Our healthy schools committee works very hard at making our school a Healthy institution.
Following our very successful 'Go Bananas' Coffee Morning on 'Fruity Friday' All of the children dressed in yellow and invited parents, family and friends to join us for coffee and banana cake. A toal of £288 was raised for the World Cancer research Fund.
World Cup of Cycling
Southfields came 2nd in the World Cup of Cycling. It was great to see our bike shelters full and overflowing. We hope that this will continue to be the case to eliminate traffic problems at our school gates. Please remember to use our park and stride car park at Glatton Drive.
Watch this site for the next events.
We are looking to organise a 'Southfields Salon' early in the next academic year when children can book an appointment to have their nails painted or hair braided for a small charge. Alongside this event we hope to have a Parachuting Teddy morning when again for a small charge teddies and other soft toys will be parachuted from a height. Certificates will be awarded to all teddies. All funds raised from these two events will go to support a parent who is to then cycle in Kenya raising money for a cancer charity, details of these next two events will be on our website shortly.
- Cares Brochure
- Big Pedal © Sustrans March 2019
Time needed: Resources needed: 10-15 minutes Pencil, paper/copy of
air quality worksheet
Pupils think about who creates carbon emissions and how we can change this.
Discuss what generates carbon dioxide and how it affects our climate and the air we breathe.
Ask pupils to complete the air pollution detective worksheet by finding and circling different sources of pollution.
Discuss what types of air pollution the pupils identified. List these as emission-generating activities, e.g. transport, agriculture, manufacturing and industry.
Talk as a group, is this something we can affect, or is it due to other people?
Sustrans Air Quality Detectives and Suss it Out! sheet number 4: looking after your world.
Air Quality Detective Worksheet
Day 1: Lungs
Day 2: Heart
Time needed: Resources needed: Solo/group activity: 30 minutes Pencil, paper Both!
Pupils think about how they can improve their local environment, and think about how it makes them feel.
Pupils draw something that they think would improve the area around the school. It could be shops, people, friends, houses, animals, parks, leisure places, trees, bikes, scooters, bike lanes, safe crossings – but it may even be cars and planes. The idea is to discover what the pupils see as positive.
Post the pictures on the wall to create a virtual neighbourhood.
Suss it Out! sheet number 4: looking after your world.
Discuss as a class what makes a good neighbourhood. Is it the same for all people? You could do this exercise by creating a list from class discussion and then allocating the things pupils want according to how they are, e.g. four pupils might draw trees, one draws the sun, one draws birds, three draw parks, two draw bike lanes etc.
This reflects the class as a group rather than a collection of individual visions.
Day 3: Eyes
Time needed: Resources needed: Solo/group activity: 15-20 minutes Pencil, paper Pairs activity!
Pupils start to see the school journey as an opportunity to discover new things.
As a class, discuss what things pupils spotted on their journey to school. Is there a difference between pupils who travelled actively (cycled, walked or scooted) and those would didn’t?
In pairs, ask pupils to make an I Spy list of things for a partner to look out for on their next journey to school. The partner has to see how many they can spot.
Suss it Out! sheet number 3: Exploring.
Day 4: Brain
Time needed: Resources needed: Solo/group activity: 20 minutes Paper and Pen/Pencil Paired activity
Pupils think about their school journey and discuss what could improve it.
In pairs, pupils describe their current school journey to each other (and previous school journeys if different).
This could be from getting ready to leave home to the actual journey. Ask them to describe whatever they see, hear and do on the way, and how they feel about it.
Then they plan how they could change this journey to make it better. It might be the route, the method of travel, going with friends, or being more independent. Then pupils make a pledge or resolution to do this by a certain time in the future.
If in primary school, pupils could consider how they will travel when in secondary school. If at secondary school, they could think about how that might change if they move onto college or university, or when they start work.
Suss It Out! sheet number 5: Future Journey.
Day 5: Hands
Time needed: Resources needed: Solo/group activity: 20-30 minutes Pencil, paper Pairs & group
Pupils develop practical skills and learn how to make cycling and scooting safer with simple checks and practices.
Many young people don’t scoot and cycle because they or their parents are unsure of the condition of their scooters and bikes.
Show the pupils Sustrans’ M-check video for bikes and L-check for scooters, to help make sure these are roadworthy each time they ride. The scooter video also includes simple guidance for scooting.
The M-check video is available at tinyurl.com/ safetoride (this video is three minutes and 30 seconds long).
The L-check and scooter skills video is available at tinyurl.com/scooterskills (the L-check ends at three minutes in the video, the skills section is another 10 minutes).
Share the links and information with parents or carers to help them check their child’s own scooters and bikes.
Get Going, a series of practical information sheets and videos to help you develop bike and scooter skills. This also includes how to mend a puncture, cycling in winter and learning to ride without stabilisers in just 30 minutes.
Day 6: Muscles & Bones
Time needed: Resources needed: Solo/group activity: 10 minutes Pencil, Paper Group
Pupils think about body structure and understand that different forms of travel involve their bodies in different ways.
As a class, introduce the structure of the body and how we are made up of muscles and bones.
Describe the different muscles and muscles groups used to perform activity. How do the muscles used differ between the exercises of cycling, walking and scooting?
