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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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