Primary Briefing PSHEe Leaders 23rd June, 2015

Agenda

Starter: “If I were President...” Using ‘If I were president’ as a starting point, consider three things you would change in your local area, in the UK and in the world if you were to win an election. What changes are most likely to happen? What would you personally prefer to see happen? Who else shares such a vision of the future? What needs to change if the preferable future is to become a reality, rather than the probable one? Who is actually working to create such a future? How can we contribute to that preferable future? While public discourse increasingly demonises others, as teachers we have a duty to help pupils develop empathy and identify a shared humanity (British Values, SMSC).

"It's not that bad in Mukuru, but I would prefer not to live here "It's not that bad in Mukuru, but I would prefer not to live here. It's different from Nairobi. If it rains there, you don't have to wear gum boots but here because it's so muddy, you must have boots to walk around. There are also many sick people here, my family get sick with pneumonia and we are forced to buy medicines, but they are very expensive. If I was the President of Kenya, I would change the environment in Mukuru, especially the roads. I would make them passable. Mud is the problem here. I would try to help the helpless as well.“ Polycarp

"I like maths so I want to be an accountant when I grow up, and work in a bank and encourage people to keep their money safe. If I was President, I would bring better security to Mukuru and also open a hospital here. In Mukuru a lot of people get sick, but when you go to hospital in Nairobi there are far too many people on the ward. If I built a new hospital we could have just five people on each ward. I would also build new roads here, so there are not so many accidents.“ Patricia

"My favourite subject is science because for you to be a doctor, you need to do a lot of science and that is what I want to be. I want to be a doctor so that I can treat the sick, and help my family and my parents. I think everyone should have medicine. People get sick in Mukuru because they drink dirty water, or they go to the toilet and there is nowhere to wash their hands. Or they get sick because they eat food with dirty hands. Sometimes I get ill with malaria, and I also get stomach problems." Deriyne

Latest News in PSHE education The Government has now confirmed that its response to the Commons Education Committee recommendations on statutory PSHE will be made by 26 June. One option might be to say “we are still considering the recommendations” , but hopefully there will be something firmer on Friday. As ever, no guarantees!

PSHE / SRE as a means of reducing violence against women Recommendations from the UN rapportuer on violence against women and girls that SRE be made compulsory in Britain. The full report has now been published by the UN and the wording of the recommendation on SRE is: "Ensure a holistic approach to prevention of violence against women and girls by including appropriate and comprehensive education in schools as a compulsory subject, providing adequate training to teachers and other school staff; and developing gender-specific prevention policies". http://www.sexeducationforum.org.uk/email-your-mp

Latest OFSTED news The updated OFSTED framework was only published last week, but it is immediately clear that the new key judgement on ‘Personal development, behaviour and welfare’ will be of particular importance to PSHE practitioners. The criteria supporting this judgement emphasise, among other things, employability and safety from risks and it is difficult to see how schools will be able to demonstrate effectiveness without a high-quality PSHE programme. In addition to this key judgement, PSHE education makes a significant contribution to a school’s safeguarding strategy. Ofsted’s updated safeguarding guidance for inspectors makes clear that a separate report on safeguarding will always be included within the key judgement on leadership and management, making the subject arguably more integral to the new framework. See document with key points drawn out.

Sharing Outstanding Practice in Primary PSHE education Jill Armstrong, The Beacon Primary

Break

NSPCC resources to support PSHE education Helen O’Sullivan, NSPCC

Main title slide NSPCC SCHOOLS SERVICE Always in 354 Green Helen O’Sullivan Area Coordinator - Merseyside

Background to the Service ChildLine has been going for nearly 30 years In 2010 we received around 3,000 contacts every day Over 80% of children were aged 11+ Many spoke about historic worries, or abuses that had been going on for sometime but the child did not have language or understanding that they were abuses at the time Identified need to reach out to younger children to encourage them to speak to trusted adults sooner Piloted in 2010 and launched in 2011

Schools Service Aims To ensure children have an understanding of abuse in all its forms, know how to protect themselves and are aware of sources of help To provide key safeguarding messages to every child in Year 5 & 6 in UK by 2016 Visit every primary school every 2 years on rolling programme Universal preventative service Delivered by volunteers, supported and trained by staff

