Proposal

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**__ PROPOSAL __**

Black team: - Team Leader: John Doherty Background Information: __**
 * __

Stanhope is a small agricultural town situated in the Campaspe shire of the Loddon Mallee Region. The township is 180km directly north of Melbourne and has a population of approximately 514 people (Campaspe Shire Council, 2009). Employment in Stanhope revolves mainly around food processing, dairy farming and other agriculturally based activities. The township is supported by the local cheese processing plant.

Stanhope Primary School is a co-educational school located on the Midland Highway, comprising 51 students ranging from preparatory to grade six (Department of Education & Early Childhood Development, 2007). The school currently has incorporated a 'community garden' into the curriculum to build on educating its student’s knowledge and understanding of nutrition and increasing outdoor activity. The garden also promotes a link to the broader community building up some wonderful networks. Along with the garden, the school has recently installed a brand new "Tiger Turf Court", perfect for the students to play on and keep themselves active.

The Campaspe Shire has a total population of 36,208 people, 5.7 percent of whom were born overseas and 1.8 percent is indigenous. Similar to the Victorian rate in 2006, 19.6 percent of the Campaspe shire population was aged between 5 and 17 years and 38.9 percent of the population owned their own homes (Vaughan, 2009).

The Campaspe Primary Care Partnership Community Well-being Profile (Vaughan, 2009) is attached below //.//

[|Campaspe.pdf]

**__ Rationale: __** As part of the ‘Sowing the Seeds of Well-being Program’ our team will develop a healthy activity day for the Stanhope Primary School. The day will focus on the specific needs of the school and will be based on the Health Promoting Schools Framework (Australian Health Promoting Schools Association, 2001). The aim of this program is to promote health and well-being within the school and the Stanhope community by addressing their current needs, which were identified through a ‘needs assessment’. On a community level, figures obtained in 2001 relating to a burden of disease study, found that “males and females residing in the Campaspe PCP area had a poorer health status than the Victorian average” (Vaughan, 2009). The highest DALY rates of disease for males and females in 2001 were malignant cancers, cardiovascular diseases and mental disorders.

On a school level, the teachers at Stanhope Primary School have indicated that they would like our team to address improving participation in physical activity, integrating health into other subject disciplines and integrating curriculum that will be ongoing. The school also recognises that they possess strong community connections that they would like to build upon. The healthy activity day will provide teachers, students and community members with specific health and physical activities which aim to help improve their skills and knowledge in certain areas, including nutrition, sport, physical activity and incidental physical activity. It is hoped that a positive change in behaviour, beliefs and attitudes will occur through the promotion of healthy lifestyles which can then be maintained and sustained throughout their lifespan as well as addressing their current needs. Therefore, the implementation of the “Healthy Schools Day” aims to directly impact on the students and staff of Stanhope Primary school, laying the foundations of promoting health within their school, which can be applied now and well into the future which will also reach out into the community.

This ‘promotion of health’ is directed at reducing the burden of disease by allowing students, staff and the greater community of Stanhope the opportunity to gain knowledge, awareness and confidence that they can lead a healthy lifestyle as part of a healthy school community.


 * __ Strategic Planning Table: __**
 * ** Objectives ** || ** Strategies ** || ** Performance Indicators ** || ** Partnerships ** ||
 * Improve participation in physical activity || Skipping, step class, hockey – introduce new ways of enjoying physical activity || Student evaluation of physical activity (questionnaire). || Catholic Education Phys Ed Centre

[|Go For Your Life] ||
 * Improve consumption of fruit and vegetables || Orienteering – search for pictures of healthy food and label them.

Healthy lunch - taste testing of fruit and vegetables. || Student evaluation of fruit and vegetable consumption (questionnaire). || Fruit Shop, Stanhope

Food Works, Stanhope ||
 * Integrate health into other subjects || Bean bags – make and decorate bean bags, use bean bags for physical education. Integration of physical education and art.

Herb garden – learn about the lifecycle. Integration of Science.

Orienteering – run to find healthy fruit then spell the healthy fruit correctly. Integration of english and physical education. || Students participate in the bean bag, herb garden and orienteering activity. || Local Community ||
 * Integrate curriculum that will be ongoing || Herb garden – create a herb garden.

Hockey, step class, skipping – school may wish to continue the sport.