As a class discuss the effects and positive benefits of physical activity on the body. Explain how exercise helps muscles and bones stay strong and keeps us healthy. We need to exercise regularly to maintain healthy muscles.
Introduce physical activity guidelines and how active travel to and from school can play a role in achieving the guidelines.
Suss It Out! sheet number 5: Future Journey and Sustrans Learning Journey.
Day 7: The Senses
Time needed: Resources needed: Solo/group activity: 10-15 minutes None Group
Pupils understand that noise is a form of pollution.
Decide on a noise that represents the modes
of transport. Walking might be shuffling shoes, cycling might be a soft bell noise, cars an engine or horn. Either split the class evenly into different modes or pupils use the one they usually travel to school by.
The pupils then make their noise. Start with the different groups in turn. Which is the most pleasant, which is the loudest? Adjust the volumes to try to be more accurate. Try adding them together or changing the percentages
of different modes to represent different road scenarios.
Pupils can move closer or further away to replicate living closer or further away from main road.
Discuss different types of pollution. Is noise really pollution? Is it comparable to air pollution? Is something worse if we can see it or smell it? What could be the effect of noise pollution on people or perhaps nature?
Suss It Out sheet 4: Looking after your world. Themed worksheets, each with simple, snappy activities to inspire action and discussion on active travel. These can easily be fitted into any part of a busy school day with no special resources or preparation necessary.
The areas covered are Being Healthy, Exploring, Looking After Your World, Staying Safe and Future Journeys.
Cycle Scoot/skate Bus
Park and Stride/Park and Cycle Train/Other Rail
Pupils can also work out how much they could save in carbon emissions, using these figures:
Cars emit 0.30 kilograms of CO2/ mile
Buses emit 0.18 kilograms of CO2/mile per passenger
Trains emit 0.08 kilograms of CO2/mile per passenger
Time needed: 20 minutes
Day 8: Digestive System
Resources needed: Solo/group activity: Calculator, pencil, paper Both!
Pupils understand how their travel can affect their health and the environment, in terms of carbon emissions and energy used.
Complete a survey of how pupils in your class travel to school, using the form above.
Pupils then work out how much energy they would use if they travelled to school by bike, foot or scooter instead of in a car.
You can base your calculations of energy expenditure figures:
Bike = 2356 kJ per hour Scooter = 1029 kJ per hour Walk = 1029 kJ per hour
Please note: Energy expended depend on numerous factors, including mass, fitness and terrain. Carbon emissions can vary according to specific types of vehicle, such as a small or large car. The figures used above are based on certain averages and you can use them as the starting point for further investigation.
Sustrans’ Bike to School Week, a free-to-access resource pack. Bike to School Week can be a great way to kickstart active travel at your school.
Day 9: Skin
Time needed: Resources needed: Solo/group activity: 10 minutes None Solo or Pair activity
Pupils explore what they can do to make themselves Taken from:
more visible when they are on their journey to school.
Pupils rummage through the classroom, their bags and their clothes to scavenge anything they can find that is reflective, fluorescent, illuminated or simply bright and shiny.
It might be a set of bike lights but could equally be a piece of tin foil from their sandwiches.
Pupils discuss what’s easiest to see.
Turn the lights off:
• Is it still the same result?
• What happens if you shine a mobile phone
light on materials, get closer or further away,
or see it out of the corner of your eye?
• Is a flashing or steady light more noticeable?
Suss it Out, sheet 1: Staying Safe. A set of five themed
worksheets, each with 10-, 20- and 30-minute simple, snappy activities to inspire action and discussion on active travel. These can easily be fitted into any part of a busy school day with no special resources or preparation necessary.
The areas covered are Being Healthy, Exploring,
Looking After Your World, Staying Safe and Future Journeys.
Day 10: Circulatory System
Time needed: Resources needed: Solo/group activity: 20-30 minutes Pencil, paper Pairs & group
Pupils will learn about the effect of activity on the
circulatory system and heart.
Pupils will learn about circulation within our bodies.
Tell pupils that they will be investigating our heart rate and the effect of exercise on heart rate. Start by helping pupils find their pulse on their left wrist, just beneath the thumb.
Pupils work in pairs, one counts their pulse whilst the other times 15 seconds on a watch. Multiply by four to get beats per minute. Record and swap roles.
Next, repeat the measurements immediately after one minute of an activity that makes pupils slightly out of breath (eg running on the spot) and record, before resting completely for two minutes. Record a third pulse rate.
Compare measurements. Discuss the findings and chart the pupils’ heart rates. Who had the highest or lowest after exercise, whose was the lowest to start with and whose recovered the fastest?
How did being active make them feel?
How do they differ?
What is blood for? A: picks up oxygen in the
lungs and deposits it in muscles and organs.
How does blood get transported around our
body? A: The heart pumps it around.
How important is the heart to our health?
Why is ‘Active Travel’ (cycling, walking and
scooting) good for us? A: Maintains healthy weight, we feel happy, good for brain, keeps us motivated and keeps muscles strong.
Suss it Out, a set of five themed worksheets, each with 10-, 20- and 30-minute simple, snappy activities to inspire action and discussion on active travel. These can easily
be fitted into any part of a busy school day with no special resources or preparation necessary.