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Health and Wellbeing For All

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Katie Paterson

Programme Officer - Education

NHS Health Scotland

National policy picture

• Schools (Health Promotion and Nutrition) (Scotland) Act 2007

• Ambitious Excellent Schools, and Curriculum for Excellence

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Health Scotland

• Critical friends• Quality assurance process• Trialling and engagement• Consultation• Partnership working with LTS

Curriculum for Excellence

• Huge potential• Health & Wellbeing no longer seen as a topic

silo – ‘curricular synergy’• Health and Education – going forward

together in partnership

Whole school approach – a model of effective practice

Curriculum, Learning and Teaching

Leadership andManagement

Partnership

Environment and Resources

EthosPSHEA whole school

approach

Partnership working

Why it’s important:• Respecting and understanding

roles & responsibilities• Acknowledging skills & expertise• Pooling resources

Role of Specialist ServicesH&WB Experience & Outcome examples:• Mental, emotional social and

physical wellbeing• Food and Health• Substance Misuse• Relationships, Sexual Health and Parenthood• PE, Physical Activity and Sport

The way forward

• Building on current success

• Learning from what hasn’t worked so well

• Moving ahead in partnership!

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“Learning through health and wellbeing promotes confidence, independent thinking and positive attitudes and dispositions. Because of this, it is the responsibility of every teacher to contribute to learning and development in this area.”

Building the Curriculum 1

successful learnerswith•enthusiasm and motivation for learning•determination to reach high standards of achievement•openness to new thinking and ideas

and able to•use literacy, communication and numeracy skills•use technology for learning•think creatively and independently•learn independently and as part of a group•make reasoned evaluations•link and apply different kinds of learning innew situations

confident individualswith•self respect•a sense of physical, mental and emotional wellbeing•secure values and beliefs•ambition

and able to•relate to others and manage themselves•pursue a healthy and active lifestyle•be self aware•develop and communicate their own beliefsand view of the world•live as independently as they can•assess risk and take informed decisions•achieve success in different areas of activity

responsible citizenswith•respect for others•commitment to participate responsibly inpolitical, economic, social and cultural life

and able to•develop knowledge and understanding ofthe world and Scotland’s place in it•understand different beliefs and cultures•make informed choices and decisions•evaluate environmental, scientific andtechnological issues•develop informed, ethical views of complexissues

effective contributorswith•an enterprising attitude•resilience•self-reliance

and able to•communicate in different ways and indifferent settings•work in partnership and in teams•take the initiative and lead•apply critical thinking in new contexts•create and develop•solve problems

To enable all youngpeople to become

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Organising learning

• Health and Wellbeing• Languages • Mathematics• Science• Social Studies• Expressive Arts• Technologies• Religious and Moral Education

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From

InputsTo

Outcomes

Future Publications

April 2009 Experiences and Outcomes online

May 2009 Experiences and Outcomes hard copy

June 2009 Guidance on models for organising the curriculum

July 2009 Assessment framework

Dec 2009 Guidance based on Recognising Achievement projects

August 2010 Guidance on S3 profiles

April 2012 Unit and course specs for revised national qualifications

Future ActionsJanuary – June 2009

• Evidence of changing practice to support the development of the four capacities and the underlying attributes and capabilities

• Evidence of shift to more active involvement of young people in their learning

• Establishments reviewing improvement plans to ensure literacy, numeracy and health and wellbeing across the curriculum

• All staff engaging with experiences and outcomes in literacy, numeracy and health and wellbeing and identifying changes needed in practice

Future ActionsAugust 2009 – March 2011

• Move to full implementation of all curriculum frameworks over a two-year period

• All learners experiencing learning and teaching based on Es and Os (minimum S1 from 2009)

• Establishments use guidance on curriculum models to plan any changes to organisation and structure

• Schools focus on progression and sharing professional standards using exemplification

• Local authorities develop plans for recognising achievement and produce local guidelines

The Future

• Implementing and Integrating the 8 Frameworks

• Tracking Progress

• Assessment, Achievement and Qualifications

• Partnership working

www.LTScotland.org.uk/glowscotland

The Future: Web 2.0

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