Bean bags - continued use in physical education. || Students and teachers indicate any ongoing activities at their school two weeks after the healthy activity day (e-mail). || Rushworth Nursery ||
 * Improve school partnerships || Communicate with local community to provide support to the school || Identify involvement and any promotional materials recieved (list). || [|Go For Your Life]

[|Life Be in it]

[|Nestles]

[|Nutrition Australia]

Parents

Community ||

> - Bean Bags > - Herb Garden > - Hockey > - Orienteering > - Skipping/Movement > - Step class Movement || 40 min || Movement || Bean Bags || Step Class || 30 mins || Movement || Bean Bags || 30 mins || > - prep-grade 2 (15 students) > - Grade 3 & 4 (20 students) > - Grade 5 & 6 (16 students) **__Morning Leaders:__** P-2: Amanda 3-4: Bec 5-6: Fiona P-2: Jess 3-4: Kat 5-6: Kirsty **__ Risk Management Procedures : __**
 * __ Organisation and Management: __**
 * On the health promotion day students will be involved in a variety of activities which target the areas in which Stanhope Primary School are trying to improve and bring awareness to.
 * Students will be participating in the following six activities:
 * Groups will be rotated through these activities in sequence, ensuring each class completes at 30 minutes at each of the stations (see timetable below)
 * Time || P-2 || 3-4 || 5-6 || Mins ||
 * 9:10-10:00 || Hockey || Orienteering || Herb Garden || 50 mins ||
 * 10:10-11:00 || Herb Garden || Hockey || Orienteering || 50 mins ||
 * 11:00-11:30 |||||||| Break ||
 * 11:30-12:10 || Orienteering || Herb Garden || Hockey || 40 min ||
 * 12:20-1:00 || Bean Bags || Step Class || Skipping/
 * 1:00-2:00 |||||||| Lunch ||
 * 2:00-2:30 || Skipping/
 * 2:30-3:00 || Step Class || Skipping/
 * 3:00-3:30 |||||||| Evaluation and Farewell ||
 * The students will be placed into the following three groups to complete the activities:
 * Students will have their regular recess and lunch breaks on the day
 * As part of the health promotion day we will be providing a ‘Healthy Lunch’, where students will have to opportunity to create sandwiches using a variety of fresh ingredients (students may want to bring snacks to go with their sandwiches)
 * Each group will be given a morning and afternoon leader on the day to ensure they get from each activity to the next. The leader will have a copy of the timetable and a map to ensure they know exactly where their group is going. The leaders will be as follows:
 * __Afternoon Leaders:__**
 * We will also be wearing our LaTrobe PE uniforms (red tops) so we can be easily identified at all times should a student need us for anything including, first aid, where they should be etc.
 * On the day the team leader and events manager will monitor each activity to ensure effective and efficient time management. Activity leaders will be given a 5 minute warning signal prior to rotation.

Below is the risk management strategies in which the teachers at Stanhope PS and the LaTrobe students will abide by on the ‘Step into Health Day.’ These strategies have been developed to ensure the safety of all participants on the day.
 * Risk Description || Existing Controls |||| Rating || || Treatment ||
 * || || Satisfactory || Minor || Likely || ||
 * || //** SPORTING **// || || || || ||
 * Students suffer from various sporting activity injuries || Teachers will explain rules of activity and boundaries to remain between to students.

Teacher will remind students to display safe behaviour throughout the day. || || * || || Students will be attended to by a person with Level 2 First aid training and appropriate treatment given.

Depending on severity of injury students maybe sent for further medical advice from a medical practitioner. || (eg. Asthma) || Students who suffer from known medical conditions will be instructed to carry medication with them throughout the day.
 * Student suffers a Medical condition

Teachers/ Latrobe students will be notified about medical conditions at the beginning of the day. || * || || || Students will carry medication with them at all times throughout the day.

When required, the student, or student with teacher assistance, will take or help administer required medication. || Students will carry required medication throughout the day.
 * A medical emergency || Teachers will remind students to display desired behaviour throughout the day.

Sufficient teachers have Level 2 first aid certificate. || || * || || Teachers’ move students from away from incident area.

Teacher provides relevant first aid assistance to patient

When required teacher phones ambulance, providing relevant information on patient’s current condition.

