Curriculum Plan 2012

1. Curriculum Plan 2012 INDEX

2. Schooling Strategy Goal • All students achieving their potential • Strategic Priorities: • All students experience effective teaching • Learning is nurtured by families and whenas • Practice is evidence based • The long view is taken: Each student’s ultimate learning success is more important than the covering of particular achievement objectives • The vision, values and principles are embedded in the key competencies, the learning areas and the daily life of the school • This curriculum plan has been designed to give clear guidance on the learning outcomes to be achieved throughout Opus School’s delivery programmes and to give specific targets for the basis of self review. • It is not intended, however, that the overviews should be viewed as being absolutely inflexible. Teachers may use their professional judgement to determine the order of topics within any of the curriculum areas over the year, provided that the expected coverage of the curriculum area is achieved. • A focus on outcomes provides clarity for curriculum design. Clearly identified and prioritised outcomes gives schools frames of reference to view the many ways in which resources could be allocated. • Students are more motivated and task orientated when they understand the outcomes they are working towards and know why these are important. Teachers, students and parents find it easier to recognise, measure and discuss progress when they gave a shared understanding of the planned outcomes. • The curriculum assumes that all students can learn and success but not necessarily at the same time, on the same day or in the same way. There are no limits on how many students can be successful, on how much they can learn or how rapidly they advance • All students are given appropriate and sufficient opportunities to learn. They are encouraged to build on their existing learning and take it to a higher level.

3. Vision In line with the New Zealand Curriculum Document the vision of Opua School wants to empower young people to stand tall as New Zealanders, seize opportunities, overcome obstacles and make a difference. Our Young People will be: • Confident • Positive in their own identity • Entrepreneurial • Enterprising • Resilient • Connected • Able to relate well to others • Effective users of communication tools • Lifelong Learners • Literate and numerate • Critical and creative thinkers • Active seekers and creators of knowledge • Informed decision makers • Actively Involved • Participants in a range of contexts • Contributors to the well-being of New Zealand’s social , economic and environmental lifestyles. 1.       Learning outside of the classroom environment will be a feature of our school. 2.To provide and promote opportunities for the children to experience activities in the fields of the arts, culture, sports and information technology. 3. To encourage community involvement based around the facilities of the school.

4. . Strategic Plan 2012 - 2015 • NAG 1 • Curriculum • All children to be at or above their Chronological Age in Reading age testing • All children to be at or above their appropriate writing level according to ages. • All children to be at or above their age-appropriate maths stage. • All children from year 4 and up are reading music notation • All year 7 & 8 students have access to some career guidance • Meeting the needs of gifted and talented learners • Physical activity everyday • Strategies • Assessment for Learning • Understand it –untangle it--use it • Do what you do do well • Writing exemplars/indicators • Student voice • School targets • Align literacy and numeracy assessments with the national standards • P.E. Health and sports • Class and school participation in many interschool events • Encouragement of afterschool and weekend sports • Improve organisation and communication with community • Further develop swimming skill levels • Maintain and extend our sustainability practices(recycling, waste management etc.) • Increase the fresh fruit and vegetable growing and production

5. Outline 2012 . Teaching and Learning programmes Identify and target groups especially in the just below cohorts in literacy and numeracy. Set goals to move these students to the At category or better. Develop teaching skills through co-coaching, professional development, classroom visiting, staff meetings and interschool liaisons Baseline Data Set at December 2011 Staff Development Planning Student Achievement All students will be achieving at or above the National Standards by December 2012 (Reading, Writing and Mathematics) Assessment Term 1 PAT Asttle Numpa Probe Benchmark Star Terms 2/3/4 Glos Probe / Benchmark Resourcing community Reporting

6. Curriculum Outline The foliage represents the product or the output of the tree. This is the Knowledge or the learning product. Knowledge Literacy Numeracy Relationships Changing world History Guardianship • The trunk or bole of the tree supports and assists the tree. This represents the skills, core competencies and attitudes which help learning to occur. • Key Competencies (The Tool Kit) • Thinking • Using language, symbols and texts • Participating and contributing • Managing self • Relating to others The roots are the foundation and source of much support. This represents the values, beliefs and cultures, heart and spirit of the learner. Values Manaakitanga me te Awhina Caring and sharing In order to grow, the tree needs a suitable soil and environment . The soil represents the principles outlined in the NZC: High Expectations Community Engagement Treaty of Waitangi Coherence Cultural Diversity Future Focus Inclusion Learning to Learn None of these aspects can exist alone. It is all interdependent. If one area is weak the tree falls and dies.

