THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
Health and wellbeing across learning:
responsibilities of all
Achieving success for all learners
Journey to Excellence
Professional development pack topics have been chosen to help you plan a
journey through popular staff development themes. They provide “guided
tours” through some of the resources on The Journey to Excellence website as a
window onto excellent practice. Engaging with the associated activities will help
you to reflect on and develop your practice purposefully.
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Health and wellbeing across learning: responsibilities of all
September 2010
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
This resource will be updated to reflect new and innovative
approaches as Curriculum for Excellence is developed.
Please email or comment in the box below any feedback on
the resource or suggestions for improvement to help keep the
resource up to date.
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“Learning in health and wellbeing ensures that children and young
people develop the knowledge and understanding, skills and
capabilities and attributes which they need for mental, emotional, social
and physical wellbeing now and in the future.”
Curriculum for Excellence
Purpose of this activity
This pack provides opportunities for individuals and teams to reflect on their
own values and current practice in promoting and developing health and
wellbeing across learning. You will be able to draw on features of excellence
relating to health and wellbeing, illustrations of practice from different sectors
and the perspectives of children, young people, staff in nurseries and schools
and a range of health professionals.
Learning Outcomes
On completing the pack, you will have had the opportunity to:
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Explore your own and your colleagues’ beliefs, values and attitudes
about the determinants of health and wellbeing.
Consider the community context and background of the children/young
people you work with and encourage reflection on how values and
attitudes can influence practice.
Develop a deeper understanding of what factors need to be taken into
account in planning and delivering the experiences and outcomes for
health and wellbeing and why this is the responsibility of all.
Investigate what we mean by developing health and wellbeing across
learning.
Consider ways to increase the involvement of children and young
people in promoting and improving their own health and wellbeing.
Reflect on the importance of effective partnership planning and
working.
Think about ways to evaluate the impact and success of your/ your
establishment’s efforts to improve the health and wellbeing of children
and young people.
Who is this for?
This pack is designed to support all who work with learners in all sectors. It
has particular relevance for senior leaders and those who design and deliver
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learning experiences in and beyond the classroom. The pack also has
relevance for a wide range of partners and professionals working in other
sectors who contribute to promoting and developing health and wellbeing.
What will I/we need to work through this professional
development pack?
You will need access to the online resource which supports The Journey to
Excellence.
It may also be helpful to refer to the Health and wellbeing across learning:
principles and practice document and the associated experiences and
outcomes that are the responsibility of all.
Is this an individual activity or do I need to work with others?
You may choose to work individually at a time and place of your choice.
However, the very nature of health and wellbeing being the responsibility of all
presupposes collaboration and a shared understanding among teachers, early
years practitioners, colleagues who support learners in classrooms and other
professionals. Throughout the activities, you will be invited to consider how
you might change and improve your practice. For this reason, it may be
helpful to work with a colleague or as a team to discuss key issues, share
thoughts and ideas and to offer each other feedback and advice.
Senior leaders may wish to adapt the activities to enable larger groups of staff
within stages, departments or across the whole school to work through it
collaboratively. It can also be adapted to meet the needs of parents and
colleagues who are not teachers.
How long will it take?
The pack is designed to be open ended, to enable you to reflect on your
values and current practice and to find out more. However, the core activities
should take around five hours to work through.
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Health and wellbeing across learning: responsibilities of all
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Section 1: Beliefs, values and attitudes.
“Learning through health and wellbeing promotes confidence,
independent thinking and positive attitudes and dispositions.
Because of this, it is the responsibility of every teacher to
contribute to learning and development in this area.”
Building the Curriculum 1
Health and wellbeing, health promotion and health improvement are
ubiquitous terms, occurring frequently and widely in public discourse.
What do we mean when we talk about health and wellbeing?
Do we have a shared understanding?
Take a few minutes to consider these questions on your own and then share
your thoughts briefly with a colleague.
Does it matter that we have a shared understanding about what
constitutes good health and wellbeing?
