Transcript Getting started – support for reflection and engagement health and wellbeing What changes have been made since the publication of the draft health and.

Getting started –
support for reflection and
engagement
health and wellbeing
What changes have been made since the publication of
the draft health and wellbeing framework?
Teachers welcomed the move towards a less prescriptive
curriculum and valued opportunities for adaptation based on
informed professional judgement.
What was said?
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Experiences and outcomes need to
be more explicit.
The italicisation of experiences and
outcomes to indicate responsibility
of all sometimes confusing.
Further details on progression
requested – clarity sought in some
lines of development.
Inconsistent use of overarching
statements.
What was done:
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Refining, editing, and addition of
explanations as appendix.
‘HWB across learning:
responsibilities of all’ clarifies the
situation.
Editing groups analysed and refined
as appropriate.
Overarching statements translated
using storyline approach and
explanations added.
What changes have been made to the mental, emotional,
social, and physical (MESP) organiser since the draft
framework?
What was said?
What was done:
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Organisation of statements unwieldy.
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Experiences and outcomes now
organised within three lines of
development.
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Need for greater depth on emotional
literacy and increased emphasis on
relationships and resilience.
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Increased emphasis on emotional
literacy, relationships and
resilience.
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Some statements need to be
transferred from planning for choices
and changes.
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Statements relating to
‘challenging times’, for example
bereavement and loss, moved
from PfCC to MESP.
What changes have been made to the planning for
choices and changes (PfCC) organiser since the draft
framework?
What was said?
What was done:
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Some statements would sit better within
mental, emotional, social and physical
wellbeing.
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Statements relating to
‘challenging times’ moved from
PfCC to MESP.
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Parenthood should be included within
planning for choices and changes.
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Retained in relationships, sexual
health and parenthood.
What changes have been made to the physical education,
physical activity and sport organiser since the draft
framework?
What was said?
What was done:
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There was limited reference to
sport within the outcomes.
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There was not enough challenge
within physical competence at
fourth level.
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Lack of reference to performance
and fitness within the physical
activity lines of development.
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There was a lack of clarity on
how physical activity and sport
relate to the learner’s health.
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Outcomes for participation and
performance in sport were
added.
Fourth level outcome moved to
span second and third level.
New more challenging outcome
was created at fourth level.
Two clear lines of development
were created concentrating on
participation, performance and
fitness.
Outcomes relating to health
combined in a new line of
development.
What changes have been made to the food and
health organiser since the draft framework?
What was said?
What was done:
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Breastfeeding should be
included in food and health.
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Originally included in RSHP,
now set within food and
health.
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Need for more explicit
reference to oral health
required.
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More explicit mention of oral
health set within food and
health.
What changes have been made to the substance
misuse organiser since the draft framework?
What was said?
What was done:
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More detail required for early
and first levels.
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Building blocks identified for
early and first levels.
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Provide breakdown for outcomes
that span three levels.
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Experiences and outcomes
now span a maximum of two
levels.
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Incorporate reference to
development of skills.
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Enhanced reference to
development of skills within
outcomes as appropriate.
What changes have been made to the relationships,
sexual health and parenthood organiser since the
draft framework?
What was said?
What was done:
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Breastfeeding more
appropriately placed within food
and health organiser.
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Breastfeeding now sits within
the food and health organiser.
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Clarity required on the
development of a wider range of
relationships.
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Experiences and outcomes
reflect wider range of
relationships.
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Reference to abuse too limited.
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Relevant experiences and
outcomes now encompass all
types of abuse.
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Incorporate greater reference to
development of skills.
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Enhanced reference to
development of skills within
outcomes where appropriate.
Reflecting on the principles and practice in
health and wellbeing
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What does the health and wellbeing framework mean for practitioners?
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What factors need to be taken into account when planning for health and
wellbeing?
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What features are required to effectively promote health and wellbeing?
How are the experiences and outcomes
structured in health and wellbeing?
Within health and wellbeing there are six organisers:
Mental,
emotional, social
and physical
wellbeing
Food and health
Planning for
choices and
changes
Physical
education,
physical activity
and sport
Substance misuse
Relationships,
sexual health and
parenthood
Health and wellbeing framework
Responsibilities of all
Health and wellbeing
across learning:
responsibilities of all:
experiences and
outcomes
Health and wellbeing
across learning:
responsibilities
of all: principles
and practice
Curriculum area
Health and
wellbeing
experiences and
outcomes
Health and wellbeing
principles and
practice
Experiences and outcomes in health and wellbeing (1)
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Why do some statements cross more than one level?
These describe learning which needs to be revisited, applied in new contexts and
deepened over a more extended period.
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Why is there a dotted line between third and fourth level?
This is to demonstrate the close relationship and likely overlap between the two
levels. Fourth level will provide the depth of experiences based on prior learning
from third level.
Experiences and outcomes in health and wellbeing (2)
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Why are there sometimes fewer statements at third level than in
second and fourth?
This happens because of the particular significance of the third level as part of
the entitlement for all young people. They represent a drawing together of a
number of aspects of learning within health and wellbeing.
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Why are some statements in italics?
The statements in italics highlight the health and wellbeing experiences and
outcomes which are the responsibility of all practitioners.
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Why are some statements in lighter text?
These are experiences and outcomes which are essential building blocks for a
particular aspect of learning and development but which are to be found in a
different curriculum area.
Getting started in health and wellbeing:
some questions for discussion
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Building on your current practice, what are the implications for what and
how you teach?
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How will you ensure the needs of all learners are met?
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Which experiences and outcomes could you link within health and
wellbeing, across other curriculum areas and in the world of work to
provide a coherent experience for learners?
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How might you ensure that learning and teaching reflects the purposes and
principles of Curriculum for Excellence?
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What partnerships will you build on and develop, both within your
establishment and the wider school community, to engage learners in the
health and wellbeing experiences and outcomes?
Where do you go from here?
The journey may be different for everyone, but you may wish to consider some
first steps towards change, for example:
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identifying and sharing effective practice
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identifying and prioritising professional development needs
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experimenting with learning and teaching approaches.