7. Key competencies make up the tool box for an Opua student. These form the basis of all learning skills. Use of language, symbols and texts. Skilled in literacy and numeracy Thinking A wide range of skills to develop a creative and innovative outlook Managing Self. Students will be self-motivated and have a ‘can do’ attitude Relating to Others. Students can interact effectively with a diverse range of people and in a variety of contexts Participating and contributing. Students as group members will make a connection with others and create opportunities for others

8. Good Teachers have: • Confidence in themselves • Courage to make mistakes • Compassion for children • Character to do their best • Competence in their subjects • Clarity in their objectives • Communication skills • Collaboration with their colleagues • Connections between learning and events • Challenges for themselves and their students • Critical thinking to evaluate lessons, programmes and reflections • Creativity to construct new approaches and lessons • Curiosity to want to know more and perform better • Good Teachers are Good Learners too!

9. TARGETS • All students to be at or above the National Standards by the end of the year. • Focused budgeting giving priority to learning areas • Professional development targeting learning areas • An appointment process which appoints quality staff • Utilising an Integrated curriculum approach around authentic and transdisciplinary inquiry • School wide learning , planning and assessment • School-wide expectations and recognition of success • School wide commitment to formative assessment and evidence –based practices • School support programmes for children with special needs/requirements including gifted and talented students • School wide assessment will include AsTTle, National Exemplars, National Standards, PROBE, PM BENCHMARK and PAT. • READING • All students to be AT or Above appropriate National Standard. Guideline: Comprehension Reading Age to be AT or ABOVE chronological Age • WRITING • All students to be at age Year Level Appropriate level according to National Standards Guidelines: • Year 1\2 Level 1 A • Year 3\4 Level 2A • Year 5\6 Level 3A • Year 7\8 Level 4A • MATHEMATICS • All to students to be at or above the National Standards in relation to their year levels. Guidelines: • Year 1\2 Stage 4 • Year 3\4 Stage 5 • Year 5\6 Stage 6 • Year 7\8 Stage 7 • Reporting against the targets will be based on numbers of students who reach BELOW, AT or ABOVE the National Standards.

10. Curriculum Delivery • The main curriculum outcomes, consistent with Opua School’s Charter are: • To foster children’s enthusiasm and desire to learn by providing balance programmes relevant to their needs • To provide positive and supportive classroom environments where the children are encouraged to take risks • To encourage the children to accept challenges and set realistic goals while striving for excellence • To encourage tolerance and sensitivity towards others and to foster respect for the various cultures within the school. • To capitalise on the advantages of being near a port that is the base for overseas cruising yachts, where children can mix with children from other countries. • To recognise and appreciate teachers’ professionalism alongside parental input within as friendly cooperative environment. • To encourage teachers’ individual curriculum expertise and to utilise these strengths throughout the school. • “The test of a successful education is not the amount of knowledge that a pupil takes away from a school but his appetite to know and his capacity to learn. If a school sends out children with a desire for knowledge and some idea of how to acquire and use it, it will have done its job. Too many leave school with the appetite killed and the mind loaded with undigested lumps of information” (cited in Abbot,1999)

11. Guidelines • Information should gathered through a variety of methods. Coverage sheets for each learning area will show the various formats being used in the teaching programmes • Information can be gathered and recorded in a way that suits each individual teacher. Sample folders will be used school –wide to show on-going school improvement • Information will be clear, concise And relevant to learning. All statements should be able to be substantiated. • Data on its own is of little use. It should be used to analyse the needs. • Methods of assessment should be non-threatening and feedback should be given as soon as possible to ensure that enhanced learning will be the outcome of the assessment. • Children should be aware of the criteria used for assessment before completing the tasks. These criteria should be reviewed with the children on a regular basis. • Achievement is measured against clear objectives, identified at the start of the unit of work. • Records should be readily available for discussion with the child, other teachers, and the parents as required.