Who’s had the service? Merseyside - visited 244 schools (some multiple times) and seen just under 23,000 children Liverpool – 79 school, but…… 2 now overdue 41 due next academic year – emails sent Book over phone – only takes few minutes (available Thursday and Friday this week – 07971 673 805) Supported by Phil Cooper at LSCB Focus on mainstream but non-mainstream deliveries are being booked during quiet times

Funding It is not mandatory to fundraise as we believe all children should receive the service However each visit does cost the charity funds (£4.5 million per year at present) and 92% of all our money comes from donations – not government You can support us in 1 of 2 ways; Whole school sponsored event (supported by us and includes further charity visit, possible assembly and thank you badges) One-off event (eg dress down, cake sale etc) If you’d like to support us please indicate on your form

Structure Assembly: Introduction to ChildLine and Buddy Sack of worries exercise Recap of Definitions of Abuse Who to turn to / keeping safe discussion ChildLine Key messages and DVD Going home pack: Activity pack including Word search & Crossword linked with keep safe messages Buddy stickers

Structure Workshops: Welcome back & Recap Quiz OK / Not OK exercise Guys Story My Buddy Kit Leave behind materials: Finger flexor Certificate Quiz

Parent / carer letters Not mandatory as every schools culture is different Provide template letter which covers what we do, FAQs for parents and option to opt out child Can amend it to take out opt out section Encourage schools to think about reasons if children are opted out ChildLine drop in can be discussed

Child Welfare and Protection issues Not primary aim, but volunteers trained in how to respond and procedures to follow (mandatory ongoing safeguarding refresher training is requirement) Delivered in 3rd person to minimise risk Always pass concerns to child protection officer in school before we leave Compliment systems already in place Responsibilities of school and ChildLine confirmed in an Agreement

Evaluation We know the ChildLine Schools Service really works from the great feedback we are receiving from children and teachers alike: 98 % of children we visited understood that they had the right to feel safe 97 % said that if they had a problem, they now knew it was best to talk about it 88% thought other children the same age should have the service (10% unsure) 100% of schools would recommend us

Other resources – PANTS www.nspcc.org.uk/preventing-abuse/keeping-children-safe/underwear-rule/ Aimed at parents so they can teach the Underwear Rule and help protect them from abuse. Simple way that parents can help keep children safe from sexual abuse – without using scary words or even mentioning sex Free downloadable guides for parents (PDF) and for children (PDF) plus videos, including communicating with deaf children Leaflets – can be ordered for school receptions Also guides for children and parents with learning disabilities, with autism and in different languages, as well as guidance for foster carers (PDF) Privates are private Always remember your body belongs to you No means no Talk about secrets that upset you Speak up, someone can help

Other resources – PANTS lesson plans www.nspcc.org.uk/preventing-abuse/keeping-children-safe/underwear-rule/underwear-rule-schools-teaching-resources The Underwear Rule teaching resource consists of one core lesson that is suitable for Early Years/Foundation/PS1-4 and Key Stage 1. It is written in an easy-to-follow format, giving learning objectives, resources and methodology Free to download resources for the Underwear Rule, including a lesson plan, Teaching resource guidance Pupils activity resource slide presentation Parents letter template curriculum links supporting information, incl reading lists

Other resources – Education Self-Assessment Tool (ESAT) Free Can be used by the designated safeguarding lead in schools in England to assess how well they are meeting statutory and recommended safeguarding practices Includes useful resources, links to relevant guidance and training and advice on what action to take The Tool is a joint initiative between the NSPCC and Times Educational Suppliment Child Protection: Safety and Security Pupil Behaviour, Emotional Health and Wellbeing Working with Parents and Multi-Agency Working Staff and Governance www.esat.nspcc.org.uk

Other resources – Share Aware Online Safety Campaign – free guides to download Aimed at talking to children about staying safe online – teachers have included in cyber safety lessons www.nspcc.org.uk/preventing-abuse/keeping-children-safe/share-aware Net Aware is for parents (BUT REGULARLY USED BY TEACHER) – keeps them up-to-date with simple advice on what's new in social networking. We review privacy settings, suitable ages and appropriate content for over 50 sites. What we all need to know to help keep your child safe wherever and whenever they go online Videos, age guidance, hints and tips www.net-aware.org.uk