The following activity will help you answer these important introductory
questions.
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Print out enough sets of the values pyramid and values cards in
advance.
Ideally, work in groups of 2 or 3.
Select each card in turn and consider where it is most appropriate to
place it on the values pyramid. There are more cards than spaces on
the pyramid, so you will have to reach consensus about which ones to
Health and wellbeing across learning: responsibilities of all
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include and which to leave out. Cards can be placed in the “rubbish
bin” if it is felt that they are unimportant.
There are no “right” or “wrong” answers.
When all of the cards have been placed, or after 20 minutes, groups
should circulate to view and discuss each others’ pyramids.
Reflective questions
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Was this an easy exercise?
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Did it generate discussion, debate, argument?
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Did you reach a consensus easily as a small group?
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Was there much variance/similarity between groups?
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What does this tell you about the extent that your team has a clear and
shared view about what are important determinants in ensuring good
health and wellbeing?
•
During the exercise, were you thinking mainly about your own health
and wellbeing or the context and background that your learners come
from? Would your decisions be different if you thought about it from
the other viewpoint?
•
Who else in your learning community would benefit from engaging in
this exercise?
Health and wellbeing across learning: responsibilities of all
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Section 2: Taking Account of the Context and Background of
Your Learning Community
In section 1, you explored your own beliefs and values about what constitutes
health and wellbeing.
You may also have discussed your views and opinions with colleagues.
Did you arrive at an agreed and shared view about what having good health
and wellbeing means? If so, was this easy?
Read the following extract taken from Equally Well – the report on the findings
of the Scottish Government ministerial task force on health inequalities
(2008).
“The earliest years of children’s lives are critical to their future
development. Scientific evidence tells us how future health and
wellbeing are determined by the ways children’s brains develop.
Inequalities experienced by parents and their own lifestyles such as
drug and alcohol use can harm their children. Support for families that
improves children’s mental and physical health and life prospects is
needed. This must continue through an education system that develops
in young people the qualities of resilience and adaptability, together
with aspirations and the capacity to go on learning and developing
throughout their lives.”
Equally Well (2008)
There is a wealth of national and international evidence that supports the view
that children and young people’s capacities to learn are shaped by their
background and home circumstances as well as by their individual
development.
Now view one or all of the following movie clips.
Developing Life Skills Together, St Anne’s Primary (video to follow)
Moving from P7 to S1, St Luke’s High
A Joint Approach to Health and Wellbeing, Hillside School
As you watch the movies consider how staff in these establishments have
developed new approaches and adapted practice to take account of the local
context and social background as well as the individual needs of their
learners.
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Reflective questions and planning for change
Take some time to reflect with colleagues on what you have seen, discussed
and learned during the activities up until now.
How does this relate to policy and practice within your own establishment?
You may find it helpful to record your thoughts in the table under each
reflective question.
To what extent do your learners, staff, parents and partners have a
shared understanding about what health and wellbeing means?
Things to start doing
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Things to keep doing
Health and wellbeing across learning: responsibilities of all
Things to stop doing
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How do you decide which determinants of health and wellbeing are
important priorities for your establishment? To what extent do your
priorities for health and wellbeing reflect the priorities within the
local community health plan?
Things to start doing
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Things to keep doing
Health and wellbeing across learning: responsibilities of all
Things to stop doing
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THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
Section 3: Health and wellbeing - the responsibility of all
Take a moment to read the following extract from the health and wellbeing
across learning: responsibilities of all: principles and practice paper.
“Children and young people should feel happy, safe, respected
and included in the school environment and all staff should be
proactive in promoting positive behaviour in the classroom,
playground and the wider school community. Robust policies
and practice which ensure the safety and wellbeing of children
should already be in place. Good health and wellbeing is central
to effective learning and preparation for successful independent
living. This aspiration for every child and young person can only
be met through a concerted approach; schools and their partners
working together closely to plan their programmes for health and
wellbeing explicitly, taking account of local circumstances and
individual needs.”