12. Some characteristics of effective assessment It benefits students. It clarifies for them what they know and can do and what they still need to learn. When students see that they are making progress, their motivation is sustained and their confidence increases. It involves students. They discuss clarify and reflect on their goals, strategies and progress with their teachers, their parents and one another. This develops their capacities for self and peer assessment. It supports teaching and learning goals. The students understand the desired outcomes and the criteria for success. Important outcome are emphasised and the teacher give feedback that helps the students to reach the goals. It is planned and communicated. Outcomes , teaching strategies and assessment criteria are carefully matched. Students know in advance how and why they are to be assessed. The teachers programme planning is flexible so that they can make changes in response to new information, opportunities or insights. It is suited to the purpose. Information is obtained by using a range of informal and formal assessment approaches. These are chosen to suit the learning being assessed. It is valid and fair. Teachers obtain and interpret information from a range of sources and then decide on how to use the evidence it provides, based on their professional judgement. They can have most confidence in the validity of the assessment analysis when it comes from more than one assessment.

13. Reporting on Achievement • Purposes • To inform the parents and the children of progress. This is done four times per year. (At the end of each school term). • To form a partnership with parents for the benefit of the children’s learning • To help the children set goals • To provide motivation and encouragement for the children to be part of all aspects of school life. • Guidelines • Effective communication with parents will be established early in the year. Parents and teachers are encourage to make both formal and informal contact in ways that are appropriate for the specific need. • There will be one formal parent/ teacher/student interview during the year and four written reports, and a final summary at the end of the school year. Children’s sample folders will complement both of these and will form the basis for discussion with parents about their children’s progress • Written reports will provide information on achievement (Reading, writing and mathematics). Comments will be positive and specific. • Interviews with parents will provide an opportunity for teachers to discuss the children’s achievement, behaviour and attitudes and will provide a forum for offering suggestions for future learning. (Goal setting) • Regular newsletters will inform parents and the community about school organisation details, forthcoming events and achievements • School assemblies and school sharing will be used to inform the children about general achievement and school events. Parents are encouraged to attend these assemblies. • Exercise books and record books are the recognised methods of recording children’s work. • Homework can give parents an indication of learning programmes and can give children an indication of strengths and weaknesses. Teachers will use their professional judgement on deciding the need, style or content of homework activities

14. Curriculum Content • The teaching programme throughout the school will give a coverage of all eight learning areas. English, Mathematics, Science, Technology, Social Studies, Arts, Health and Phys Ed and Languages. (Throughout these there is strong emphasis on literacy and numeracy) • The key competencies will be developed as an integral part of the teaching programme National Curriculum is the basis for the learning programmes. • Each learning area will identify focus objectives which will provide data on individual children’s progress which could be used for school wide aggregation purposes. • The teachers in charge of specific learning areas will oversee the purchasing and utilisation of resources for these areas. • A curriculum overview will be developed and will provide the basis for individual teacher planning. Teachers will use a planning format that suits their individual teaching styles, experience and professional judgement • Each year a strategic plan will be developed which highlights the curriculum priorities for the year.

15. Success criteria For some time many teachers have mainly focussed success criteria around end points and products, by using words/phrases like ‘By the end of the unit you will have….’ The Gillingham Study revealed that ‘product’ success criteria were relatively unhelpful to children compared with ‘ process’ success criteria. Examples of product success criteria: Learning Intention To be able to use papier mache effectively Success criterion. Everyone will have made a bowl. This success criteria is broadly what the teacher wants but it does not indicate for the children, how the learning intention is to be fulfilled. Once the success criteria have been planned and written in the short term plan, something magical follows. The activity agenda is now set, so less time is spent on the planning of the activity. There is now no mystery when asking the children for the success criteria. The lesson has been structured around those very things. The success criteria amounts to no more than getting the children to summarise the teaching points so far. Learning Intentions WALT We are learning to…WILF What I’m looking for…. Plan our lessons for, learning intentions and success criteria Give effective feedback to children, recognising their success against the learning intention and give suggestions for the ‘next steps’ in their learning

