical or mental illness will find it burdensome and demanding at work to manage poor pupil behaviour, leading to higher levels of disruption for the rest of the class. This cyclical process can lead to high levels of stress, which in turn impacts upon confidence and ability to do the job. Struggling to cope with the situation, teachers feel they have little choice other than to be absent from work.

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Teachers today are more often than not,, managing much more than just a pupils’ educational attainment. They are expected to support pupils who may lack support at home with little intervention from parents. Managing complex care needs of children that are affected through trauma, special needs or deprivation. Alongside finding creative teaching and learning opportunities for their learners, teachers are forever managing the increasing demands of new curriculum initiatives as well as pressures from Ofsted.

Research proves and we know that having a good teacher has a significant difference on a pupils’ progress and when this is not the case, then it can take up to a 1.5 years for a child to recover from the effects of a poor teacher. As passionate educators, we cannot accept that. Children deserve the best opportunities. As dedicated teachers, so do we.

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It would therefore be very reasonable for us to assume that that the wellbeing and optimum levels in health of teachers, would result in improved pupil outcomes. A teacher with high job satisfaction, positive morale and who is well in their physical and mental health, will be more likely to have the vitality and energy to teach lessons which are creative, challenging and effective, leading to happy pupils who learn well and achieve well.

The Every Teacher Matters Project aims to support the well-being of teachers through providing essential information which empowers us to take action and feel empowered. I believe that as professionals who entered into teaching we owe it them, just as much ourselves, that we are well for the important work we do.

The self-care tips have been produced specifically with the well-being of teacher’s in mind. Taking time out for yourself is not just important but an absolute necessity.

Don’t be overwhelmed, just make a start with the one that appeals to you most and take it from there.

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If you need help with getting started or wish to find out more about how Well-being Coaching. Training and Networking can help you or your school, get in touch‌

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"My top tips for teacher’s self-care in 2020."

Suneta Bagri

CULTIVATE

One...

BUILD POSITIVE RELATIONSHIPS AND BE PART OF A COMMUNITY.

Two...

Consider calling an old friend, volunteering your time, or meeting up with someone to feel connected to others. Look for friendships that allow you to talk openly and authentically about how you are feeling. Connect, laugh and have time to be yourself.

Thr�...

PRIORITISE REST AND SLEEP WELL.

SWITCH OFF AND DO SOMETHING FUN (JUST FOR YOU!) Do something fun to take you away from your normal day-to-day activities, even if you don’t feel like it. Stimulate your mind with positive feelings. Make it a regular occurrence, be creative, try new things and experiment.

Seven...

EAT WELL AND KEEP ACTIVE WITH MOVEMENT BREAKS.

Our physical health is linked to our mental health, so treat your body well. Keep hydrated, avoid processed foods and try to keep a balanced diet. See what fitness activities there are in your area, and see how you can make it a part of your fitness routine, even if it’s just a simple walk every so often.

EVERY TEACHER MATTERS PROJECT

www.sunetabagri.com

Where passion meets education.

FIND WAYS TO BALANCE YOUR WORKLOAD WITH THE PRIORITIES IN YOUR LIFE. Are you obsessing about your work? Are you constantly talking about school? Make a conscious effort to shut off work life to prioritise your home-life. Ask others how they manage their stress and try work out the best way for you to balance your time.

Four...

GIVE YOURSELF CREDIT AND REWARD YOURSELF WITH THINGS THAT MATTER TO YOU. Sometimes we focus too much on the next task, without truly patting ourselves on the back for small achievements. Take a moment to reflect on the last three things you have done well today. Give yourself credit even for the smaller things. You’re doing a great job!

Adults need an average of 7-9 hours sleep.

Give yourself a good sleep routine, shut off any screens 30 minutes before bedtime, to assure you get a good nights rest.

Sleep is vital to good performance and health. Prioritise this and keep to a sleep routine that works for you.

Five...

COACHING & CONSULTANCY

Six...

TAKE TIME OUT TO LISTEN TO YOURSELF.

When was the last time you stopped and listened to yourself? When was the last time you asked yourself what you want?

Sometimes we have so many people’s voices, telling us what they need, we forget about our own voice. Make it a routine to stop and listen to yourself.

Eight...

SET FUTURE GOALS TO STAY MOTIVATED.