Teacher follows instructions if given by ambulance service when waiting for ambulance arrival.

Teacher phones parent/guardian to inform them of incident ||
 * || //** NUTRITION **// || || || || ||
 * Student suffers from a known food allergy || Teacher/ LaTrobe students will be notified about food allergies students may have prior to the activity day. || * || || || Teachers/ LaTrobe students will be notified about any known food allergies students have prior to the activity day. On the activity day the teachers/ LaTrobe students will make sure any affected students are not given the specific food noted. ||
 * || //** ENVIRONMENT **// || || || || ||
 * Student suffers from heat stroke or sun burn || Students will abide by the current Sun Smart policy. Students will wear school uniform including a hat. || || || || If a student is suffering from too much exposure to the sun, they will be encouraged to drink plenty of water and sit in shaded areas. ||

__ **Procedures for potential mishap** __ //**Wet weather:**// The ‘Step into Health Day’ is predominantly an outdoor physical activity day. However, if wet weather does arise we plan to play some alternative games. The games will come from the perceptual motor program (PMP) as well as an indoor step class. The wet weather would also have an impact on the outdoor gardening activity we have planned. If it rains the students will still be able to develop a herb garden but it will be implemented indoors. This would be done by the students creating herb gardens in pot in the classrooms.

//** First Aid: **//At the beginning of the 'Step into Health Day' all La Trobe students will be shown the first aid kits around the school. These first aid kits will be in areas that are easily accessible. The students will also be made aware of any student who suffers from any know medical conditions. Any first aid given on the day will be recorded.

//**Absence of Latrobe Student:**// If anyone is unable to attend the ‘Step into Health Day’, they should notify their team leader immediately. Due to the large numbers in the group, someone will take on that student’s role for the day. The absent student also needs to phone that school and notify them of their absence before the start of the school day.


 * __ Intended Activities __**__:__

The students will complete the activities in sequence, so all students will participate in three activities in the morning and three in the afternoon. Activities will vary in time from 30-50 minute blocks. We have allocated the blocks according to how long we believe each activity will take the students. Please see below for the suggested running times of the day

Bean Bags Orienteering Herb Garden Step Class Hockey Skipping/Movement
 * __Activities:__**

Students will make their own beanbag. Students will then use their beanbags in a Physical Education session to improve and develop the use of perceptual and fundamental motor skills. || Student centred learning, planned sequential curriculum, experiential learning, Integration of art. || Students are required to follow a map to find pictures of healthy fruit and vegetables that have been previously placed throughout the school. On return to the starting point students are to label the fruit they have found. This will promote physical activity and develop knowledge of healthy foods. This activity will be modified slightly to suit the age group participating. || Student centred learning, experiential learning, integration of English, physical education. || Students will be involved in the construction & maintenance of a 'no-dig' herb garden, which could also be used as an organic veggie garden. The concept is simple: build an elevated bed from besa blocks & spread layers of materials including newspaper, compost, pea straw & soil. Plant out with herbs and/or veggies. || Student centred learning, planned sequential curriculum, experiential learning, integration of science. || Students will be involved in a 'natural step class' using the available outdoor setting. Basic step moves will be incorporated with the students learning rhythm, timing and increasing aerobic fitness & combined with strength training. Will lead into students 'taking charge' of a step class to develop their own unique routines to teach/implement to the school each morning. || Student centred learning, planned sequential curriculum, experiential learning, integration of physical education. || Students will be introduced to the game of hockey, learning the basic skills and drills before participating in a modified game. || Student centred learning, planned sequential curriculum, experiential learning, integration of physical education. || Students will be involved in 'movement based' activities with a focus on skipping & gymnastic moves. Children will develop directionality skills, spatial awareness, body awareness & body control. The idea is that minimal equipment is needed & any teacher could take the lessons ensuring physical activity is sustained. || Student centred learning, planned sequential curriculum, experiential learning, integration of physical education. || Students will make their own healthy sandwich to promote involvement in the preparation and consumption of healthy foods. || Student centred learning, experiential learning, integration of science. ||
 * ** Activity Description ** || ** Link to Health Promoting Schools Framework ** ||
 * **__Bean Bags__**
 * **__Orienteering__**
 * **__Herb Garden__**
 * **__Step Class__**
 * **__Hockey__**
 * **__Skipping/Movement__**
 * **__Healthy Lunch__**