Health and wellbeing across learning: responsibilities of all: principles
and practice
Health promotion is not just about encouraging children and young people to
eat well and to exercise: it encompasses a much broader, holistic approach.
At the heart of health and wellbeing is the capacity to form and sustain good
personal, social and working relationships. When children and young people
have good relationships, they are more likely to feel confident about their
learning, have higher self-esteem, to show resilience when faced with
personal challenges and to show respect for others.
Now consider the improvement guide below. Reflect on your own
establishment’s strengths and areas for improvement in ensuring that all staff
are involved in planning positive experiences that promote and protect the
health and wellbeing of the whole school community.
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Providing the whole school community with positive
experiences that promote and protect health and
wellbeing
Ensuring the physical, social, spiritual, mental and emotional health and well-being of
all children and young people and staff; working with families and others in identifying
and addressing the health needs of children and young people and the contribution of
the school to the health of the wider community; planning programmes and activities
targeted to improve the health and well-being of children and young people and staff.
Improvement Guide
A school is good to the extent that…
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A school is excellent to the extent
that…
All staff accept responsibility for
contributing to the wider personal and
social development of all learners. All
staff are aware of their responsibilities
regarding health and wellbeing. There is
a planned programme of personal and
social development and aspects of health
and wellbeing. The health education
programme is relevant to the age and
stage of learners and covers key health
and wellbeing issues, in line with local
and national advice.
Staff focus consistently on developing and
delivering a wide range of activities,
opportunities and learning experiences to
meet the learning, personal, social, health
and wellbeing needs of all children and
young people. They enable them to
become successful learners, confident
individuals, responsible citizens and
effective contributors. Staff recognise and
develop their personal and professional
responsibility for the personal and social
development and health education of all
children and young people and ensure
they act on it.
Children and young people have access
to up-to-date, accurate and relevant
resources for personal and social
development and health and wellbeing.
Children, young people and their parents
know where such information and advice
is available and can be found within the
school. Staff are sensitive to the needs of
children, young people and their families
and respond appropriately. Children,
young people and their parents are helped
to use the information to make informed
choices and protect their health and
wellbeing.
It aims to be a health promoting school.
Pupils have access to fresh drinking
water and healthy eating options.
Healthy living is built into the school’s
culture. Approaches to healthy living are
actively promoted within the school. The
work of the school reflects in all that it
does the health needs of the community
and health issues which impact on the
lives of children and young people. Staff
perceive health and wellbeing and its
promotion as a high priority.
Interdisciplinary learning activities ensure
that learners develop a broad
understanding of personal health and
safety and are confident in their own
knowledge, skills and emerging values.
Learners are given a high level of
responsibility for planning and evaluating
aspects of the programme.
Health and wellbeing across learning: responsibilities of all
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THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
Improvement Guide
A school is good to the extent
that…
A school is excellent to the extent
that…
External specialists contribute to
learning and teaching in some aspects
of the health and wellbeing curriculum.
Parents are informed and consulted on
health education, particularly with
regard to positive relationships and
sexual health.
A wide range of other agencies is engaged
in delivering aspects of the health
curriculum. Across agencies, staff are
working with school staff in productive
teamwork to ensure positive outcomes for
learners. As a result, children and young
people are more aware of and enthusiastic
about their health and wellbeing. Staff
work closely with parents and other
partners, engaging families in improving
the health and wellbeing of their children
and young people. Early intervention
improves experiences for children and
young people at an early stage and is given
a very high priority by staff.
Staff participate in health and wellbeing
activities.
Staff are actively encouraged to improve
their own health and wellbeing through a
carefully planned programme of activities
for all. The school as a whole is committed
to meeting the standards of Healthy
Working Lives or an equivalent programme
for improvement. Staff have access to
regular health checks.
Discuss your findings with colleagues and collate your findings on the table
below:
Providing the whole school community with positive experiences that promote
and protect health and wellbeing
Strengths
Areas for improvement
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Health and wellbeing across learning: responsibilities of all
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THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
Read the following extract from the health and wellbeing across learning:
responsibilities of all: principles and practice paper.
