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Health and Wellbeing For All 1 Katie Paterson Programme Officer Education NHS Health Scotland 2 National policy picture • Schools (Health Promotion and Nutrition) (Scotland) Act 2007 • Ambitious Excellent Schools, and Curriculum for Excellence Curriculum Review origins: The National Debate Support for: – flexibility, breadth and balance – the comprehensive principle Desire to address: – overcrowding – progression – balance between ‘vocational’ and ‘academic’ – preparing young people better for lifelong learning and employment – ensuring that assessment supports learning – increasing choice – enjoyment & fun 4 Health Scotland • • • • • Critical friends Quality assurance process Trialling and engagement Consultation Partnership working with LTS 5 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 Environment and Resources Ethos PSHE A whole school approach Leadership and Management Curriculum, Learning and Teaching Partnership Partnership working Why it’s important: • Respecting and understanding roles & responsibilities • Acknowledging skills & expertise • Pooling resources Role of Specialist Services H&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! “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 12 successful learners confident individuals with •enthusiasm and motivation for learning •determination to reach high standards of achievement •openness to new thinking and ideas with •self respect •a sense of physical, mental and emotional wellbeing •secure values and beliefs •ambition 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 in new situations and able to •relate to others and manage themselves •pursue a healthy and active lifestyle •be self aware •develop and communicate their own beliefs and view of the world •live as independently as they can •assess risk and take informed decisions •achieve success in different areas of activity To enable all young people to become responsible citizens effective contributors with •respect for others •commitment to participate responsibly in political, economic, social and cultural life with •an enterprising attitude •resilience •self-reliance and able to •develop knowledge and understanding of the world and Scotland’s place in it •understand different beliefs and cultures •make informed choices and decisions •evaluate environmental, scientific and technological issues •develop informed, ethical views of complex issues and able to •communicate in different ways and in different settings •work in partnership and in teams •take the initiative and lead •apply critical thinking in new contexts •create and develop •solve problems Organising learning • • • • • • • • Health and Wellbeing Languages Mathematics Science Social Studies Expressive Arts Technologies Religious and Moral Education 14 From Inputs To Outcomes 15 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 Actions January – 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 Actions August 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 How Many Tools Do You Recognise?