16. Learning Intentions • Make sure that the Learning Intention (Learning Objective) of the task is clear • Clarify Learning Intentions • It must be a whole school Approach. Children are to be told that ‘From now on you will not only be told what we want you to do for every lesson but also what we hope you will be learning’ • Make it an expectation for children • Teachers need to separate learning Intentions and success criteria from the task. The children need to know the difference between what we want them to do and what we want them to learn. • Explain the Learning Intention in ‘Child Speak’ if necessary • Learning Intentions seem to be more effective if once stated clearly, it is then followed by an invitation to create the success criteria or ‘How will we know that we have achieved this?’ • Invite the children to state how we will know that this has been done. • Tell the children why they are learning this. How it fits into the bigger picture or how it is relevant to everyday life. • Say why this is an important thing to learn • The learning intention and success criteria need to be visually displayed. WALT and WILF • Write the Learning Intention and success criteria on the Board • Ask the children to read aloud the learning intention. • Read it out loud together

17. ARTS School Art Statement Introduction and structure The arts develop the artistic and aesthetic dimensions of human experience. They contribute towards our intellectual ability and to our social, cultural and spiritual understandings. They are an essential element of daily living and lifelong learning Aims The aims of the arts in the New Zealand Curriculum are: • To enable the students to develop literacies in dance, drama, music and the visual arts • To assist students to in and develop a lifelong interest in the arts • To broaden understanding and involvement in the arts of New Zealand. Literacy within the Arts Literacies in the arts involve the ability to communicate and interpret meaning in the arts disciplines. Students develop literacy in each discipline as they: • Explore and use its elements, conventions, processes, techniques and technologies • Investigate the discipline and artworks in relation to their social and cultural contexts. • Draw on a variety of sources of motivation to develop ideas and make art works • Present and respond to artworks, developing skills in conveying and interpreting meaning. • Investigate the discipline and artworks in relation to their social and cultural contexts Structure The arts Curriculum has four disciplines. Dance, Drama, Music and Visual Arts

18. Strands • These disciplines are approached through four interrelated strands: • Developing practical knowledge in the arts (PK) • Developing ideas in the arts (DI) • Communicating and interpreting the arts (CI) • Understanding the arts in context(UC) • Achievement objectives and levels • Achievement objectives are expressed at eight levels and consideration should be given to the fluidity of the levels and the students’ individual learning within these levels. Learning in each discipline is spiral in nature and at each level it includes and builds upon learning from the previous levels • Progression in Music Education • The spiral curriculum emphasises a progression 0f music education from early childhood to year` 13 which will develop musical skills to match the child’s physical and intellectual ability. • There is a recognised and effective order of learning in music starting from early childhood • Imitating, exploring and improvising with sound • Learning to sing in tune and to recognise a beat and pattern • Learning to do notation and group music-making with instrumental skills • Learning about a range of musical styles • Learning to compose, improvise and perform a ah high level of skill • School-wide Musical Activities • OpuaSchool children perform regularly at such events as school parent evenings, prizegivings, fundraisers, church services, principals’ Conferences, market days , gala days. Regatta Days and Welcome The Cruisers at The Opua Cruising Club. Programmes for these events are drawn from the year’s music programme. • Because there is so much public performing there is no annual musical show.

19. Once a week there is School Sharing. Singing and dancing are part of the weekly Sharing programme. • Opua School Music Overview • Years 1-3 • The emphasis for these years should be on rhythm work and singing. If the groundwork in these areas is put in at this level it shows through as the children advance through the school classes. • Developing practical knowledge (PK) • Listening and mood • The children will be encouraged to express mood, situation, occasion and culture through a variety of styles of music. This will be done by: • Participation in kapa haka and school sharing • Participation in End of Year Concert • Participation in End of Term Talent Show • Listening for patterns • Listening for styles of accompaniment • Recognising the difference in sound between major and minor keys • Vocal and rhythmic imitation • Enjoying music for its own sake • Learning about programme music. i.e. Music written for specific occasions or purposes such as TV themes, Olympic/Commonwealth Games etc.

20. Developing Ideas in Music • Dynamics and Timbre • The children will learn to recognise that the use of expression and different form s of accompaniment will enhance a piece of music through: • The use of dynamics where appropriate • The use of staccato and legato • the use of body percussion, un-tuned percussion and found objects to accompany songs • Texture • Children will learn to recognise that a difference can be made to a piece of music by: • using un-tuned percussion and body percussion as an improvised or directed accompaniment • singing known songs with and without an accompaniment • Communicating and Interpreting in Music (CI) • Singing • A wide range of songs will be taught including those that involve echo-singing and improvisation. New songs will be drawn from mainly ‘Love To…’ Songbooks and ABC Sing & Singalong 1990-2006 • Moving • Children will be encouraged to express feelings through a variety of styles of music. This will be done by: • Undirected movement that is appropriate response to a variety of styles of music • Directed movement to known songs • Lines dances and dances from, folk dances, new wave folk dance, ballroom • Jump Jam Videos, CD’s , DVD’s and tapes