Other resources – NSPCC Adult Helpline Phone (0808 800 5000), text (88858) or email (help@NSPCC.org.uk) Free helpline service staffed by NSPCC staff counsellors 24 hours a day, 365 days a year - Don't wait until you're certain if you are worried about a child Listen to your concerns, offer advice and support and can take action on your behalf if a child is in danger Don’t have to tell us who you are if you don’t want to, or you can ask us not to share your name or contact with the police or social services – used by professionals, especially teachers, regularly Seen significant increase to Helpline in recent year

Other resources – Dedicated helplines FGM - 0800 028 3550 Modern Slavery - 0800 0121 700 Gangs - 0808 800 500 Child Trafficking Advice Centre - 0808 800 500 Abuse Enquiries, including Operation Yewtree (website or call main number) www.nspcc.org.uk/what-you-can-do/report-abuse

Other resources – Information services Free service for those who work with children Can help find latest policy, practise, research and news on child protection an related services Submit online enquiry, phone (0808 800 5000) or email (help@NSPCC.org.uk) www.nspcc.org.uk/what-you-can-do/get-advice-and-support/information-service-enquiries CASPAR - Our current awareness service for practice, policy and research delivers free weekly email alerts to keep you up-to-date with all the latest safeguarding and child protection news – sign up online Huge online library filled with helpful resources

Other resources – NSPCC Training and Consultancy

Other resources –Direct services for children & families Together (DART): A ten week group work programme helping mothers and children aged 7 to 15 strengthen their relationship following domestic abuse. Family Environment Drug Using Parents (FEDUP): A group work programme that works with children aged 5-12 years offering individual parenting support for parents who misuse drugs or alcohol. Connecting with Children In Care A short - term service using a brief solution focussed approach for children and young people aged 5-18 years who are looked after. Protect and Respect (Wirral only): is an individual and group therapeutic service for young people aged 11-19 years who are vulnerable to sexual exploitation or who have been sexually exploited.

Other resources –Direct services for children & families Parents Under Pressure: A 20 week home visiting programme where there is parental substance misuse and they have a child under 30 months For more information, leaflets, or to make a referral to our service, please contact us at: NSPCC Liverpool Service Centre, Hargreaves Centre, 112 Great Homer Street, Liverpool, L5 3LQ Email: merseycpt@nspcc.org.uk Telephone: 0151 566 1000

Thank You Helen O’Sullivan Merseyside Area Coordinator helen Thank You Helen O’Sullivan Merseyside Area Coordinator helen.osullivan@nspcc.org.uk Tel: 07971 673 805 Any Questions???

Teaching About Mental Health in a Primary Setting Sonia Cross, Liverpool Healthy Schools Team

This training draws on the following: The Mental Health Handbook for Primary School Sometimes My Brain Hurts Programme Department for Education Mental Health and Behaviour in Schools Department of Health No Health Without Mental Health Time to Change trainer pack PSHE Association Teacher Guidance: Preparing to teach about Mental Health and Emotional Wellbeing Liverpool Public Health and NHS CCG: Children and Young People’s Mental Health and Emotional Wellbeing Strategy.

Question 1: How many young people will experience a mental health problem in any one year? A: 1 in 10 young people B: 1 in 100 young people C: 1 in 1000 young people

Question 2: What are the two biggest causes of death of males aged 14 to 25? A: Cancer 1st and Diabetes 2nd B: House fires 1st and Accidents at home 2nd C: Road traffic accidents 1st and Suicide 2nd

Question 3: What percentage of the killings that take place each year are committed by people with mental health problems? A: 5% B: 25% C: 65%

Facts and Figures Young people experiencing anxiety in childhood are 3.5 times more likely than others to experience depression or anxiety in adulthood.* Young people in the UK from Black and Minority Ethnic Groups are at higher risk of mental health problems and also may find it more difficult to use mental health services.* Despite the impression we get from the media, people with severe mental health problems are more likely to be victims of violent crime than to commit violent crimes. ** The majority of people recover from mental health problems, especially if they’ve sought help early *ONS 2004; **Time to Change Website Oct 2013

What is Mental Health? Task – Take 2 minutes to mind-map words associated with mental health. Overleaf, take 2 minutes to mind-map the words associated with physical health. Come up with a definition of mental health. Health is a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity. (World Health Organisation, 2001) The strength and capacity of our minds to grow and develop, to be able to overcome difficulties and challenges and to make the most of our abilities and opportunities. (Young Minds, 2006)

