Professional learning paper:
Assessing progress and achievement in Health and
Wellbeing
Introduction
The paper covers the following organisers within the curriculum area of Health and Wellbeing:
1. Planning for choices and changes
2. Physical activity, sport and health
3. Substance misuse
4. Relationships, sexual health and parenthood.
The health and wellbeing of children and young people is central to their readiness to learn; the
environment for learning is crucial in providing a context where young people’s health and wellbeing
can flourish and learners can be supported in securing improved health and wellbeing for
themselves. All staff have a responsibility to work with learners to create mutually respectful
relationships within a positive and supportive environment where all learners are favourably
predisposed to learning and achieving well.
The approach taken in this paper differs to some extent from that taken in the professional learning
papers on assessing progress and achievement for other curricular areas and other aspects of Health
and Wellbeing (Food and Health and Physical Education). The focus in these covers assessing the
learner’s achievement, evaluating the learner’s progress and aligning the learner’s progress and
achievement with a particular level. In the aspects of Health and Wellbeing covered in this paper
the focus is primarily on evaluating the learner’s progress. It would seem counterproductive to
designate a particular level for a learner’s achievement in Health and Wellbeing, where the learner’s
development and progress is dependent on a variety of factors and life circumstances which can
change quickly. Rather the emphasis is on identifying with young people where and how well they
are progressing in their Health and Wellbeing, in terms of knowledge and understanding, skills,
attributes and capabilities, identifying strengths and determining where they feel they require
further support.
As many of the experiences and outcomes are written to span two or more levels, they should be
regularly revisited through a wide range of relevant and realistic learning experiences to ensure that
every child and young person is progressing in his or her development and learning. In those
aspects of Health and Wellbeing which are the responsibility of all, including aspects of mental,
emotional, social and physical wellbeing (MESP), it is important that consideration is given to the
learner’s needs and that expectations of what they can do, demonstrate or discuss are both age and
developmentally appropriate and give due consideration to the context of learner’s lives.
Dialogue with the learner will focus on progress in relation to the learner’s journey across all of the
different aspects of Health and Wellbeing over time.
This paper represents a possible approach a school, cluster or community may take to evaluate the
learner’s progress in relation to Health and Wellbeing, using key reference points across the
different organisers.
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Consistency with other policies
The advice provided here aligns the main messages and reference points of the Health and
Wellbeing organisers with the SHANARRI indicators (safe, healthy, achieving, nurtured, active,
respectful, responsible and included) and the Getting it right for every child (GIRFEC) agenda; it is
clear that the messages have a strong resonance with other national policy drivers. The Children’s
and Young People’s Bill will further embed the rights of children and young people across the public
sector in line with the United Nations Convention on the Rights of the Child (UNCRC) and will set an
approach to welfare that puts an understanding of wellbeing based on GIRFEC at the heart of the
design and delivery of all services.
The three main strands of GIRFEC – culture, practice and systems – are consistent with a whole
community focus on supporting the learner’s progress in Health and Wellbeing. Four of the GIRFEC
core components overlap strongly with evaluating learner’s progress in Health and Wellbeing:
•
a focus on improving outcomes for children and young people based on a shared
understanding of wellbeing
•
integral roles for children, young people and families in assessment, planning and
intervention
•
a co-ordinated and unified approach to identifying concerns, assessing needs and agreeing
actions and outcomes based on the wellbeing indicators
•
streamlined planning, assessment and decision-making processes that lead to the right help
at the right time.
A national report on GIRFEC1 approaches highlights the need to develop shared understanding of
wellbeing and the responsibility of all to embed health and wellbeing across the four contexts for
learning that will lead to improved outcomes for all children and young people.
Significant aspects of learning in Health and Wellbeing
Practitioners and learners will focus on developing the knowledge and understanding, skills,
attributes and capabilities detailed in the experiences and outcomes. The significant aspects of
learning in Health and Wellbeing are:
1. Planning for choices and changes
Learners are aware of their future choices and raise their expectations and aspirations of what will
be possible. They develop the skills and attributes to secure positive destinations beyond school.