 * __ Supporting Curriculum __** __:__

As per discussions with the developers of the //Sowing the Seeds of Well-being Program// it was bought to our attention that the students of Stanhope Primary School have been involved in a variety of classes and a range of activities. These activities and classes should have given them a sound knowledge of a variety of health food issues as well as being exposed to a variety of new tastes, textures and array of new fruits and vegetables in the form of taste tests and participating in a traveling food market. We also understand that Stanhope Primary has a developed compost and worm bin as well as a vegetable garden due to their involvement with the //Sowing the Seeds of Well-being Program//, we are under the impression that the students have the knowledge of how to use these, and that we will have access to all three.
 * __ Previous Knowledge __**

Due to the prior involvement that has been set up by the school, we anticipate that the students will have a basic knowledge of a range of health issues. The healthy activity day has been designed to expand on the student’s prior knowledge. Using the Health Promoting Schools Framework (Australian Health Promoting Schools Association, 2001), our team will implement six activities and a healthy lunch. The activities have been developed with a focus on achieving our objectives. Students will experience new physical activities, healthy eating and garden time. The activities we have chosen were chosen because we believe that theses activities will be new and exciting to the students of Stanhope Primary and we also hope to leave both the students and teachers with some new ideas for ways in which healthy living can be implemented into everyday schooling and their everyday lives.
 * __ Developing Activities __**

The physical activities and herb garden have been selected to provide the school with the opportunity for ongoing activities. Beanbags have been included to provide students with equipment that can be utilised for multiple purposes. The herb garden can be used in conjunction with their existing garden to provide further hands on experience, and the opportunity to include new foods into their diets. Each activity is intended to provide a fun and engaging learning experience for all the students at Stanhope Primary School.
 * __ Ongoing Activities __**

Stanhope Primary School have a Bulling and Harssment Policy and a Behaviour Management Policy in place. On the ‘Step into Health Day’ we will implement these current policies along with other relevant policies from the Department of Education. The relevant policies have been listed below, along with a brief summary and the attached files.
 * __ Supporting Policy: __**

__ Bullying and Harassment Policy: __ On the //"Step into Health Day"// the La Trobe students will implement the school’s policy in regards to bullying by dealing with incidents, through the use of consistent classroom management policies. The school bullying and harassment policy indicates that ‘Stanhope Primary School believes that it is the responsibility of all members of the school community to ensure our school provides a safe and caring environment' (Document provided by the Stanhope Primary school August 18, 2009). As an educational organisation it is crucial to focus on teaching those who bully the skills to change.

[|Stanhope Bullying and Harassment Policy.doc]

On the 'Step into Health Day' the La Trobe students aim to place an emphasis on positive attitudes and behaviour in relationships as well as adhering to the school's aim to promote the growth and development of the student as an individual within the community. The school behavioral management policy indicates that ‘At Stanhope Primary School, the children are taught, encouraged and assisted to develop healthy relationships within the school community’. ‘A student who chooses to engage in behaviour, which places the community at risk, or willfully rejects advice and admonishment to change unacceptable behaviour, may forfeit their right to be part of the community.’(Document provided by the Stanhope Primary school August 18, 2009).
 * __ Behavioural Management Policy: __**

[|Stanhope behaviour management.doc]

We intend to follow and implement these policies by making sure that when students are participating in our activities, that they do so in a way which enables them, as an individual, to learn freely, enjoy themselves and feel safe. As a group member, students will need to respect the views and opinions of other group members as well as working within a team. If a student fails to meet these standards by engaging in unacceptable behaviour they will be dealt with according to the school's policy.

As Stanhope Primary School caters for students from Prep to Grade 6, the most relevant areas of this policy include for the provision of at least 20-30 minutes of physical activity each day for children in Prep to Grade 3. For students in Grades 4-6they are required to have 3 hours per week of physical education and sport with a minimum of 50% allocated to physical education. The Physical & Sport Education Document 3.16, as outlined by the Department of Education and Early Childhood Development (2009), provides teachers and the school with curriculum advice, support and aims for the subject.
 * __The Physical & Sport Education Policy:__**

[|Physical and sport education.pdf]

The //'Step into Heath Day'// will provide the students of Stanhope Primary School with the more than the required amount of physical activity. This will be achieved by the students participating in a variety of physical activities such as skipping, hockey, orienteering and a step class.