What is Mental Illness? A psychiatric disorder can be classified as a change in behaviour, emotions or thought processes (the three main aspects of mental functioning), which is so prolonged and/or severe that it interferes with everyday life and is a handicap for the child or those who care for the child. (Pearce, 2003)

Mental health is on a spectrum Good wellbeing Mental Wellbeing I have a mental health diagnosis but I am coping well and enjoying my life I have no diagnosis. I am well and enjoying my life I have a mental health diagnosis but I am not coping and I am not happy I have no diagnosis, but I am not coping and I am not happy Poor wellbeing

Some types of mental health problems Depression – low mood, hopelessness, loss of energy Anxiety disorders – sense of worry, panic, dread which is affecting someone’s ability to live their life as usual Eating disorders – may have an unrealistic view of their body shape and weight. Not just about dieting - often low self esteem or a lack of control over other things. Self harm – often a way of coping with emotional difficulties. Psychosis – change of reality. Sometimes hearing voices and seeing things that others don’t see / hear. May feel paranoid. For more information: www.rethink.org www.mind.org www.seemescotland.org

Why do people develop mental health problems? Some people feel it is a chemical imbalance in the brain Some feel it is all about trauma (everyone has a personal story of trauma, abuse, grief, bullying, separation loss, etc) Some feel it is about lack of money or privilege There are a lot of views but it is important that someone’s personal view is listened to and respected There is no one answer

Many people report that stigma is harder to deal with than their actual mental health problem A definition of stigma: Having unfair attitudes about people with mental health problems, so that they get labelled as ‘different’ or ‘strange’. A definition of discrimination: Behaving unfairly towards people with mental health problems, e.g. bullying them, or turning them down for a job or course of study.

Teaching about Mental Health Consider the following: Where might mental health fit into the curriculum? Who should deliver it? What skills will they will require? How much should be introduced and at what stage? What is currently provided and who leads on it? See highlighted PoS

(SEAL) Social and Emotional Aspects of Learning Self-awareness Motivation Managing feelings Empathy Social skills. (How) is it currently implemented, its effectiveness and approaches, staff attitudes and so on. For example, does it depend upon certain individuals? What works well and how can SEAL activities or lessons could be extended to include material on mental health.

Philosophy for Children Caring Creative Critical Collaborative https://vimeo.com/55009112

Why is Mental Health Education Important? To raise awareness Reduce stigma Enable discussion using appropriate language Promote access to support Highlight the importance of early intervention. Mental Health Quiz True or False

Facts and Figures 1 in 10 children and young people aged 5-16 years suffer from a diagnosable mental health disorder, that is around three children in every class. Between 1 in every 12 and 1 in 15 children and young people deliberately self-harm and around 25,000 are admitted to hospital every year due to the severity of their injuries. More than half of all adults with mental health problems were diagnosed in childhood. Less than half were treated appropriately at the time. Nearly 80,000 children and young people suffer from severe depression. Over 8,000 children aged under ten years old suffer from severe depression. 45% of children in care have a mental health disorder. These are some of the most vulnerable people in our society. 95% of imprisoned young offenders have a mental health disorder. Many of them are struggling with more than one disorder.

Further Research and Evidence Being liked and accepted by peers is crucial to young people's health and development; and those who are not socially integrated are far more likely to exhibit difficulties with their physical and emotional health. (Unicef Report, Child Poverty in Perspective, 2007) If children and young people have pleasure, engagement and meaning in life, they are likely to experience happiness, life satisfaction, wellbeing and lead more flourishing lives. (Ward, 2008)

Risk and Resilience Factors within the individual Factors within the family Factors within the school Factors within the community. What do you think that some of these factors might be?

Class teachers see their pupils day in, day out Class teachers see their pupils day in, day out. They know them well and are well placed to spot changes in behaviour that might indicate a problem. The balance between the risk and protective factors is most likely to be disrupted when difficult events happen in pupils’ lives. These include: • loss or separation – resulting from death, parental separation, divorce, hospitalisation, loss of friendships, family conflict or breakdown that results in the child having to live elsewhere, being taken into care or adopted; • life changes – such as the birth of a sibling, moving house or changing schools, and • traumatic events such as abuse, domestic violence, bullying, violence, accidents, injuries or natural disaster. Schools will often be able to support children at such times, intervening well before mental health problems develop.

