The elementary school annual sports day is now one month away on Feb 14th! All families are invited to attend. All children will bring home a program on Friday Feb 7th for ES Sports day and we will also post the program on our PE blogs and on ES bulletin boards at ISM . Our focus is understanding that physical activity provides opportunities for health, enjoyment, self expression, challenge and social interaction as well building a sense of community and school spirit for teachers students and their families.

Students will participate as a class in a variety of activities in different venues. We would like parents to assist the supervisor at each activity or participate in the activities with your child. So please come dressed ready to join in the fun! We also need two parents per grade level to take photographs on Sports day to be used in the Closing Ceremony slide shows. If interested please contact Steve McCallum before Feb 1st to go through the protocols for taking photos.

We encourage students to display good sportsmanship. As parents you can play a significant role in helping your child become a good sport. Here are some ways to help your child develop good sportsmanship and ensure that sports day is a positive experience.


1. Be a good role model for your children. Children learn by example, so show them how to practice good sportsmanship by not always expecting to win. Explain that winning is not always an option, but that it is always appropriate to be a good sport.

2. Good sportsmanship is a side effect of having good character. Teach your children how to interact with their elders, coaches and peers with a positive attitude, one that shows respect for all involved in the game.

3 Healthy competition is great, but make sure to emphasize other aspects of the game. Friendship, skill, exercise and good sportsmanship are major factors that contribute to a successful experience. After games ask your child “Did you enjoy that?” “That looked like fun!” rather than “Did you win?” Remember the number one reason that children consistently give as to why they participate in sport, is to have fun and be with friends. Emphasize this aspect in your post game conversations. We want to convey a love of the game rather than a love of winning so all children will continue to be active, enjoy and play sports throughout their lifetime.

We look forward to seeing you on Sports Day 2014



Circus Performance

Dear parents,

Grade 3 has been practicing diligently into learning circus skills as part of our recent circus unit. Our focus has also been learning to work successfully in small groups, respecting everyone’s readiness and potential, and identifying skill cues that will help improve their performance.

On the following dates listed below the classes will perform their circus skills as part of their assessment. You are welcome to come and join us and watch. This is very informal. It will be held on Level 2 Gymnastics.

Performances are at these times:

Phillips’s class Friday December 13th 10:30-11:15am

Wislang’s class Wednesday December 11th 12:45-1:30pm

Ball Handling Skills

We will continue our Ball handling skills unit in the ES gym until November 22nd.

Grade 1:

Students practice and refine their range of ball handling skills including throwing, catching, striking, kicking, trapping, rolling, and dribbling. Students begin to learn the specific observable patterns of Fundamental Motor Skills through practice, instruction and modeling.  They begin to recall simple skill cues for actions such as ‘step forward with the opposite foot for an underhand throw’. They learn to use space and equipment safely and properly.

Grade 2:

Students practice, extend and refine their range of manipulative skills including striking, kicking, throwing, trapping, rolling, volleying, dribbling and catching. Students discuss the movement concept of skill development and how we can continue to improve. They come to identify practice, applying skill cues and persistence as requirements for ongoing success and increasing mastery of motor skills.

Students continue to learn the specific observable patterns of Fundamental Motor Skills through practice, instruction and modeling. Students are given many opportunities to recall and apply skill cues associated with each fundamental motor skill such as ‘stand side on for an overhand throw’. These skills are also incorporated into fun partner and group challenges.

Grade 3:

Students practice, extend and refine their range of manipulative skills including dribbling with hands and feet, striking with long and short handles, kicking, volleying, throwing and catching. They consider the safety considerations when playing striking and kicking games. Students recall and apply skill cues as part of their process of skill acquisition. They identify a goal for personal skill improvement.

Grade 4:

Students perform and start to demonstrate advanced characteristics of ball handling skills including throwing, catching, kicking, dribbling with the hands and feet, volleying and striking with both short and long handles. They consider the safety considerations when playing striking and kicking games. Students participate in the US based motor skill challenge. This involves a series of tasks requiring mastery of throwing, catching, volleying, jump rope, dynamic balancing, and striking skills. Students discuss the process of skill improvement and identify a goal for personal skill improvement and a sport they enjoy.

They come to understand that people who develop and master basic sport skills are more likely to be active and participate successfully in a range of sports without embarrassment.