On the step into health day the LaTrobe student’s aim to support health messages to students by promotion which is aimed at maintaining and improving the health and well-being of children and their families
 * __Health education Policy:__**

The ‘Department of Education and Early Childhood Development’ Document 3.17, as outlined by the Department of Education and Early Childhood Development (2009), provides teachers and the school with curriculum advice, support and aims for the subject.

[|Health Education.pdf]

On //‘Step into Health Day’// the students of Stanhope Primary School will be given the opportunity to learn about different forms of health. The students will be educated about the importance of nutrition, physical activity and ways to make healthier lifestyle decisions.

A hypothetical policy has been developed for medical/ first aid for the ‘Stepping into Health Day.’ The document includes purpose, guidelines and implementations for first aid if required on the day.
 * __First Aid / Medical Policy:__**

[|STANHOPE PRIMARY SCHOOL MEDICAL POLICY FOR STEP INTO HEALTH DAY.docx]

On //‘Step into Health Day’// the all medical situations that do arise will be seen to in a professional manner. On the participation day all LaTrobe students will be aware of the medical supplies and there location before commencing the day.


 * __ Supporting Environment and Ethos: __**

//**__ What is ethos and environment? __**// // A school’s ethos underpins the beliefs and values and any smart, positive policy that a school has introduced into their curriculum, for example sun-smart, anti-bullying, walking school bus and buddies. The school ethos allows teachers, students, parents and community members to work together in reaching a number of goals. A school’s goals are based around being beneficial to the school community as a whole and to also help the individuals as well. As for environment and what it has to do with a school includes the physical surrounds and also the individual. How they feel within their environment is most important, which is why most schools do and should aim for their school environment to be welcoming of each student as an individual and help students have a sense of security within their school environment. //

//**__ What we need to do to enhance Stanhope PS ethos: __**// // If they have not developed one, we can develop our own incorporating: // // - //// Team work // // - //// Positive encouragement // // - //// Providing support for work mates, school mates // //**__ What can we do in terms of environment at Stanhope Primary School? __**// ·  // Find out boundaries and areas of school and remove potential hazards around planned activity area. These include: // // - //// Playgrounds // // - //// Ovals // // - //// Sporting equipment // // - //// Other Activity Areas // · // Notify students of the school boundaries for the planned activity areas // · // When the activity is a game, highlight rules of games, how feedback can be used and also how to play fairly. //
 * // Find out school’s own ethos policies so we don’t stand over their policies //
 * // Provide school with activities on our Healthy Schools Activity Day with ongoing activities and policies to increase the knowledge and health of school community //
 * // Include a strategies that allows school to work with outside health professionals in nutrition and exercise //
 * // Include the ethos policy in our Healthy Activity Day so school community can see it in action //


 * __ Evaluation __** __:__

The procedures to evaluate the effectiveness of the day are: The sequence for each area of evaluation is as follows: 1) Questioning will be directed towards the students at the beginning and conclusion of each lesson to assess prior and acquired knowledge 2) The teacher evaluation will be completed by the supervising teacher after each lesson 3) The student evaluation will be completed as the final activity of the day 4) The team evaluation will be conducted after the day is complete
 * A student evaluation sheet will provide students the opportunity to list what they have learned in each key area of nutrition, exercise, and environment. Through this sheet students will also indicate which activities they will continue to use to improve their ongoing health
 * A teacher evaluation sheet will give each team member feedback on their teaching methods and its effectiveness
 * A team evaluation sheet will allow for discussions and peer assessment critiquing lesson plans and their effectiveness, as well as the groups ability to work as a team
 * Students will be asked questions to display prior knowledge and to ascertain what new information they have learnt. Each lesson will be monitored and key learning moments will be noted.