Take time out to look at where you are and what you would like to achieve. Keep an eye on the bigger picture and make aspirational yet achievable goals for the future, which are in line with what you want in life. What small steps can you take daily/weekly/monthly to move towards these goals?

contact@sunetabagri.com | www.sunetabagri.com | 07885 216315

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Nutrition for Children – Kiran Savage When it comes to feeding children it can be a challenge to say the least. For most of the time parents and teachers are simply focussed on making sure the children are eating something and if a compromise has to be a bowl of Coco Pops for breakfast then so be it. Not anymore, it really doesn’t have to be this way. We’re sure you’re aware of the benefits of healthy eating for children, not only is it vital for their physical wellbeing, their mental wellbeing, their cognitive function, performance and behaviour but it’s also important for setting lifelong healthy habits. This may seem like an impossible task although we’re about to equip you with the tools for getting children involved in healthy eating from the comfort of the classroom.

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1

Play games revolving around healthy food

Education doesn’t have to be about sitting in the classroom learning from a screen. Begin to get creative with games revolving around healthy food.

For example, give every child in the class a food (it can be an image of the food) and encourage them to make meals by grouping together.

2

Switch chocolate rewards to fruit rewards

If you’re rewarding children with chocolate or sweets why not start giving them apples, pears and other such fruit. Initially, they’ll miss their chocolate but eventually they’ll be just as excited by the fruit.

3

Fact of the day

“We actively empower and inspire children in the UK to make healthier dietary and lifestyle choices”.

4

Create ‘dish of the week’

5

Make nutrition education exciting

This is the perfect way to get children engaging in food outside of the classroom. Where possible create a dish of the week and provide the children with a healthy recipe which you either make in the classroom or encourage them to go home and cook with their families/ guardians.

Food and nutrition needs to be exciting in order to leave a long lasting effect on children. Try and make this as practical as possible for example when you’re teaching about fruits, vegetables, beans or pulses bring them in so the children can try them and familiarise themselves with these new food.

Giving children interesting nutrition facts of the day is much more likely to get them to remember the information rather than learning within a lesson environment. Facts can vary although one example includes: Did you know a kiwi contains more vitamin C than an orange?

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Educational tips are important although if you’re unaware of where to start a great tip is starting with the macronutrients and the key nutrients which children need in their diet. Below we’ve outlined the common nutrients required in a child’s diet for you to teach them.

Protein Protein is essential for all of us, but especially for our children as they are in the vital stages of growth, which occurs at a much faster rate than in adulthood. Protein is essential for growth, repair, maintenance and supporting the immune system.

Offering a source of protein with all 3 meals, and some snacks is a good way to ensure your child gets enough, or is offered enough.

A portion of protein for a child is roughly the size of their palm.

Good protein sources include eggs, chicken, red meat, fish, tofu, lentils, chickpeas, nuts, seeds, quinoa, wholegrains, dairy products such as cheese and milk.

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Carbohydrates Carbohydrates are the brains preferred energy source, so are essential for children where brain and whole body development is rapid.

Carbohydrates can also be a great source of B vitamins (also essential for energy production) and minerals such as magnesium and iron. But, when it comes to carbohydrates, the type can really impact on energy levels and how nutrient dense they are.

Complex or unrefined carbohydrates are ones which release their energy slower into the blood stream due to being less processed and containing more fibre. Examples are oats, whole barley, rye, wholegrain bread and wholegrain pastas. Simple or refined carbohydrates are ones which are devoid of fibre due to processing techniques. Examples are white breads, white pasta and products made from white flour such as cakes and pastries.

For very young children and when weaning, it’s important to offer a mix of white and wholegrain carbohydrates as the fibre may fill them up too quickly.

Calcium Calcium is vital for growth of bones and teeth, but also for the absorption of Vitamin D (more on this below).

Calcium is also needed for blood clotting and muscle contraction.

Calcium is extra important around the time of puberty, ages 11-15 for girls and 12 to 16 for boys, as this is when bone growth is usually most rapid.

Research shows that on average, calcium intakes are lower than the daily recommended intake of 8001000mg.

Sources of calcium include dairy products such as milk, cheese, and yoghurt, but there are so many plantbased sources too. Adding these plant-based sources to meals is a great way to boost calcium intakes, especially around the teenage years.

Sesame seeds (tahini), soya beans, tofu, broccoli, cabbage, okra, nuts and fish with small bones such as sardines.

Note on plant-based milks – please ensure your plant based or non-dairy milks contain added calcium (you will be able to find this on the ingredients list of the product)!