Diamond Nine Exercise Pupils: understand the difference between mental health and mental illness learn correct terms to describe mental illness are aware that mental ill health can affect anyone can ask questions in a safe environment are aware that depression is not a choice can dispel any myths associated with mental health understand that recovery from mental illness is not only possible but most likely are aware that there is always someone to talk to learn what can promote positive mental health. Order the statements according to importance. Discuss them in relation to each other and give consideration to whether it is more important to raise awareness, focus upon improving access to help, or on promoting the correct terminology to reduce stigma. It is useful to consider what the pupils responses might be to the statements.

Mental Health Topic Areas Why discuss mental health in primary school? Empowering pupils with strategies to support positive mental health is vital Exploring derogatory language is helpful Understanding that people have negative, even suicidal, thoughts is important Realising mental health problems are common is good Knowing how to access advice and support is vital Appreciating recovery is possible and likely, helps Realising that there are risk and resilience factors.

What should you cover? What is mental health? Why it is important What goes wrong? What helps and what does not? How to access help How it is portrayed How to promote positive mental health.

And why? Create a better understanding of mental health Raise awareness of mental health issues Explore what promotes positive mental health Examine what impacts in a negative way Understand how early identification and intervention helps Provide opportunities for discussion Protect children from inappropriate media portrayal of mental health problems Reduce stigma.

Ground rules

How do I feel? confused scared happy Have another go Have another go

Well Done! Let's try another one!!

How do I feel? bored angry excited Have another go Have another go

Well Done! Let's try another one!!

How do I feel? worried upset excited Have another go Have another go

Well Done! Let's try another one!!

How do I feel? shocked happy bored Have another go Have another go

Well Done! Let's try another one!!

How do I feel? scared angry upset Have another go Have another go

Well Done! Let's try another one!!

How do I feel? sad confused excited Have another go Have another go

Well Done! Let's try another one!!

How do I feel? happy worried annoyed Have another go Have another go

Well Done! Let's look again

annoyed angry worried happy excited bored confused surprised upset scared shocked sad

What makes me happy? Reception Lesson Plan

What makes you happy? Reception Lesson Plan

What do emotions look like? Walk around the room. When I shout out an emotion word, make your body and face show that emotion. Year 1 Lesson Plan

How emotions are shown on our body In groups, on your outline of one body, label the features that show you the person is sad. On the other one, label the features that show you the person is happy. Year 1 Lesson Plan

What are some of the things that make us sad? Which of the two bodies would you prefer to have – the sad or happy one? What are some of the things that make us sad? What are some of the things that make us happy? How can we make someone happy again if they are sad? risk /resilience Year 1 Lesson Plan

On post it-notes write down one thing that you will do to make somebody happier today. Year 1 Lesson Plan

What do emotions look like? Pick a picture and think about how that person is feeling. What word would you give to this feeling? Have you ever had the same feeling? What made you feel that way? Year 2 Lesson Plan

What do emotions look like? Now swap cards with somebody who has a different type of emotion in their photograph. Year 2 Lesson Plan

Emotion words Walk around the classroom – when I say ‘stop’ stand on the nearest emotion-word-card. Give a sentence containing this word eg, “Peter was worried when his bother did not arrive home on time.” Year 2 Lesson Plan

A time when I felt … Move around the classroom and write about a time when you felt this emotion. Excited Angry Proud Jealous Worried Happy Upset Scared Year 2 Lesson Plan

An apple a day keeps the doctor away … Look around the classroom at the flip chart paper. Which of these emotions would you like to feel mostly? What are some of the things that you can do to help yourself feel like that more of the time?

Symptoms of Mental and Physical Ill health Positive Signs of Health Negative Signs of Health Year 3 Lesson Plan

Mental Health Collage Year 3 Lesson Plan What helps? What does not? Use photos from newspapers or magazines or childrens’s own artwork to create colourful and eye-catching collage which conveys messages about mental health in a positive way. Year 3 Lesson Plan

Circle of Support Year 3 Lesson Plan Draw pictures of people who can help to promote your positive mental health and keep you well. Draw a picture of yourself at the centre. Year 3 Lesson Plan

Listen to Alisha’s Story At which points in the story might Alisha have been feeling really well, which factors contributed to her mental and emotional wellbeing and at which points might she have felt vulnerable? Teacher introduces the words resilience and vulnerability. Now complete the second column. Year 3 Lesson Plan