“Everyone within each learning community, whatever their
contact with children and young people may be, shares the
responsibility for creating a positive ethos and climate of respect
and trust – one in which everyone can make a positive
contribution to the wellbeing of each individual within the school
and the wider community. There are many ways in which
establishments can assist young people. These include peer
support, buddies, breakfast or lunch clubs, safe areas, mentors,
pupil support staff, and extended support teams.
The responsibilities of all include each practitioner’s role in
establishing open, positive, supportive relationships across the
school community, where children and young people will feel that
they are listened to, and where they feel secure in their ability to
discuss sensitive aspects of their lives; in promoting a climate in
which children and young people feel safe and secure; in
modelling behaviour which promotes health and wellbeing and
encouraging it in others; through using learning and teaching
methodologies which promote effective learning; and by being
sensitive and responsive to the wellbeing of each child and young
person. Practical responsibilities include understanding of antidiscriminatory, anti-bullying and child protection policies
Health and wellbeing across learning: responsibilities of all: principles
and practice
Now view one or all of the following movie clips.
Improving health and wellbeing in the early years, Honeywell
Nursery
Everyone can help, Holy Family Primary (video to follow)
Partnership working in PE, Hillside School
Planning together to support children and young people, Allied
Health Professionals (video to follow)
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Health and wellbeing across learning: responsibilities of all
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As you watch the movies, consider practice in other establishments as well as
the extract from the principles and practice paper. Think about what you
could add to your list of strengths and/or areas for improvement for your own
establishment.
Health and wellbeing – planning and delivery
“Our early years play a large role in determining our mental health for
life. A mentally healthy child is one with a clear sense of identity and
self-worth, the ability to recognise and manage emotions, to learn, play,
enjoy friendships and relationships, and deal with difficulties. A wide
range of interrelated factors play a role, such as individual, family, wider
society and environmental issues.”
Towards a Mentally Flourishing Scotland (2009)
Scottish Government
As the quote above highlights, children’s capacities to learn are shaped by
their background and home circumstances as well as by their individual
development. Exposure to different social and environmental influences
contributes to the way that attitudes, values and behaviours are formed.
These in turn affect their ability to make and take decisions. Progression and
development in many aspects of health and wellbeing will depend upon the
stage of growth, development and maturity of the individual, upon social
issues and upon the community context.
Teachers and other practitioners in planning together must take account of
these factors, and ensure that experiences are relevant and realistic for the
child or young person in his or her circumstances. Particularly within
experiences and outcomes which span more than one level, careful planning
will be required to ensure appropriate pace and coverage, and teachers and
other practitioners will need to decide when and how the experiences and
outcomes are introduced.
In this activity, you will consider how you are delivering currently or plan to
deliver the experiences and outcomes for health and wellbeing that are the
responsibility of all.
Use the chart below to help you map out in which curricular contexts these
experiences and outcomes are/will be delivered and identify who is/will be
responsible for the planning and delivery.
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The Curriculum
‘the totality of all that is planned for children and young people throughout their education’
Ethos and life of the school as a
community
Curriculum areas and subjects
Interdisciplinary learning
Opportunities for personal
achievement
Experiences and Outcomes
Mental and emotional wellbeing
Social wellbeing
Physical wellbeing
Planning for choices and changes
Physical activity and sport
Relationships
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Health and wellbeing across learning: responsibilities of all
Planning and Delivery
Staff - teaching/non-teaching
Involvement of learners
Partners & other agencies
Parents/carers
Local community
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THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
Reflective questions
•
To what extent have you considered previously how the four
dimensions of the curriculum can deliver the experiences and
outcomes for health and wellbeing?
•
As a result of the mapping exercise, are there any gaps? Is there
scope to deliver the experiences and outcomes to a greater extent in
another context?