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Vitamin D Vitamin D is known as the sunshine vitamin, but research now suggests it acts more like a hormone within the body as it is involved in many systems other than just regulating the amount of calcium and phosphate. In extreme cases of vitamin D deficiency, bone deformities such as rickets can occur. Although we can find small amounts of vitamin D in foods such as oily fish (salmon, mackerel, anchovies, sardines, herring), sun exposed mushrooms, eggs and dairy products, all children are advised to supplement with 10 micrograms daily of Vitamin D during the winter months (September-April). Our main way to synthesise vitamin D is through the skin from direct sunlight, so please try and encourage outdoor movement and exercise in the warmer months.

Iron Iron is an important component of our red blood cells and has the vital role of carrying oxygen around the body to our cells. Iron is important for both boys and girls, but special attention should be paid to iron intakes of teenage girls, as during menstrual cycles, there are significant increases in iron loss.

We recommend you offer at least one source of iron rich foods daily, and be mindful at the times of the month when your teenage girls are losing more iron.

Sources of iron include red meat, poultry (dark meat is richer in iron), eggs, beans, lentils, chickpeas, nuts, wholegrains such as oats and brown rice, dried apricots and dried figs, dark green leafy vegetables.

A note on absorption – the iron we find in plant-based foods is harder for our body to absorb, but adding a source of vitamin C to the iron sources can enhance this absorption.

Our top tip is to squeeze some fresh lemon juice over greens, grains and pulses to achieve this effect.

Iodine Iodine is a nutrient which doesn’t get the airtime it deserves, but this nutrient is needed for thyroid health and making thyroid hormones and essential for brain development.

Iodine is mainly found in seafood, white fish and dairy milk and in small amounts in some plants, however the soil content heavily affects iodine levels. Iodine is also found in seaweed and seaweed products, but be careful not to consume large amounts of these are often iodine levels are very high.

Omega 3 Omega 3 fats are known as essential fatty acids as the body doesn’t make them, therefore they must come from the diet. The brain is made up of about 60% fat, so omega 3’s are vital during children as the brain is developing. They are also known to be anti-inflammatory and heart protective.

The main source of omega 3 fats are oily fish (salmon, mackerel, anchovies, sardines and herring), but smaller amounts can be found in walnuts, flaxseed and chia seeds. Adding some chia seeds and flaxseed into porridge, smoothies and soups can be a great way to introduce these to your children diets.

“We actively empower and inspire children in the UK to make healthier dietary and lifestyle choices”.

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Food in Schools Matters: Integrating Nutrition & Practical Cooking into the Curriculum – Nikki Geddes, Founder of Kiddy Cook We all know that food and exercise are important to our health and well-being. Yet whilst primary schools teach PE weekly and pay for sports coaching as part of PPA time, in my experience, we don’t generally see the same level of teaching when it comes to food education, including practical cooking skills

The Challenge Developing an integrated programme of nutrition and physical activity education, including practical cooking, can be difficult, especially given all the other tasks teachers are faced with. So how do you do this with limited finances, staff-to-child ratios, and a lack of skills and experience?

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Making Food Part of the Curriculum

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Engaging young people in understanding the links between growing food and cooking fresh, seasonal produce. If outdoor space is inaccessible, organisations such as The Potato Council provide a FREE growing kit containing everything you need to grow a successful crop (register with www. growyourownpotatoes.org,uk). Produce from a school’s garden can be prepared and cooked by catering staff for children to taste.

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Supporting learners to recognise how interconnected the world is, and how this relates to the food that they eat.

Subject links In an ever-increasing crowded curriculum and busy school day, it makes sense to make as many links between subjects as possible. Interdisciplinary teaching can lead to connected learning, which prevents the narrow view of food education as being only about ‘healthy eating’. For example, consider: •

Using practical cooking to develop links between food and the primary science curriculum, which will help bring science to life and therefore engage children. Use chocolate to study change of state, for example; or eggs to demonstrate the physical properties of liquids and solids, and to show chemical change.

These learning experiences highlight the importance of health and well-being to children and young people; while encouraging development of the critical thinking skills they need to support the knowledge, skills and understanding that will enable them to lead confident, healthy and independent lives.

These learning experiences highlight the importance of health and well-being to children and young people; while encouraging development of the critical thinking skills they need to support the knowledge, skills and understanding that will enable them to lead confident, healthy and independent lives.