Evaluation sheets can be viewed in the following attachments: [|School Evaluation.doc]


 * __ Resources and Budget __**__:__

(School Map) || 40 || Orienteering || $20.00 || Kirsty || (Pictures of Fruit and Veg) || 40 || Orienteering || $20.00 || Kirsty ||
 * ** Serial ** || ** Item ** || ** Quantity ** || ** Activity ** || ** Cost ** || ** Organised by ** ||
 * 1 || Hockey Sticks || 20 || Hockey || borrowed || Kat ||
 * 2 || Hockey Balls || 20 || Hockey || borrowed || Kat ||
 * 3 || Photocopying
 * 4 || Photocopying & Laminating
 * 5 || Besa-Blocks & adhesive || 18 & 2 tubes || Herb garden || $50.00 || Jess & (JJ) ||
 * 6 || Soil & Mulch & herbs || .5m3 || Herb Garden || $40.00 || Jess & (JJ) ||
 * 7 || Newspapers || 100 || Herb Garden || borrowed || Jess & (JJ) ||
 * 8 || Bread || 200 slices || Lunch || $15.00 || Fiona ||
 * 9 || Nuttlex (Oil based spread) || 3 tubs || Lunch || $15.00 || Fiona ||
 * 10 || Lettuce || 5 || Lunch || $20.00 || Fiona ||
 * 11 || Tomatoes || 20 || Lunch || $15.00 || Fiona ||
 * 12 || Cucumber || 12? || Lunch || $15.00 || Fiona ||
 * 13 || Dip spreads (avocado, hommus, tzatziki, beetroot) || Assorted || Lunch || $20.00 || Fiona ||
 * 14 || Carrot || 1 bag || Lunch || $5.00 || Fiona ||
 * 15 || Cheese slices || 200 slices || Lunch || $12.00 || Fiona ||
 * 16 || Bean Bag (material & fillings) || 40 || Bean Bag Activity || $20.00 || Amanda ||
 * 17 || Hula Hoops || 10 || Movement Activity || borrowed || Bec ||
 * 18 || Skipping Ropes || 16 || Movement Activity || borrowed || Bec ||
 * 19 || Various cones, marker dots, witches hats || || Movement Activity || borrowed || Bec ||
 * 20 || Petrol Money: travel || 3 x cars || Health Day || $100.00 || ||
 * 21 || Food Handling Gloves || 2x boxes || Lunch || $15.00 || Shane ||
 * 22 || Chopping boards/Cutlery || Quantity || Lunch || borrowed || Shane ||
 * || ** Total Budget: Items 1 - 22 = ** || || || ** $382.00 ** || ||
 * || ** Total Budget: Items 1 - 22 = ** || || || ** $382.00 ** || ||


 * __ Reference List: __**

Australian Health Promoting Schools Association. (2001). //A national framework for health promoting schools (2000-2003).// Retrieved August 10, 2009, from Commonwealth Department of Health and Family Services: http://www.ahpsa.org.au/files/framework

Campaspe Shire Council. (2009). //Stanhope//. Retrieved August 14, 2009, from Shire of Campaspe: http://www.campaspe.vic.gov.au

Department of Education and Early Childhood Development. (2007). //Stanhope Primary School//. Retrieved August 13, 2009, from Schools Online: http://www.education.vic.gov.au/schoolsonline

Department of Education and Early Childhood Development. (2007). //Health Education 3.17//. Retrieved August 20, 2009, from Curriculum, support and resources: [|http://www.education.vic.gov.au]

Department of Education and Early Childhood Development. (2007). //Physical and Sport Education 3.16//. Retrieved August 20, 2009, from Curriculum, support and resources: [|http://www.education.vic.gov.au]

Erceg, E., & Cross, D. (2004). Friendly Schools and Families Pack. Physical Environment : Whole school handbook 1. Perth, Child Health Research Unit at Edith Cowan University

Erceg, E., & Cross, D. (2004). Friendly Schools and Families Pack. Ethos: Whole school handbook 1. Perth, Child Health Research Unit at Edith Cowan University

Go For Your Life. (2006). //Everyone.// Retrieved August 19, 2009, from Go For Your Life: http://www.goforyourlife.vic.gov.au

Nutrition Australia. (2009). //Food and Nutrition//. Retrieved 19, 2009, from Nutrition Australia: http://www.nutritionaustralia.org

Nestle. (2006). //Education & Resources.// Retrieved 20, 2009, from Nestle: http://www.nestle.com.au

Vaughan, N. (2009). //Campaspe Primary Care Partnership Community Wellbeing Profile.// Rochester: Campaspe Primary Care Partnership.

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