•
Do all stakeholders, including staff (teaching and non-teaching),
partners, learners and their parents play a full and active role in
promoting and protecting the health and wellbeing of the whole school
community?
•
In planning for health and wellbeing, how do staff build on the prior
knowledge that children have?
‘Education has four main outcomes for children and young people. It
aims to help them to become successful learners, responsible citizens,
confident individuals and effective contributors.
To achieve these, schools need very effective planning which builds
on previous success and takes a learner’s perspective. It also needs
to carefully maintain its success in achieving the intended outcomes
and to reflect and repeat on its successes.’
The Journey to Excellence
In order to identify next steps in planning and delivering the experiences and
outcomes, you may find it helpful to use the following improvement guide to
evaluate your own establishment’s current approaches to planning for health
and wellbeing.
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Planning the outcomes of learning
Improvement Guide
A school is good to the extent
that…
A school is excellent to the extent
that…
Curriculum planning is informed by
national and local advice and takes
account of the seven design principles
identified in Curriculum for Excellence
Curriculum planning takes full account of
the design principles, contexts and
entitlements identified in Curriculum for
Excellence. It involves a coherent
approach to planning the curriculum,
learning and teaching and assessment. It
is based firmly on a clear identification of
the learning needs of all young people and
is designed to address and meet these
needs and develop all young people as
successful learners, confident individuals,
responsible citizens and effective
contributors.
Staff plan future outcomes after
considering what has already been
covered, and inform learners of what
comes next in the programmes being
studied, in as much detail as is
appropriate for their stage of
development.
Staff work together to plan future
outcomes, both curricular and relating to
personal development, after reflecting on
children’s previous learning. They
participate in moderation activities to
develop a shared understanding of
standards and expectations. They involve
young people, parents and other partners
in planning future learning.
Staff share targets with learners which
guide expectations of what they are
going to learn.
Staff agree targets with learners,
depending on their age and stage of
development. These targets set clear
expectations of what and how the young
people will learn.
Teachers explain the aims of lessons
and activities. Explanations focus on
content and coverage and sometimes
on the skills which will be developed.
Learners have a detailed awareness of the
skills they will learn through engaging in
the planned activities, and the kind and
quality of work required to meet the aims
which have been outlined. Staff work
alongside learners as role models,
encouraging them to develop a positive
attitude to learning. Staff encourage and
act on feedback from learners about how
successful the planned activities have been
in helping them to learn.
“When staff are clear about targets and objectives,
teaching is more focused and children are more involved in
their learning.”
Class teacher.
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Section 4: Health and wellbeing across learning
Children and young people need to experience what it feels like to develop,
enjoy and live a healthy lifestyle that supports physical, social and emotional
wellbeing, and underpins successful learning. They also need to learn ways
of dealing with the many new and challenging situations they will experience
throughout their lives. They need to be equipped with the skills needed for
planning their future lives and careers.
Learning through health and wellbeing enables children and young people to:
•
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•
•
•
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experience positive aspects of healthy living and activity for
themselves;
develop the knowledge and understanding, skills, abilities and attitudes
necessary for their physical, emotional and social wellbeing now and in
their future lives;
make informed decisions in order to improve their physical, emotional
and social wellbeing;
experience challenge and enjoyment;
apply their physical, emotional and social skills to pursue a healthy
lifestyle;
make a successful move to the next stage of education or work;
establish a pattern of health and wellbeing which will be sustained into
adult life, and which will help to promote the health and wellbeing of the
next generation of Scottish children; and
for some, open up opportunities to excel in sport or to pursue careers
in health and leisure industries.
The grid below, taken from Building the Curriculum 4, describes the features
of effective learning and teaching in health and wellbeing.
Use the grid to compare your own establishment’s practice to the statements
listed.
Highlight in green those characteristics you consider to be the strengths
in your classroom or establishment.
Highlight in yellow those which are good but could be improved further.
Highlight those in red which are areas for significant improvement.