21. KAPA HAKA • Once a week for one hour. • Understanding Music in Context (UC) • Music appreciation • This will happen incidentally within the lessons as many different styles of music will be used. Music from other countries will be explored as it arises. • Year 4-8 • For these children the emphasis should be on the continuation of note reading skills through recorder playing which can later be readily translated to other instruments. Creating and appreciating music should be covered as well to provide a balanced programme. • Developing practical knowledge • Listening and Mood • Children will be encouraged to express mod, situation, occasion and culture through a variety of styles of music. this will be done by: • Participation in Kapa Haka and School Sharing • Participation in End of Term Talent shows • Recognising melodic and rhythmic patterns involving repetition and contrast • recognise the difference in sound between major and minor keys • Enjoying music for its own sake • Learning about programme music • Developing Ideas in Music (DI) • Dynamics and Timbre • Pianissimo to fortissimo • Using body percussion and untuned percussion to accompany or enhance or as part of instrumental works • Harmony and Texture • Layers of instrumental and vocal sounds • Rounds, partner songs and descants • Harmonies and descants in instrumental work

22. Communicating and Interpreting Music (CI) • Melody • Conventional music notation Middle C to A’ including all chromatic notes G Maj, F Maj, Bb Maj D Maj Key signatures • Class music making using recorders • Simple duple, triple quadruple time signatures triplets, tied notes and rests • Repeat signs and Italian Terms for find way around music • Singing New songs drawn mainly from Sing And Sing Along Booklets • Movement • Directional movement through line dancing and folk dancing • Traditional dances from other countries. New wave Folk dance • Ballroom Dance • Jump Jam Videos and tapes • Improvised and self choreographed dances in groups or classes. • Performance • Many performance opportunities both for the children and by the children will be offered. All children from year 4 to 8 will be in the orchestra and will be expected to perform in public. Violin and guitar lesson are offered to these children • Understanding Music in context (UC) • Music Appreciation • This will happen incidentally within the lessons as many different styles of music will be used. Music from other countries will be explored as it arises.

23. Visual Art Introduction The visual arts comprise a broad range of conceptual material and dimensional forms through which we communicate, learn about ourselves and make meaning of the world.. They involve people making objects and images through which ideas, experiences and feelings are made tangible. The visual arts link social, cultural and spiritual action and belief and reflect our relationships with other people and the environment. Visual Art Strands Achievement Objectives and Indicators Learning the languages of the visual arts. In this strand students learn and use the language of the visual arts in making objects and images. They learn to identify, select and structure visual elements to communicate ideas in making two dimensional, three dimensional and time based works. They become fluent in visual art processes through experiences in a variety of forms, such as painting, sculpture and video. Students explore the relationships between elements and principles, and they use art making conventions and pictorial ands spatial devices to organise their ideas. They investigate the properties of materials and media and use tools and technologies to develop skills in a range of techniques. Developing Ideas in the Visual Arts. In this strand students initiate and develop ideas through observation, imagination and invention with materials. They also develop ideas in response to experience and feelings and as they reflect on their own art making. They learn to source ideas and to develop and organise them in ways that communicate their intentions. Students use selected drawing methods to explore and develop their ideas. They learn ways to conceptualise their ideas and express them through a range of media and materials. They reflection, test, clarify and regenerate ideas and they solve problems, individually and collaboratively in making objects and images.