Resilient v Vulnerable Sort out these words – place them on the continuum between resilience and vulnerability? Year 4 Lesson Plan

Anxiety Depression Psychosis Self-harm Year 4 Lesson Plan

Promoting Positive Mental Health Poster Year 4 Lesson Plan

Individual Family Community Year 5 Lesson Plan

Myth Reality Year 5 Lesson Plan

Distancing techniques - also think about problem pages or drama scenarios. Year 5 Lesson Plan

Design a Mental Health Service for Young People Year 5 Lesson Plan

Year 6 Lesson Plan Researching Mental Health Conditions Name of condition: How man people does it affect? Signs and symptoms: Possible outcomes: Treatment: Additional Information: Depression Anxiety Bipolar disorder Schizophrenia Eating disorders Self-harm Obsessive- compulsive disorder Post-traumatic stress disorder Psychosis www.youngminds.org.uk www.time-to-change.org.uk www.mentalhealthfoundation.org.uk www.mhfayouth.org.uk www.theplace2be.org.uk/why_it_matters.aspx?menuid=2 www.nice.org www.samaritans.org.uk www.rethink.org www.shift.org.uk www.papyrus-uk.org http://www.liverpoolfyi.com/ Year 6 Lesson Plan

Mental Health and the Media Source of Information: Summary of story or article: How accurate is this information? How did you find out about the accuracy? What is your opinion regarding whether this seemed positive or negative? Any evidence of stigma, discrimination or negative language? How high profile was the story? Explore language – sort correct and incorrect terminology Year 6 Lesson Plan

Mental Health: What helps? Goals Self-Esteem Friends School Relationships Leisure Humour Stable Environment Activities Love Problem-Solving Affection Social Skills

Mental Health: What hinders? Violence Abuse Low Self-Esteem Poverty Hostile Relationships Bereavement Divorce or Separation Poor Social Skills Illness Discrimination disaster Crime Year 6 Lesson Plan

Five Ways to Wellbeing Connect Be active Take notice Keep learning Give (www.nef.org) Classroom display The best way of assessing someone's psychological wellbeing is to ask them how they feel. (Thompson, 2006)

Coping Strategies for Reducing Stress and Increasing Resilience Review Supportive listening. Consider ways that pupils might support a friend who was not feeling mentally well.

Plan of Action How will we know that we have made a difference? What do we intend to do? By when? How? Who is to be involved? How will parents be engaged? What are the ground rules? julie.mccann@si.liverpool.gov.uk

Lunch

Kate Dixon, .B and MISP practitioner Mindfulness Practice Kate Dixon, .B and MISP practitioner

Education for Healthy Lifestyles Liverpool Healthy Schools Team Chris Price, Liverpool Healthy Schools Team

Focus of the workshop KS1 Pupils should have the opportunity to learn: what constitutes a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health to recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences

KS2 Building on Key Stage 1, pupils should have the opportunity to learn: 1. what positively and negatively affects their physical, mental and emotional health (including the media) 2. how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’ 3. to recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet 4. to recognise how images in the media do not always reflect reality and can affect how people feel about themselves 5. to reflect on and celebrate their achievements, identify

What is the difference between Physical Activity, Sport & PE?

Physical Activity Physical activity is defined as any bodily movement produced by skeletal muscles that requires energy expenditure WHO

Physical Education Physical Education is planned, progressive learning that takes place in school curriculum timetabled time and which is delivered to all pupils. This involves both “learning to move” (i.e. becoming more physically competent) and “moving to learn” (learning through movement, a range of skills and understandings beyond the physical activity, such as co-operating with others). The context for learning is physical activity, with children experiencing a broad range of activities, including sport and dance.

Sport An activity involving physical exertion and skill in which an individual or team competes against another or others for entertainment. or a contest or game in which people do certain physical activities according to a specific set of rules and compete against each other

Children and young people aged 5 to 18 Children and young people aged 5 to 18 should do at least 60 minutes (one hour) of aerobic activity every day. This should include a mix of: moderate-intensity activities: this means your child is working hard enough to raise their heart rate and break a sweat vigorous-intensity activities: this means they're breathing hard and fast, and their heart rate has gone up quite a bit

Moderate-intensity activity means you're working hard enough to raise your heart rate and break a sweat. One way to tell if you're working at a moderate intensity is if you can still talk but you can't sing the words to a song.