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Effective learning and teaching in health and wellbeing
Statement
Comments
 engages children and young people and takes
account of their views and experiences,
particularly where decisions are to be made that
may impact on life choices.
 takes account of research and successful
practice in supporting the learning and
development of children and young people,
particularly in sensitive areas such as
substance misuse.
 uses a variety of approaches including active,
cooperative and peer learning and effective use
of technology.
 encourages and capitalises on the potential to
experience learning and new challenges in the
outdoor environment.
 encourages children and young people to act
as positive role models for others within the
educational community.
 leads to a lasting commitment in children and
young people to follow a healthy lifestyle by
participation in experiences which are varied,
relevant, realistic and enjoyable.
 helps to foster health in families and
communities through work with a range of
professions, parents and carers, and children
and young people, and enables them to
understand the responsibilities of citizenship.
 harnesses the experience and expertise of
different professions to make specialist
contributions, including developing enterprise
and employability skills.
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You may find it helpful to collate your findings in the table below.
Effective learning and teaching in health and wellbeing
Strengths
Areas for improvement
Now view one or all of the following movie clips.
Promoting healthy eating, St Kenneth’s Primary (video to follow)
Hydrotherapy, Hillside School
Promoting health and wellbeing across learning, Forres Academy
(video to follow)
As you watch the movies and consider practice in these establishments and
reflect on what you have discussed and learned so far, make notes about
other approaches to learning and teaching in health and wellbeing that you’d
like to investigate further.
Notes
•
•
•
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Health and wellbeing – outdoor learning
“Learning need not take place solely within educational buildings. The
outdoor environment has massive potential for learning. We are
extremely fortunate to have such rich urban and rural environments on
our doorsteps and our children and young people’s learning
experiences can be enhanced by maximising the potential of the
outdoors.”
Keith Brown MSP
Minister for Skills and Lifelong Learning
Outdoor learning experiences are often remembered for a lifetime. Integrating
learning and outdoor experiences, whether through play in the immediate
grounds or adventures further afield, provides relevance and depth to the
curriculum in ways that are difficult to achieve indoors. Learning outdoors can
be enjoyable, creative, challenging and adventurous and helps children and
young people learn by experience and grow as confident and responsible
citizens who value and appreciate the spectacular landscapes, natural
heritage and culture of Scotland.
All staff at every level of involvement with the education of children and young
people have a responsibility to make the most of the outdoor environment to
support the delivery of the experiences and outcomes across learning.
Opportunities for outdoor learning exist within and across all curriculum areas,
including the themes for development across learning such as enterprise in
education, sustainable development education and global citizenship.
Learning outdoors is part of the wide range of practical approaches to
developing skills.
Building the Curriculum 4 outlines how these approaches should be
integrated:
‘These practical approaches to learning must not be seen as a ‘bolt-on’
or alternative form of provision but part of an integrated experience.’
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Health and wellbeing across learning: responsibilities of all
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Use this planning tool to mind-map the range and types of outdoor learning
that children and young people in your class/establishment benefit from
currently.
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‘My daughter’s favourite thing to do at the moment is forest school,
where they take a picnic lunch, they get to play, explore and
investigate and even toast marshmallows on a fire. She absolutely
loves it and talks about it all the time.’
Parent of a child in a pre-school centre
“Different outdoor learning experiences offer opportunities for personal
and learning skills development in areas such as communication,
problem solving, information technology, working with others and
thinking skills.
Learning in the outdoors can make significant contributions to literacy,
numeracy and health and wellbeing. In literacy there are opportunities
to use different texts: the spoken word, charts, maps, timetables and
instructions. In numeracy there are opportunities to measure angles
and calculate bearings and journey times. In health and wellbeing there
are opportunities to become physically active in alternative ways and to
improve emotional wellbeing and mental health.
Therefore, outdoor learning offers many opportunities for learners to
deepen and contextualise their understanding within curriculum areas,
and for linking learning across the curriculum in different contexts and
at all levels.
The journey through education for any child in Scotland must include
opportunities for a series of planned, quality outdoor learning
experiences.”
