Building Curriculum for Excellence through Positive Relationships and
Behaviour
Towards a relationally rich environment
At a recent seminar with a focus upon the significance of emotional wellbeing, the keynote
speaker, Dr Bruce Perry, Senior Fellow of The Child Trauma Academy in America, provided a
thought-provoking and wide-ranging presentation on the importance of ‘relationships’ and
‘relationally rich environments’ and how we, as significant adults, can help create the
conditions which promote the emotional wellbeing of children and young people.
Dr Perry pointed out that we are becoming increasingly aware of the impact that
relationships have upon child development particularly with regard to neurological
development. The science is now irrefutable – effective learning cannot happen unless the
more basic needs for physical and emotional nurturing are met first and then the
opportunities are created to develop emotionally literate skills and attitudes and the habits
of sound emotional wellbeing.
The effect of a relationally rich environment
In reinforcing this critical point Dr Perry pointed out that in relationally rich environments,
where children are nurtured and engaged, a two / three year-old will on average have a
vocabulary of c.400 words – in a household which provides little stimulation and where
relationships are more fragile, a two / three year-old will have, on average, a vocabulary of
c.100 words.
This is a challenge for all those involved in education and children’s services and questions
the traditional model of schooling and pedagogy where strictures of the curriculum and
organisation made it difficult to engage with each learner personally. The research leads us
to reflect upon Curriculum for Excellence: how it can enable us to provide the best support
for children’s learning, and why what we do, and how we do it, is crucial. It further
underlines the importance of early intervention and the emerging Early Years Framework.
The seminar also provided the opportunity to take stock and reflect upon national progress
with regard to education and children’s services’ provision in Scotland.
The National Framework
Recent and emerging developments confirm a national and local commitment to improving
outcomes for all our children and young people within a social policy framework. This
National framework includes:
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GIRFEC
CfE
The Early Years Framework
Equally Well
More Choices, More Chances
Support for All
Included, Engaged and Involved
Further information for the National Framework including supporting documents are
available and provide an overview of the legislation, policies, frameworks and strategies
relating to supporting learners.
This framework reflects the vision of the United Nations Convention on the Rights of the
Child and the articles which supports it:
“Every child fulfils their potential as a successful learner, confident individual, effective
contributor and responsible citizen. Every child has access to world class learning and
healthcare services that meet their individual needs and which promote resilience and
wellbeing (Articles 24, 28, & 29)
“Children have safe, stable, stimulating and nurturing relationships with parents that
develop resilience and a sense of security and trust in the relationships. Where birth parents
are unable to provide those conditions, children are entitled to expect the state to move
swiftly to address these needs.” (Articles 3, 5, 19 & 20)
Curriculum for Excellence
Curriculum for Excellence supports and informs a journey of transformational change for
children and young people within Scotland’s schools and educational establishments.
Central to this process is the fundamental concept that support for the personal growth of
all of our children and young people is the responsibility of all teachers and adults working
within learning establishments.
The Building Curriculum for Excellence through Positive Relationships and Behaviour
document highlights the importance of supporting staff to continue to build upon their skills
and attitudes in a strategic way, supporting their own emotional wellbeing and linking this
with local authority and school commitments to improve experiences and outcomes for
children and young people, while building the capacity of schools to promote this
systemically.
Working within this framework The Scottish Government’s Positive Behaviour Team
provides strategic support, advice and training including through supporting children’s
services’ staff through a range of programmes including:
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Restorative Approaches
Solution Oriented Approaches
The Motivated School
These approaches are grounded in emotional wellbeing and relationships.
Further developments
As part of its broader national strategic remit, and in support of current priorities, the
Positive Behaviour Team has been tasked with contributing further to developments in the
area of ‘Emotional Wellbeing’ with a particular focus upon emotional wellbeing of staff
working within schools and children’s service. The emerging work will also highlight links
with social policy, including with Curriculum for Excellence experiences and outcomes.