Examples of activities that require moderate effort for most young people include: walking to school playing in the playground riding a scooter skateboarding rollerblading walking the dog Cycling on level ground

Vigorous-intensity activity means you're breathing hard and fast, and your heart rate has gone up quite a bit. If you're working at this level, you won't be able to say more than a few words without pausing for a breath.

What counts as vigorous-intensity activity?
Vigorous-intensity activity is associated with better general health, stronger bones and muscles as well as higher levels of self-esteem. Examples of activities that require vigorous effort for most young people include: playing chase Energetic dancing Swimming  gymnastics Football running rugby martial arts, such as karate Cycling fast or on a hilly terrain

1 in 4 children believe playing computer games is a form of exercise! Did you know? 1 in 4 children believe playing computer games is a form of exercise! Youth Sport Trust, 2015

How much Energy do you use? worksheet

Higher or lower

Hiking 370 Kcals

Higher or lower than hiking? Dancing Higher or lower than hiking? (370kcal)

Dancing 330 Kcal

Higher or lower than Dancing? Aerobics Higher or lower than Dancing? (330kcal)

Aerobics 480 Kcal

Golf (walking and carrying clubs) Higher or lower than Aerobics (480kcal)

Golf 330 Kcal

Weight training (general light workout) Higher or lower than Golf (330kcal)

Weight training 220 Kcal

Higher or lower than weight training Running/ jogging (5 mph) Higher or lower than weight training (220kcal)

running / jogging 590 Kcal

Higher or lower than running / jogging Swimming (slow freestyle laps) Higher or lower than running / jogging (590kcal)

Swimming 510 Kcal

Light gardening / yard work Higher or lower than swimming (510kcal)

Light gardening 330 Kcal

Higher or lower than light gardening Bicycling (less than 10 mph) Higher or lower than light gardening (330kcal)

Bicycling 290Kcal

Higher or lower than bicycling Heavy yard work (chopping wood) Higher or lower than bicycling (290kcal)

Heavy yard work 440 Kcal

Higher or lower than heavy yard work? Walking (3.5 mph) Higher or lower than heavy yard work? (440kcal)

Walking 280Kcal

Higher or lower than walking Bicycling (more than 10 mph) Higher or lower than walking (280kcal)

Bicycling (+10mph) 590 Kcal

Higher or lower than bicycling Stretching Higher or lower than bicycling (590kcal)

Stretching 180Kcal

Higher or lower than stretching Basketball (vigorous) Higher or lower than stretching (180kcal)

Basketball 440 Kcal

End

Four aspects of fitness Strength - The maximum amount of force a muscle, or a group of muscles can exert in a single effort. Speed - is the ability to cover a distance or perform a movement in a short time Suppleness - is the range of movement across a joint Stamina - It is the ability to perform a skill or take part in activity for a long period of time worksheet

Recovery

Eat well Plate http://www.grainchain.com/Fun_and_games/healthy/11-14_FoodOnAPlate.html

Activity Line up

Energy Input - Expenditure http://www.foodafactoflife.org.uk/Activity.aspx?siteId=15&sectionId=64&contentId=214

Healthy Lifestyle Officer Christopher Price Healthy Lifestyle Officer Christopher.price@si.liverpool.gov.uk

Action Planning in Primary PSHE education Clare Wilson, Much Woolton

Clare Wilson Health & Well-Being Lead /SMT Much Woolton Catholic Primary School c.wilson@muchwoolton.sch.uk

Action Planning for PSHEe How Does Your School/Setting Action Plan for PSHEe? In Groups – Discuss / feedback (10 Mins)

Where to start… Strengths Evidence Impact One hour of quality PSHE being taught per week to each class. Class Timetables PSHE/PPA Timetables Lesson Observations Building confidence, self-esteem, improving behaviour, developing speaking and listening skills. Use of Peer Mentors on playgrounds. Observing Playtimes Discussions with pupils and SAs. Children have trained Peer Mentors to talk to if they are unhappy etc. during playtimes. This is saving teachers dealing with situations after break time and therefore not wasting teaching and learning time. Begin with what you do well. (example in packs)

Pupil / Parent Surveys Health & Well-Being Survey (pupils) E-Safety Survey (pupils / feedback sent to parents) SMSC Survey (parents) Read through examples, (in pack) could these work in your setting? What other surveys could be carried out to support your SEF?