2. Physical activity, sport and health
Learners establish a pattern of daily physical activity which is likely to lead to lifelong participation in
sustained physical activity in adult life. They are able to access and take advantage of opportunities
1
http://www.educationscotland.gov.uk/inspectionandreview/Images/GIRFEC%20FINAL%2024-1012_tcm4735258.pdf
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available locally to support their physical activity levels. Learners understand the links between diet
and physical activity and the role they have in preventing obesity.
3. Substance misuse
Learners understand the use and misuse of various substances. They understand the impact of risk
taking behaviour on their life choices. They make informed personal choices which promote a
healthy lifestyle.
4. Relationships, sexual health and parenthood
Learners develop their social skills and their understanding of how to maintain positive relationships
with a variety of people. They are aware of how thoughts, feelings, attitudes, values and beliefs
influence decisions about relationships and sexual health. They understand the complex role and
responsibilities of being a parent or carer.
What do breadth, challenge and application look like in Health and Wellbeing?
Breadth relates to learners:
 progressing well across the full range of experiences and outcomes in all areas of Health and
Wellbeing, in different contexts and in a range of subject areas
 planning their own Health and Wellbeing and understanding the links between their Health
and Wellbeing and skills for learning, life and work, for example social skills and friendships
 understanding and using the language of Health and Wellbeing in their interactions with
others, in and out of school, for example being able to identify the triggers to their own
feelings and behaviour and how to avoid acting on impulse
 reflecting on the breadth of their experience and progress in Health and Wellbeing and
ensuring a proper balance between skills and knowledge.
Challenge relates to learners:
 making connections and inter-relationships between different aspects of their learning in
Health and Wellbeing, including understanding the links and connections between mental,
emotional, social, and physical wellbeing
 talking about what Health and Wellbeing means for them and those around them in
everyday life, now and in the future
 understanding that being healthy helps them to learn more effectively
 being resilient and able to apply their skills, capacities and attributes when faced with
complex and unpredictable situations
 understanding and recognising situations where their Health and Wellbeing is likely to be
compromised and having the confidence to take difficult decisions, for example when
required to break friendships
 setting targets for improving their own health, for example fitness or weight loss/gain
 being creative in their thinking and being able to solve problems connected to their health,
for example, how to cope with peer pressure.
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Application relates to learners:
 applying their skills in other areas, such as other subjects, home and/or clubs, and
recognising how their life experiences and events can impact on their ability to do so
 giving examples of how they have been able to put their learning into practice
•
in both familiar and unfamiliar situations
•
•
across different curricular areas
through interdisciplinary learning
•
within the ethos and life of school
• in personal achievement contexts both in and out with school
 having the confidence to form friendships and other relationships throughout their journey
in learning, life and work.
Planning for progression through breadth, challenge and application in Health and Wellbeing
The Health and Wellbeing experiences and outcomes support planning and illustrating of learner’s
progress across the key aspects of Health and Wellbeing. Planning for individual learners should
build on the dialogue between the learner and the key adult or the adult in the school or centre who
knows the learner well to establish and take into account their prior learning.
Children and young people should experience appropriately stimulating and challenging learning at
all times. Practitioners will use the experiences and outcomes across all of the organisers in Health
and Wellbeing to ensure that children and young people receive their full entitlement to a Broad
General Education. Planning of learning in Health and Wellbeing should involve children and young
people and, as appropriate, their parents and partners. It should recognise that children and young
people can explore the experiences and outcomes in a range of ways and in many different contexts.
Organising the experiences and outcomes around significant aspects of learning should help young
people to evaluate their progress in a more meaningful and manageable way.
1. Planning for choices and changes
 At the early level, learners explore and make choices as they develop their learning and
interests and can identify their achievements. They use and share their experiences and
describe the kinds of work people do.
 At the first level learners recognise their own skills and abilities as well as those of others
and find out about the wider world of work.
 Successful learning at the second level includes identifying their skills and areas for
development and preparing themselves for the next stage in their life and learning. Learners
investigate different careers and occupations, ways of working and learning and training
pathways.
 At the third level learners develop their skills and attributes which they need for learning, life
and work. They understand the relevance of their current learning to future opportunities
and make informed choices about life and learning. They understand the relevance of
learning skills and interests to future life.
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2.
Physical activity, sport and health
 At the early level learners make choices when exploring how their body moves during
physical activity. They show enjoyment and demonstrate cooperation when playing
energetically. They recognise and describe how they feel when they are physically active,
indoors and out, and demonstrate an understanding that physical activity helps them to be
healthy.
 At the first level learners discover and enjoy different ways of being physically active, enjoy
being outside and describe how physical activity makes them feel. They take opportunities
to be physically active in both formal and informal settings. They know that to be healthy
requires periods of sleep, rest and physical activity on a daily basis and begin to understand
the link between food, energy and physical activity.
 Successful learning at the second level includes identifying their strengths and achievements
through exploring different types of physical activity. They demonstrate awareness of how
the body responds to energetic activity and how to access opportunities within the school
community and beyond for physical activity and sport.
 At the second and third level learners demonstrate resilience when participating in sport or
physical activity. They explain why sleep and rest benefit their mental wellbeing and
learning and take responsibility for this. They identify a range of strategies for relaxation and
explain the links between food, energy, physical activity, health and wellbeing.
 As learners further progress they make informed choices to pursue regular opportunities for
physical activity and sport independently. They understand the impact that physical activity
has on their mental wellbeing and learning and make use of strategies to promote their
relaxation across a variety of contexts.
3. Substance misuse
 At the early level learners explain what will hurt them and tell what will keep them safe.
 As they progress to the first level, learners know when and how to use substances in an
appropriate way and demonstrate circumstances in which they can be used to maintain or
improve health.
 At the second level they demonstrate the effect of substances on the body and have the
knowledge, skills and confidence to challenge others in a range of situations.
 Successful learning at the third level includes taking responsibility for the decisions they
make and being fully aware of the consequences of their actions. They have an
understanding of the issues in their local area and feel empowered to make effective
change. They create and deliver a peer health education programme.
4. Relationships, sexual health and parenthood
 At the early and first level learners demonstrate an awareness of what constitutes positive
friendships and relationships in a range of settings. They demonstrate resilience and
confidence to adapt and cope with change. They are able to seek help and/or advice when
necessary in the context of changing friendships and relationships and life circumstances.
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They are aware of their growing bodies and know that there are similarities and differences
with others. They demonstrate an understanding of day to day personal hygiene routines.
They demonstrate an awareness of different forms of abuse or harm and how they can be
protected and helped in and out of school/ nursery settings. They have an understanding of
life cycles including human life and can describe a variety of tasks associated with caring for
a baby.
 At the second level, learners understand the link between positive friendships and
relationships and social and emotional wellbeing. They demonstrate understanding of
physical changes including puberty and how these can affect emotional responses in
themselves and others. They show empathy and appreciate the personal circumstances of
others. They understand different forms of abuse and have the resilience and confidence to
seek help when they feel it is necessary. They know about and understand the process of
human conception and birth and show an awareness of the roles and responsibilities
associated with being a carer or parent which takes account of varying family circumstances.
 Successful learning at the third level includes understanding what constitutes different types
of mutually supportive relationships in a variety of circumstances and life stages. They
demonstrate self-awareness by taking personal responsibility for choice and decisions made
and the consequences. They demonstrate and apply their decision-making skills. They are
aware of the gap that often exists between reality and media portrayal of sexual behaviour
norms and body image. They recognise diversity and the rights of individuals irrespective of
their sexuality. They have the confidence and skills to access information, guidance and help
as and when necessary. They understand their rights and responsibilities. They identify and
take action when they encounter abusive or inappropriate sexual behaviour. They are aware
of the short and long term impact of parenthood and know how to access support through
the different stages of parenthood and childhood.
Transitions
Transition points are significant times of change in the lives of children and young people. These
include: from home to pre-school, from pre-school to primary, from one teacher to another, from
one class to another, from one year group to the next, from one level to another, from one school to
the next and from school to beyond school. Transition also includes life changes which can affect
personal circumstances.
Transition programmes are most effective where consistent approaches are applied and every child
is known and supported by at least one key adult. Regular quality communication and dialogue
between significant adults and learners needs to be planned and appropriately time managed. The
information gathered about individual learners should be shared and necessary action taken. This
process should not be over complicated by excessive paperwork.
Pupil profiles can play a significant role in gauging the learner’s progress and in capturing their selfreflection and suggested next steps. Using this information ensures that staff build on prior learning
and plan appropriate and progressive experiences for young people.
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Awareness of prior learning is the essential starting point for planning transitions. Sharing
information on learner’s progress as children move from early years establishments to primary
schools supports better transition and progression and contributes to better planning for more
coherent learning. Collaborative planning, teaching and reflecting on transition activities and/or
projects across P7 to S1 should lead to a more meaningful progression for all learners.
Managing assessment
Establishing and recording how well young people are progressing in Health and Wellbeing is
supported by ensuring that time is made available, firstly, for children and young people to reflect
on their progress and development and, secondly, for them to discuss their progress in Health and
Wellbeing with an adult who knows them well. To ensure that this process is manageable it is
important to use existing school systems to inform the developing picture around the young
person’s progress. These may include pupil support interviews, profiling, e-portfolios, pastoral
notes, individual planning documents, chronologies of significant life events, referrals, dialogue with
parents and self-reflective comments.
Range of assessment evidence
In the same way that learners, parents and partners should be involved in the planning and
coproduction of learning throughout Health and Wellbeing, they should also be involved in
evaluating the learner’s progress. An assets based approach involves equipping learners to be and
to see themselves as the assets of and for their own health and wellbeing. Such an approach will
include contributions from individuals, peers, partners, parents and practitioners in helping to build
a holistic picture of how each learner is progressing.
It is envisaged that the most appropriate way to build a picture about young people’s progress in
Health and Wellbeing is primarily through children and young people self-reporting and secondly
through observations and one-to-one dialogue between the learner and their key adult or the adult
in the school or centre who knows that young person well. This is synonymous with the clear
expectations around the entitlement for universal pupil support within Curriculum for Excellence
which applies to all children and young people. It will be mainly in this context and through this
process that the learner can identify the extent, reach and range of their progress in relation to all
aspects of Health and Wellbeing.
Responsibility of all (RoA)
It is the responsibility of all practitioners to support children and young people to develop their
Health and Wellbeing capacities and to work with children and young people to illustrate their
progress in these aspects of learning in Health and Wellbeing which are identified in the Experiences
and Outcomes paper as the responsibility of all.
The Health and Wellbeing Experiences and Outcomes paper also provides overarching statements
which describe the key features of a supportive learning environment which promotes the health
and wellbeing of children and young people. These overarching statements provide a clear and
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useful format and structure for reviewing the ways in which the learning environment supports the
progress of children and young people.
Quality assurance and moderation
Since in the aspects of Health and Wellbeing considered in this paper the focus is not on ascribing a
level to learner’s progress, the quality assurance and moderation process should focus on whether
and how the establishment and practitioners are supporting all children and young people in
developing the skills and knowledge to take on responsibility for progressing their own health and
wellbeing. All stakeholders – staff, parents, partners and, critically, young people themselves –
should be involved in evaluating whether current approaches are enabling all learners to progress in
their learning knowledge, understanding, skills, attributes and capabilities in Health and Wellbeing
and to identify what changes are required to programmes, approaches or culture to ensure that this
happens more effectively.
Monitoring and tracking
Approaches to monitoring and tracking the progress in Health and Wellbeing of individual and whole
cohorts of learners will include:
 ongoing reflection by the child or young person
 ongoing observation and dialogue
 scheduled protected time for one-to-one dialogue with all learners
 using information gathered through existing whole school approaches which may include
profile, e-portfolio, personal learning planning, learner’s self-reflection comments and
pastoral notes
 information gathered from dialogue with parents/carers, other partners, services and
agencies
 Health and Wellbeing information gathered from community planning partnerships and
locality plan, including from the partners who are active in the locality where the learner
lives
 using information from all of the above to inform planning for Health and Wellbeing at every
level – individual, class, groups of learners, whole school, clusters and community.
Next steps
Practitioners are encouraged to use this document to support professional dialogue through quality
assurance and moderation activities. It may be used by individuals to inform reflection on practice
and plan for improvement in approaches to supporting learners in their progress and achievement.
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