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Holistic Well-being Education for Lifelong Success

Equipping learners for healthy, fulfilling lives through integrated physical, mental, emotional, and social development. Aligned with current needs and supporting lifelong well-being. Expert input and evidence-based approach for a holistic curriculum.

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Holistic Well-being Education for Lifelong Success

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  1. Vision and philosophy • Designed to equip learners to lead healthy, fulfilling and productive lives. • Enables successful learning and fulfilling relationships. • Focuses on the physical, psychological, emotional and social aspects of our lives. • A holistic approach to help schools address their priority areas.

  2. The rationale for change • Aligns with the Well-being of Future Generations (Wales) Act 2015. • Education on mental, emotional and physical health needs to be more integrated – growing challenges. • Current provision is inconsistent. • Supporting and developing the health and well-being of all learners in Wales cannot be left to chance.

  3. How is it different?  • Holistic – Health and Well-being is an area of learning and experience but should be everyone’s responsibility. • Experiences, knowledge and skills that lead to healthy and active lifestyles. • Supports physical and mental health. • Develops learners so they engage in lifelong physical activity. • Must reflect local needs as well as national and global issues.

  4. What Matters in Health and Well-being • Developing physical health and well-being has lifelong benefits. • How we process and respond to our experiences affects our mental health and emotional well-being. • Our decision-making impacts on the quality of our lives and the lives of others. • How we engage with different social influences shapes who we are and our health and well-being. • Healthy relationships are fundamental to our sense of belonging and well-being.

  5. How did we get here? Approach and feedback • Research reviewed/international curricula considered. • Priorities identified at local, national and global levels. • Dispositions for a fulfilling and productive life agreed. • Five broad areas identified. • Expert support provided for rationale and progression. • ‘Boundaries’ and interdependencies of what matters statements defined. • Engagement with schools, partners and stakeholders.

  6. Evidence and expert input General: Estyn and Qualifications Wales.Relationships and sexuality education: Professor Emma Renold, Cardiff University. Integration of mind/body and emotions: Dr Dan Siegel, University of California. Neuroscience and the power of reflective practice: Dr Dusana Dorjee, Bangor University​. Physical literacy: Dr Elizabeth Durden-Myers, Liverpool John Moores University​ and Gethin Mon Thomas, Bangor University​. Relationships and social and emotional learning: Professor Robin Banerjee, Sussex University.Health: Public Health Wales, Schools Health Research Network.

  7. Considerations for schools • How will your leaders, practitioners and networks be able to prepare for the next phase of co-construction and provide meaningful feedback? • What, if any, are the resourcing implications (national and local)? • How could you approach whole-school and/or inter-departmental approaches to both:– knowing about the new curriculum?– understanding how to do the new curriculum?

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