Formal Action Plan Written for Year Much Woolton Catholic Primary School Action Plan 2015-2016 Health & Well-Being (PSHE/ E-Safety/ EVs) Area of Development Action Required Persons Involved Cost Completion Date Evaluation / Notes SMSC / E-Safety Training for staff and Govs. Staff Twilight C. Wilson / ParentZone N/A Autumn 2015   E-Safety Workshop for Parents After school C Wilson/Parentzone (Raffle Prize donated to encourage parental attendance Develop AUP for Pupils Source New Child friendly AUP C Wilson Liverpool School Parliament Book transport to and from sessions HLTA / C Wilson Taxis approx. £30 per trip x 5 Ongoing CPD - PE Conference Deliver workshop to colleagues from other schools C. Wilson / S. Tiffany (LEA) Supply Cover No cost for conference though as participating 12th June 2015 CPD – PSHE Co-ordinator Briefing/s Deliver session on PSHE delivery to colleagues from other schools C Wilson / J. McCann (LEA) Supply Cover x 3 24th June 2015 Health & Well-Being Thematic Week Organise outside agencies to present workshops/ fundraiser for Sing2Sing/ Sports Day C. Wilson / All Staff / Little Leagues / Community Links N/ A Sports Day £200 TBC W/C 29th June 2015 Delivery of PSHE Lessons / SRE /SMSC Review SOW as a staff and fully integrate SRE into the Curriculum – Staff Twilight Update SMSC Gridtracker C Wilson / HLTA? / All Staff £200 approx. Summer 2015 Educational Visit Co-ordinators Annual Briefing Attend training Date TBC Formal Action Plan Written for Year

Useful tool to help track SMSC SMSC Grid Tracker Useful tool to help track SMSC www.opeus.org https://www.gridmaker.net/mwcps/index.php SMSC Grid Tracker – Demonstration of Website and how Grid Tracker can be used effectively.

Screen Shot (incase hyperlink doesn’t work!)

Health & Wellbeing Week 2015 W/C 29th June 2015 Monday –Bullybusters Workshops PM – Assembly and Screening of E- Safety Movie made by Year 4 ICT Club Tuesday – AM NSPCC workshops PM Year 6 Road Safety Workshops Wednesday – AM Merseyside Police Stranger Dangers / Nitrous Oxide Talk and E-Safety lesson delivered by all staff PM – Whole School Sports Competition organised in phase groups (inter-house comps) Thursday - AM KS2 Presentation by Chris Foy (Premiership Ref. & Police Officer) Motivational & E-Safety PM – Whole School Fundraiser for Sign 2 Sing (deaf awareness) Friday - Whole School Sports Day (phase groups) Parents invited Monday – Phase Group Workshops – Mental Health (Julie McCann) Plan a week of visitors (well in advance) as far more easier to manage and organise! (List of contacts in pack)

How do you evidence the impact that PSHEe is having in your school? Using Flip Chart Paper, in groups, note down how you can evidence the impact PSHEe is having (for Ofsted!)

Executive Summary (Health & Wellbeing) We have 97% attendance 98% of Year 6 children can all swim 25m 98% of all Pupil Premium children have taken part in at least one extra-curricular activity this academic year 54% of KS2 have represented our school in at least one Level 2 sporting competition 100% of KS1 children are provided with at least one piece of fruit each day. KS2 are able to purchase fruit during break times and we currently purchase 100 pieces per week All children receive 2 hours per week of PE, one hour provided by a specialist coach and an additional hour delivered by class teachers We are currently delivering 22 different extra-curricular activities Vulnerable groups are regularly targeted to join our ‘Change 4 Life’ programme We have 77% of KS1 eating a healthy school meal each day and 42% of KS2 75% of KS1 drink milk daily in school and 39% in KS2 100% of Year 5 have passed their cycling proficiency badge Our school is represented at the Liverpool Schools Parliament by members of our School Council Executive Summary of Evidence – Good Practice to keep it to sides of A4

2015 / 16 CPD

http://think.direct.gov.uk/resource-centre/

Red Cross Stay Safe Resources

Lesson 1 Gender Stereotypes and Equality Lesson 2 The World of Work Lesson 3 Influences on Choices and Positive Role Models Lesson 4 Hopes and Aspirations

Closing Comments and Evaluations