Curriculum for Excellence Through Outdoor Learning
Learning and Teaching Scotland 2010
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Health and wellbeing across learning: responsibilities of all
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Now view some or all the following movie clips.
Snack time, Honeywell Nursery
Tayvallich Primary and Nursery Class (video to follow)
Taking learning outdoors, Holy Family Primary (video to follow)
Outdoor education, Harmeny Education Trust
Supporting transitions, Springburn Academy
Sustainable and affordable outdoor learning, Gairloch High
School
Creative Arts Outdoors (video to follow)
Grounds for Learning
As you watch the movies and reflect on the practice in other establishments,
add to the mind-map you created, perhaps in a different colour, any new ideas
or approaches to taking learning outdoors that you’d like to investigate further.
Reflective questions
• Which experiences and outcomes can be addressed in the school or centre
grounds?
• Who can offer advice on what’s available locally and nationally?
• Where do other schools or centres in the local area go?
• Which places can be easily accessed on foot so that outdoor learning
experiences can be sustainable and/or regular?
• Are the proposed learning contexts sufficiently challenging for children and
young people?
• Which places can be visited a number of times to add depth to learning?
• Which places can be visited at different seasons to achieve different
outcomes?
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‘I enjoy seeing students outside of the classroom doing something
which I know is within their capacity but which is perhaps outside of
their previous experience . . . people who might excel in the class
room find themselves outside of their comfort zones on a much
more level playing field and pupils who can be ‘invisible’
in school can find their own feet, and sometimes take the lead.’
Principal teacher, art and design
Click the link below to take a closer look at Learning and Teaching Scotland’s
“Curriculum for Excellence Through Outdoor Learning” online resource which
include self-evaluation materials.
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/outd
oorlearning/
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Section 5: Involving Learners
“The quality of your provision will depend on the extent to which your
pupils and students feel that they have a genuine voice in what is
offered and how it is provided. Don’t be afraid to ask: children and
young people will often bring a fresh and enlightening perspective to
decision making that adults simply could not!”
ContinYou – Changing Lives Through Learning
A Community Learning Charity
Children and young people have daily, first-hand experience of learning and
teaching and can be responsive and perceptive when encouraged to express
their views. The best contributions emerge when they feel confident that their
views are valued. They have a distinct view of how their teachers and school
is helping and challenging them to learn, and a clear view about how learning
and teaching builds their confidence and skills.
NHS Health Scotland recently commissioned researchers to explore the
range and relevance of substance misuse education resources currently
being used in Scottish primary and secondary schools.
When samples of young people were asked about their experiences of
substance misuse education the following common themes emerged.
•
•
•
•
Repetition of content and duplication of use of the same
resources from year to year.
A widely-held feeling of being patronised.
A gap between what they are being taught, and their own
knowledge and experiences at this stage of their lives – a view
particularly expressed by older adolescents.
A possible mismatch between the messages emphasised by some
of their teachers and the messages underpinning the resources
being used.
School-based Substance Misuse Education – A review of resources
NHS Health Scotland, 2009
Click here to download the report.
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Reflective Questions
•
To what extent do you ask the children and young people in your
class/establishment for their views on their learning in and awareness
of their own health and wellbeing?
•
How involved are children and young people in planning aspects of
their learning and development in health and wellbeing?
•
How do children and young people know how well they are doing?
What opportunities do they have to plan for their own improvement?
Now view all three movie clips.
The underlying principles in each clip are common to all sectors.
Outdoor play, Honeywell Nursery
The health committee, Holy Family Primary (video to follow)
Eating well, Forres Academy (video to follow)
As you watch the movies make notes on how staff in these establishments
have developed approaches to listen to and respond to the views of children
and young people. What else made their efforts successful?
Notes
Listening to the views of children and young people:
Other factors that contribute to a successful approach:
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Take some time to reflect with colleagues on what you observed in the three
movie clips and have discussed and learned so far in this section.
How does this relate to what happens within your own establishment?
You may find it helpful to record your thoughts in the table below.