Ball Handling Skills

The past month Grades 1,2 3, and 4 have been  doing ball handling unit in the covered court and on the ES field. The purpose is to further develop and refine depth perception, eye hand coordination, visual tracking and anticipatory skills. Activities include kicking, punting (for grade 2, 3 and 4), volleying, striking with short  and long handles. We use a wide range of equipment including different sized bats, hockey sticks, short paddles, soccer balls as well as balls of all shapes and sizes for striking, throwing and catching. Children set themselves a learning goal and explore what it takes to improve our skills. They begin to identify and apply skill cues (coaching tips). A skill cue for stricking a ball off a tee with a bat is tee in front, side to target, knuckles aligned on the bat, favorite hand on top, eyes on the ball, elbows up high, legs apart and knees slightly bent, twist and untwist. Through inquiry children come to notice what it is about their actions that makes them successful. Children are given both group and individual feedback on their progress and opportunities to provide peer and self feedback.

We also spend considerable time discussing safe and proper use of both equipment and space and responsible behaviors within a highly active setting.

Next four weeks we will move to the swimming pool and begin working on swim and survive skills.

Physical Education Swim Program Policy

Dear parents,

As part of the physical education program students engage in an intensive learn to swim and water safety program. For all aquatic programs parents are informed of full details of the supervision to be provided and planned activities to be undertaken. E-mail sent home in ES and posted on blogs, and MS/HS informed via handbook at start of school year.  The information sent home includes a section where the parent is asked to inform the school of any illness or medical condition that the student suffers from, or any medication the student is currently taking (including asthma sprays, etc) if the parent has not previously done so. If a student suffers from a medical condition which might put that swimmer at risk in the water, a medical certificate must be obtained for the student to participate in the swimming program. All water activities are to be accompanied by a staff member with current training in cardio-pulmonary resuscitation (CPR) and emergency care.

Student Preparation

Students need to be progressively introduced to and taught the skills needed for safe participation. To ensure that students have a safe and enjoyable experience, it is important that their skill levels and abilities are appropriate for the activity and the water depth. The preparation of students to be safe recreational swimmers will vary according to the student’s age, ability and experience. Such preparation might include the following types of information and procedures:

  • the essential safe practices for      swimming at the venue
  • the boundaries of the swimming and      out-of-water waiting, rest or playing area
  • how to use swimming aids and other      equipment safely
  • who to notify if leaving or returning      to the water
  • any limitations to activities or play      in the water
  • the sun protection measures that are      appropriate
  • the response to any accident or other      emergency that might occur

A major factor when determining ‘adequate supervision’ that teachers must afford their students in aquatic activities is the swimming ability of the students in the class. Therefore, a reasonable assessment of student swimming ability should be made as close to the commencement of the activity as possible.

The activity supervision plan should include provision for students when they are not swimming. This would indicate where these students should be, what they can do and how they are supervised. Provision needs to be made for the safe participation of weak or non swimmers. This may involve additional close supervision, restricting participants to shallow water or lanes alongside the pool edge, implementing a “buddy” system or using lane ropes as a safety device. When a suitably qualified member of staff is not available (eg. through sickness), the swimming classes must be reduced by the proportionate number of students unless another suitably qualified teacher is available. Under no circumstances is a group to be left unsupervised or teacher student ratios compromised. All teachers must be ready to render assistance in case of an emergency. All supervising teachers should be in swimming attire.

The teacher-in-charge of the program must arrange for all areas of the swimming venue or facility to be supervised, including the changing facilities. Provision should be made for a male and female teacher (or parent if only one teacher) to supervise the respective male and female dressing places. Underwater swimming should be restricted to that required in structured programs and closely supervised.

First Swim Session


The Physical Education First swimming session for your child will start on September 16, 2013 and end on October 11, 2013. Please be assured that all precautions will be taken to provide for the safety, ease and comfort of students. Two swimming teacher assistants will help me conduct the lessons.

Please have your child bring swim gear (one-piece suit for girls, swim trunks for boys), towel, comb, change of clothes, extra pair of underwear and a plastic bag for wet suits. Swim goggles and swim cap are optional. “Easy to put on” footwear is also advisable.

If your child can not swim because of medical reasons, a note from you or your physician will be appreciated.

Thank you for your continuing support to the Physical Education Program. This is an element of our P.E. program as well as a chance to learn lifelong water safety skills. All students are expected to participate in swimming.




Bulletin Board for ESPE

The ES PE teachers are putting together a bulletin board display to celebrate all the ways we can be physically active outside of PE lessons. This will also support new ISM families find ways to be active in and around Manila. We would like students to bring in or email photos of themselves or their family being physically active. This might be in a lesson or team sports such as dance, tennis, golf, soccer, baseball, horse riding swimming or it might simply be bike riding, roller blading, running, playing cricket or other recreational activities.  Please bring in color photos to your ES PE teacher or e-mail photos to your PE teacher. Rename and re-size the photo before you e-mail it with your child’s name and grade level. 
ES PE teachers are: