Curriculum for Excellence:
working and planning
together to develop and
implement the Health and
Wellbeing framework
Planning template and workbook
Early to level 4
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What are you looking for?
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a note of the Health and Wellbeing organiser(s) chosen.
Preferably, these should be ones already identified through self evaluation as requiring
development or improvement
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a note of the line(s) of development within the organiser i.e. specific experiences and outcomes /
aspects being contributed to. Try to be creative in your thinking and to work across levels within the
experiences and outcomes as appropriate.
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a description of the learning experiences which the cluster has agreed upon, provided for the
chosen experiences and outcomes.
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a note of the learning intentions and success criteria developed for the learning experiences.
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evidence of the involvement of learners in the process, including assessment.
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evidence of professional thinking and reflection about progress.
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evidence of joint planning within the cluster and with partners, including specialist expertise.
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evidence of assessment, including ‘how much?’ and ‘how well?’
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how feedback and next steps in learning might be discussed with the learner and reported to
parents.
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evidence of evaluation of the outcomes of the project, including a learning checklist.
A planning template has been provided to enable clusters to plan coherently, in line with Curriculum for
Excellence.
Suggestions for professional planning and dialogue - Review, Reflect, Respond
You may wish to consider these questions when you meet to discuss progress. Conclusions can be
recorded on page 3.
1. What impact do you want to have on children and young people’s learning?
 How will you know that the learning experiences you have provided have contributed to the
purposes and principles of Curriculum for Excellence?
2. Cluster development should involve all those with a role in learning.
 Which staff members will be involved?
 What contribution will learners make to the delivery of the project?
 What contribution can the wider school community make to the delivery of your HWB line of
development?
 How can you ensure that your partners are fully involved in decision making?
3. Professional reflection and evaluation
 How will you evaluate the impact of the project?
 What you consider to be the overall aims of this project in terms of CPD for group members,
colleagues and partners?
 Which evaluation tools will you use to measure your success? (See ‘Evaluation Document’ for
further guidance). It would be beneficial to adopt a common cluster approach to your evaluation.
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Professional planning and dialogue conclusions
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Getting started
Your starting point will probably be an initial meeting of the lead HWB contact people, or other suitable
practitioners in your cluster. This should include representation from early years, primary, secondary
and, if possible, the local authority HWB coordinator. At this stage partners should be included.
The agenda for this might include:
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decisions about the role of each group member in the delivery of the project and support they might
need to provide for colleagues.
identification of partners with specific expertise.
discussion about the outcomes for the project.
establishing your own project aims and objectives.
milestones for checking progress (advice is provided for commenting and reflecting on progress).
decisions about a realistic timeline and schedule of meetings; best use of available time.
decisions about regular information to and involvement of colleagues.
preparation for the next meeting – this might include a first attempt at completion of a draft planning
sheet for each level, which members could bring to the next meeting for discussion. Planning
should also include an invitation to partners if they are not, in fact, present at this initial meeting.
Guidance notes for the planning sheets
1. Knowledge / Skills / Capabilities / Attributes
Identify the key knowledge, skills, capabilities and attributes that meet the learners needs and lead to
progression.
An important part of cluster working involves collaborating on the progression of skills across levels (this
is a moderation activity), it is important to think very carefully about the skills themselves.
One of the key messages from Building the Curriculum 4 is:
‘Progression in skills is signposted in the Experiences and Outcomes. This will help
practitioners to ensure that as they progress through the levels, learners build on, extend and
apply similar skills developed at previous levels’.
In some cases the wording of the outcome will easily reveal the skill content, in other cases however,
practitioners will have to analyse the outcome with a bit of care. It is during this process that
practitioners could use a thinking skills taxonomy which suits their own establishments and the needs
of their own children and young people.
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2. Experiences and Outcomes
Record here the codes of the experiences and outcomes you have chosen for delivery. Highlight any
particular aspect being contributed to. Everyone in the cluster will be working within the same line
of development, so they will need to plan for work which is appropriate to the stage / level, prior
achievements and the needs of their learners. Working together in your cluster will help you to
understand better how the same HWB experiences and outcomes within the same level apply differently
for different groups of learners, within and across stages and as their learning develops over time.
We need to think of learning, not as a linear process, but as a spiral, where knowledge,
understanding and skills are regularly revisited and develop progressively, like the cube on page
12 of Building the Curriculum 5
http://www.ltscotland.org.uk/publications/b/publication_tcm4617095.asp?strReferringChannel=u
nderstandingthecurriculum&strReferringPageID=tcm:4-619540-64
3. Learning intentions
Try to include your learners in creating their learning intentions. (See ‘What makes a good Learning
Intention’?) for further guidance. Think about the kind of responses you will be looking for from your
learners which will result in evidence of their learning.
4. Success criteria
As you plan, consider the success criteria you will use to check learning. These should also be agreed
with your learners at the outset then used by you, and them, to judge how much and how well they have
learned. These criteria should be a close match with the learning intentions. They will, of course, show
progressive challenge as your cluster plans within and across the levels. This will impact also on what
and how you assess and build evidence of learning. (See ‘What makes good Success Criteria’?) for
further guidance.
5. Learning Experiences / Activities
You know your learners well so you know what kind of activities will motivate them in successful
learning. These will also depend on the context for learning. Try to include ways of challenging
learning, including new contexts in which to use their knowledge and skills. Here, you can build in
opportunities to develop key skills and note them on the plan. See Building the Curriculum 4
http://www.ltscotland.org.uk/publications/b/publication_tcm4619528.asp?strReferringChannel=understa
ndingthecurriculum&strReferringPageID=tcm:4-619540-64
6. Context for Learning
You should consider the totality of the curriculum across the four contexts for learning;
• Ethos and life of the school as a community
• Curriculum areas and subjects
• Interdisciplinary learning
• Opportunities for personal achievement
7. Meeting Learner Needs
Consider what support you may need for children and young people to support them in their learning.
Think about the particular needs of your learning community. What would you expect the impact on
learning to be?
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8. Partnerships
Identify any partners who will be working with you and the contribution that they will be making. Partners
should be involved from the start.
9. Assessment approaches / evidence
There are many ways used by teachers and learners to check that successful learning has taken place.
Your learners may have a preferred way to show what they have learned. Where possible, please allow
them some choice in how they show you what they know and can do. For some ideas on approaches
to assessment which reflect the breadth, challenge and application of learning in new contexts, look
again at Building the Curriculum. Where you can, record on the planning sheet, evidence of these as
you include them in the learning experiences and note that they have occurred as you assess progress.
Look also at the new National Assessment Resource (NAR) website. There you will see how
practitioners all over Scotland are developing assessment activities, with their learners. Remember that
in terms of the new approaches, assessment evidence may come from things that learners say, write,
make or do in response to their learning experiences. You can also see their ideas for how they will
report learners’ progress and next steps to parents and carers.
Make sure that you focus assessment activities on the experiences and outcomes which you have
included in your planned experiences. The match between the experiences and outcomes and the
learning intentions is very important to the validity of your assessment information.
It is very important to include your learners in the assessment process, with regular opportunities for
self and peer assessment.
Also vital, is the quality of feedback you give to your learners about the security of their learning and the
recommendations for next steps. Again, their inclusion in discussion about their own progress leads to
more effective assessment and better learning.
These points to consider, should be revisited throughout the process as part of Review – Reflect –
Respond.
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Timeline: key milestones for the project
It will help to check regularly how things are going in each establishment in the cluster when you have your networking meetings. Here you should also
indicate the specific involvement of your partners in the process. Throughout the process you should try to: Review, Reflect and Respond
At your initial meeting, try to work out a draft calendar of milestones which are specific to this project. If you can identify realistic timescales and key deadlines,
this will help to focus and drive the project forward.
By the end of:
Key Activities and Milestones
Next Steps
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Personal reflection and evaluation
Review
Reflect
Respond
Here are some reflective questions which might help you to focus your ongoing discussions (please note this list is not exhaustive and you may
wish to add your own)
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Which aspects of health and wellbeing are you learning most about?
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Which are the most helpful features of the work for your learning?
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How has professional practice in your cluster developed?
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How will you make sure that any improvements are sustained?
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What have you learned about ‘progression’?
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What have you learned about CPD?
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What will your next steps be, as a Cluster to further progress this work?
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