24. Communicating and Interpreting Meaning in the Visual Arts • In this strand students interpret and respond to meanings and intentions communicated through the various forms of the visual arts. They investigate how meaning in their own and others’ works is mediated through technologies, the languages of the visual arts and the context in which the visual arts are presented and viewed. • Students read a range of visual texts and develop skills in analysing, interpreting and evaluating meaning in objects and images created by others. They interpret public and persona signs and symbols systems used to make meaning and to communicate ideas. They articulate ideas about art making in order to engage with art works and to inform their own practice. • Understanding the Visual Arts in Context. • In this strand students identify the functions and contexts of the visual arts in society. They develop informed responses to the visual arts in public and private settings and investigate objects and images from past and present cultures. Through the various media and forms of the visual arts they examine their significance for individuals, for their communities and for societies. • Students identify contexts in which objects and images are made, viewed and valued. They investigate the role of the visual arts in societies and cultures and explore the relationships between the production of art and its social context.. They understand the visual culture reflects and is shaped by the beliefs, technologies, needs and values of society. • Curriculum Plan for the Visual Arts • The model will focus on media/processes covering a minimum of five units of work per year to a maximum of eight per year (two a term) This will ensure that the children will have experiences in the eight processes of the visual arts over a two year period. Painting and drawing are seen as core media/processes Included in the visual art programme will be: • At least one three Dimensional activity each year • The option of integrating with other curriculum areas • The option of following the same theme through a range of processes. • Units of work which reflect coverage of all four strands in any one year. Some strands might be address a number of times over4 the year and others may be addressed only once in the year • Opportunities for collaborative art making • Opportunities for some to be involved in enrichment programmes

25. Planning and Organisation • Media/processes. Classes will select from the process/media listed in the two year overview giving consideration to the main topics being studied throughout the year • Record the intended units of work on the visual arts year` planner and use the coverage sheets to monitor coverage of the four strands • Indicate of the year planner which strands will be assessed and highlight the units which might be used for portfolio work • Write appropriate Objectives/ Learning intentions that help inform the teaching of the units • Duration of the unit • Teachers can choose to work within a weekly Visual Arts programme or use the Visual arts intensive approach. Care must be taken that programmes retain an in –depth approach covering at least two strands. • Length of time spent on any one unit will vary dependent on the processes used. However the intention is to ensure that the children are not having one-off learning experiences. • More than one unit of work may be completed within a term or one unit may extend into the following term • Exhibitions and displays • The annual PTA art exhibition. These must include a wide range of media/processes and include a • Foyer and hall displays. Classes are asked to contribute work for these displays on a rotating basis. • Class displays It is expected that every child’s completed work will be exhibited in the classroom, mounted and labelled appropriately. Class displays can include evidence of developing ideas, communicating and interpreting and context strands as well as the final product. • Art work from every child.. These are all to be mounted and clearly labelled. This is often planned to coincide with the Regatta early in the year and need artworks from the previous year’s work.

28. HEALTH AND PHYSICAL WELL_BEING • FOCUS OBJECTIVES • HEALTH • To develop the skills needed to maintain a Healthy lifestyle • To become aware of the effects of influences and to make informed personal decisions • PHYSICAL EDUCATION • To participate fully in the physical Education programme to the best of their ability • To develop the skills required to become a team leader • Philosophical Statement • Through learning in this curriculum students will gain the knowledge, skills and attitudes and values to enjoy a healthy lifestyle and to contribute actively to the well-being of other people and to the well-being of their community. Students will take an increasing responsibility for their own health and will learn movement skills in a wide range of contexts. They will develop the skills that will enable them to enhance their relationships with other people and they will participate in creating healthy communities by taking responsible and critical action. • Planning the Health/Physical Education Unit • Consult the curriculum and identify concepts that will be covered during the unit • Refer to local needs and identify any areas related to your theme. You will need to write success criteria for learning intentions These will need to be measurable. Select appropriate resources for the unit. Use a format for planning that us easy to follow. E.g. Etap Planning matrix. Include in it the learning intentions and success criteria , resources and activities including assessment activities. Unit assessment will be best carried out by measuring pupils performance against the learning intentions. • Selecting Resources • These questions will help you assess the suitability of the resources • Is the resource suitable for the students’ age, sex, ability and culture? • Does it cater for the health/PE needs you have identified? • Does it relate clearly to the curriculum? • Is the material concise, precise and clearly presented? • Will the children find it stimulating, relevant and challenging? • Will it help the children to become more actively involved in health issues in the community? • Are audio-visual aids supplied to back up the activities? • Can teachers preview all the material? • Will it be available when and where it is required? • Will it be acceptable to parents and members of the community? • Is it a suitable size and durability?

