Getting started – support for reflection and engagement health and wellbeing

1. Getting started – support for reflection and engagement health and wellbeing

2. 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? What was done: • 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. • 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.

3. What changes have been made to the mental, emotional, social, and physical (MESP) organiser since the draft framework? What was said? What was done: • Organisation of statements unwieldy. • Need for greater depth on emotional literacy and increased emphasis on relationships and resilience. • Some statements need to be transferred from planning for choices and changes. • Experiences and outcomes now organised within three lines of development. • Increased emphasis on emotional literacy, relationships and resilience. • Statements relating to ‘challenging times’, for example bereavement and loss, moved from PfCC to MESP.

4. What changes have been made to the planning for choices and changes (PfCC) organiser since the draft framework? What was said? What was done: • Some statements would sit better within mental, emotional, social and physical wellbeing. • Parenthood should be included within planning for choices and changes. • Statements relating to ‘challenging times’ moved from PfCC to MESP. • Retained in relationships, sexual health and parenthood.

5. What changes have been made to the physical education, physical activity and sport organiser since the draft framework? What was said? What was done: • There was limited reference to sport within the outcomes. • There was not enough challenge within physical competence at fourth level. • Lack of reference to performance and fitness within the physical activity lines of development. • There was a lack of clarity on how physical activity and sport relate to the learner’s health. • 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.

6. What changes have been made to the food and health organiser since the draft framework? What was said? What was done: • Breastfeeding should be included in food and health. • Need for more explicit reference to oral health required. • Originally included in RSHP, now set within food and health. • More explicit mention of oral health set within food and health.

7. What changes have been made to the substance misuse organiser since the draft framework? What was said? What was done: • More detail required for early and first levels. • Provide breakdown for outcomes that span three levels. • Incorporate reference to development of skills. • Building blocks identified for early and first levels. • Experiences and outcomes now span a maximum of two levels. • Enhanced reference to development of skills within outcomes as appropriate.

8. What changes have been made to the relationships, sexual health and parenthood organiser since the draft framework? What was said? What was done: • Breastfeeding more appropriately placed within food and health organiser. • Clarity required on the development of a wider range of relationships. • Reference to abuse too limited. • Incorporate greater reference to development of skills. • Breastfeeding now sits within the food and health organiser. • Experiences and outcomes reflect wider range of relationships. • Relevant experiences and outcomes now encompass all types of abuse. • Enhanced reference to development of skills within outcomes where appropriate.

9. Reflecting on the principles and practice inhealth and wellbeing • What does the health and wellbeing framework mean for practitioners? • What factors need to be taken into account when planning for health and wellbeing? • What features are required to effectively promote health and wellbeing?

10. Substance misuse Food and health Mental, emotional, social and physical wellbeing Planning for choices and changes Relationships, sexual health and parenthood Physical education, physical activity and sport How are the experiences and outcomes structured in health and wellbeing? Within health and wellbeing there are six organisers:

11. Health and wellbeing framework Responsibilities of all Curriculum area Health and wellbeing experiences and outcomes Health and wellbeing across learning: responsibilities of all: experiences and outcomes Health and wellbeing across learning: responsibilities of all: principles and practice Health and wellbeing principles and practice

12. Experiences and outcomes in health and wellbeing (1) • 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. • 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.

13. Experiences and outcomes in health and wellbeing (2) • 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. • 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. • 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.

14. Getting started in health and wellbeing: some questions for discussion • Building on your current practice, what are the implications for what and how you teach? • How will you ensure the needs of all learners are met? • 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? • How might you ensure that learning and teaching reflects the purposes and principles of Curriculum for Excellence? • 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?

15. 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: • identifying and sharing effective practice • identifying and prioritising professional development needs • experimenting with learning and teaching approaches.