Funding Sports Premium is not just for sport! The grant is jointly funded by the Departments for Education; Digital, Culture, Media & Sport; and Health & Social Care; therefore, the money can be spent on ALL pupils for a range of health and education-enhancing benefits including, for example, healthy eating workshops and practical cooking.

When delivered regularly as part of an integrated food and exercise programme of learning, these sorts of initiatives result in children and young people being betterinformed to develop the skills that are necessary to enable them to take responsibility for making appropriate choices to their health and well-being.

Partnerships School kitchens and dining rooms are a great resource for learning and teaching, and with goodwill and adjustment, can make significant contributions to curricular teaching. For example, to improve the popularity of a particular food on the lunchtime menu, try tasting it in the classroom before-hand.

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Raising the Profile of Healthy Eating Participation in International Schools Meals Day (this year it falls on 12/03/2020) is an opportunity to bring together children and communities across the world to share experiences, stories and news. Consider ways to raise the profile of eating in your school. For example: •

Compare the nutritional value of a school meal with that of the average lunchbox

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Explore the multicultural aspects of food, and link in with school meal themed days

Practical Learning Opportunities Cooking can be done in almost any environment with a few essential items; and you don’t need access to an oven to teach children how to cook. We’ve put together some handy hints and tips to address some of the obstacles you might be facing to give you, the teacher, the knowledge and tools to help yourself.

Obstacle: We don’t have a dedicated area You don’t need a kitchen. Cooking in school can be set up in almost any environment with just a few essential items: •

Access to hot water – if you don’t have access to a sink, use a washing up bowl

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Wipe-clean plastic cloths to cover classroom desks

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A supply of washing-up liquid, cloths, tea towels, and anti-bacterial spray for surfaces and hands

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A dustpan and brush, along with some paper towels to clear up any spills

Obstacle: We have large classes It is possible to prepare food with a full class: •

Choose recipes that are ‘assembly-based’, rather than ‘skill-based’

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Move tables together to create a cooking space that works for you

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Remove chairs so children stand to prepare ingredients, giving them better control of equipment

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Ask parents to come into class to help - having an extra pair of hands means a lot less stress!

Obstacle: We don’t have any facilities Children can learn to cook without the need for an oven: •

Recipes can be prepared in the classroom and taken home to cook – just provide suitable containers and recipe cards with full cooking instructions

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Obstacle: We don’t have the right equipment Be inventive!

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Choose recipes that the children can ‘assemble’ in their take-home container

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Use kitchen scissors to cut a variety of ingredients, including herbs, spring onions & pepper sticks

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Tiny hands are more than capable of tearing up lettuce leaves and cabbage (for coleslaw)

Obstacle: We don’t have qualified staff Be confident and well-prepared: •

Practise recipes before-hand

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Use PowerPoint recipes, particularly with infant classes. It makes things so much easier!

Remember, the children don’t know what to expect – so if things don’t go to plan, don’t panic! Just take a breath and carry on.

Obstacle: We don’t have time to buy the ingredients Sign up for a supermarket delivery and get the ingredients delivered to school

Obstacle: We don’t have time within the lesson •

Children don’t always need to cook from scratch. Think about things that can you pre-prepare/ measure out in advance to save time. For example, peel and grate carrots in advance, but allow students to spiralise courgettes

Obstacle: I’m worried about health and safety •

Make sure you’ve got up-to-date permission slips signed by parents/carers so you are aware of any allergies, intolerances, religious or cultural reasons which may prevent children eating, or coming into contact with, particular foods. This information will enable you to plan your session to ensure it is safe and inclusive

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Ask your school dinner provider to store ingredients safely, or use the staffroom fridge

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Whilst it’s good practice to have a Level 2 Food Safety and Hygiene certificate, it’s not a legal requirement. However, it’s a good way to ‘open your eyes’ to potential risks and help you avoid or minimise them and can help you feel more confident about undertaking practical cooking in school.

These courses are readily available online and are reasonably priced.

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The inclusion of an integrated programme of food and exercise provides a real opportunity to drive forward food education. Learning in this area has a significant role to play, both in supporting dietary improvements, and in establishing lifelong habits which better support health and well-being, resulting in the potential to increase attainment and reduce inequality.

Kiddy Cook is dedicated to improving the health and wellbeing of children and young people across the UK by inspiring them to have fun with food, while instilling the importance of healthy eating as part of a healthy lifestyle. Their cross-curriculum cookery workshops support schools in delivering on the health and well-being agenda.

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