29. Allocation of time • Time is allocated for Health and PE as follows • Fitness 10 minutes daily • PE Skills 2 X 30 minutes per week • 50 minutes sports time per week • During February, March ,November and December most PE time is taken with swimming • Room 4 11:30 – 12:00 • Room 3 12:00 - 12:30 • Room 2 12:30 – 1:00 • Room 1 2:00 – 2:30 • Room R 2:30 - 3:00 • Organisation of the daily Fitness programme • Any well organised fitness programme requires: • Regularity • Variety • Enjoyment • Vigorous activity • Suitable clothing • Time for activities, changing, drinks • A quality programme can have a positive impact on;cardio-vascular efficiency • Health and fitness • Cardio-vascular efficiency • Muscular endurance • Flexibility • Essential criteria • Motivation initially and on-going • Teachers set a positive role model in participation • Routine so that children know where they are each day • Whatever theme is used there is a warm-up, warm -down and stretching • Body composition • Skill related fitness • Co-ordination • Balance • Power • Speed • Agility • Reaction times • Reducing risks • Heart disease • Lower back injury • Hypertension • Obesity • Diabetes

32. INSTRUCTOR ACTIVITY SHEET Learners COMPONENT PURPOSE AND POINTS TO LOOK FOR Slide entry and exit Retain contact with point of entry and exit. Place hands firmly. Slide until the shoulders are under. Climb out. Repeat Exhalation test. Blow a hole in the water. Face above the surface. Note depth of depression and length of exhalation. Blowing bubbles. To teach that each time the head is submerged there is exhalation. Normal controlled breath. Submerge and exhale. Increasing confidence. Be aware that exhaling reduces buoyancy of the body. Pick up objects. Increasing confidence and practising exhalation. Head first for learners may be difficult. Bounce down bottom first Feet of the bottom. Using bottles for stability. “Sit in a bucket” Upright squat position. Arms out straight chin on the surface. Back layout. Horizontal body position. Bottles level with waist. legs together. No movement body at balance. Return to “sit in a bucket” position. Front layout basic glide position. Bottles forward of shoulders. Head down – exhale. Check weight distribution. After exhalation return to squat position. Repeat front and back lay Add leg action Long loose flippy-floppy feet. Eliminate the word kick from your vocabulary. Movement through the water Teaching the LA on front and back retaining the horizontal position. Learner pushes off pool side in a front layout. After exhalation “Sit in a bucket” then back layout and leg action. Return to wall. Leg action back Initially with bottles then board tummy in between arms. Then no support. Points of balance retained. No bendy knees. No splashing feet just under the surface. Leg action Back no support Look at the sky LLL and FFF Relaxed arm training along side of body. Watch straight lines on ceiling

35. INSTRUCTOR ACTIVITY SHEET Breast stroke kick progressions Sit on pool edge. Arms behind to adopt a lean back position. Legs underwater stretched and together. Simulate a back glide. Breast stroke feet feet dorsi-flex (hook) Glide feet. Feet plantar-flex (drop to glide position) swimmer s to repeat this until they feel calf muscles stretching as dorsi-flex the feet (toes to knees – Impossible but makes then flex the ankles fully) BR/ST Kick bend knees to bring the back of the heels to that wall. Breast stroke feet (feet hook) describe a circle back to glide position. Feet must be driving through the circle heels leading until legs come together in glide position. Then feet drop (plantar flex) CHECK THAT KNEES REMAIN NO MORE THAN SHOULDER WIDTH APART THROUGHOUT THE MOVEMENT. If knees spread wide the feet are unable to make an effective drive outside the line of the knees BS/Str kick at the wall swimmer holds body in upright position against the wall arms folded on deck. Feet pointing to the pool floor knees bend to bring heels to buttocks (kick But) feet hook then circle and drive down to the pool floor. Heels lead the way Check that knees remain shoulder width apart Breast stroke scull Is performed in front of the shoulder line. From glide hands scull outwards then sweep inwards under the nose/chin sweeping forward to return to glide with no pause. The elbows remain high throughout the scull. Coaching rule BR/S arm action. The wrist never goes beyond the elbow. The elbow never goes beyond the shoulder.

37. SWIMMING/AQUATICS/WATER SAFETY

38. Instructor activity Sheet Unassisted entry/exit. Move freely in the water. Face and hair wet.

40. ENGLISH Focus Objectives. • To listen and interact appropriately in a variety of situations • To interpret , analyse, identify and discuss qualities relating to personal experiences and other texts • To speak confidently about experiences, ideas and opinions and in responding to others.

48. Overview