Things to start doing
Things to keep doing
Things to stop doing
You may also find it helpful to use the improvement guide below in evaluating
your approaches to giving children and young people a voice in improving
their own health and wellbeing and in enabling them to take responsibility.
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Giving pupils a voice and enabling them to take
responsibility –
Improvement Guide
A school is good to the extent
that…
A school is excellent to the extent that…
Specific pupils are given
responsibilities for particular
activities and aspects of school life.
Young people have opportunities to
make their opinions known and
their views are listened to when
decisions are being made.
Young people are involved in making decisions
about the future life and work of the school.
Their views are regularly sought, discussed
with them and taken account of. They receive
feedback, and when their suggestions are not
taken on board they are given clear
explanations. Pupils are given responsibility,
for example, for the management of a project
budget. Pupils’ concerns and complaints are
recorded and taken seriously. Feedback is
provided to pupils who make complaints.
Pupils have confidence in the actions taken by
the school to address their concerns. Staff
ensure that the views of all pupils are
considered.
Young people are encouraged to
become involved in activities with
the wider community, including
youth work opportunities, organised
competitions and participation in
the arts and sport.
Young people willingly assume positions of
responsibility and become involved as active
and responsible members of the community.
They are given support and training in
developing the necessary skills. They take part
in activities such as pupil councils and eco and
health committees, action against bullying, and
peer support and mentoring schemes. They
take active roles in charitable work, building
strong local partnerships and developing and
sustaining international links. School leaders
ensure that opportunities for these types of
experiences are available for all pupils.
Young people suggest
improvements to the school
environment and wider community
through mechanisms such as pupil
councils.
Many young people, staff, parents and
members of the wider community plan, consult
and work collaboratively to improve the school
environment and the experiences the school
provides for its pupils. The pupil council, or
equivalent, and other committees take on
challenging issues and are successful in having
a positive and measurable impact on important
aspects of school life, such as learning and
teaching and on the wider community.
‘Age is foolish and forgetful when it underestimates youth.’
J K Rowling
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Section 6: Partnerships
“It takes a village to raise a child.”
African proverb.
In each section of the pack so far, much mention has been made of the
importance of partnership working in delivering the experiences and outcomes
for health and wellbeing.
“Children’s and young people’s learning in health and wellbeing
benefits strongly from close involvement with children and young
people and their parents or carers and partnership between
teachers and colleagues such as home link staff, health
professionals, educational psychologists and sports coaches.
Partners can make complementary contributions through their
specialist expertise and knowledge.”
Health and wellbeing across learning: responsibilities of all: principles
and practice
Now view one or all of the following movie clips.
Developing Life Skills Together, St Anne’s Primary (video to follow)
Moving from P7 to S1, St Luke’s High
A Joint Approach to Health and Wellbeing, Hillside School (video
to follow)
As you watch the movies consider how staff in these establishments have
developed partnerships and adapted practice to meet the needs of learners in
their establishments.
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The grid below, taken from the Health and wellbeing across learning:
responsibilities of all: principles and practice paper, describes the features of
effective partnership working.
Use the grid to compare your own establishment’s practice to the statements
listed. For each statement there are questions to help your thinking and
discussions.
Highlight in green those characteristics you consider to be the strengths
in your classroom or establishment.
Highlight in yellow those which are good but could be improved further.
Highlight those in red which are areas for significant improvement
Effective partnership working…
Statement
Reflective questions
 engages the active How do you know how effective your relationships are with
support of parents and parents/carers? In what different ways do you gather
information on their views?
carers.
 reinforces work across How do you know the transition arrangements within your
transitions
and establishment and between other sectors meet the needs of
planning
across your learners and their families? To what extent are you
planning locally across sectors for Curriculum for
sectors.
Excellence?
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 maximises
the To what extent do you consider how learning opportunities
contributions of the in the community can support learning in school? How well
do you recognise and value the learning experiences that
wider community .
children and young people achieve in their community? To
what extent do we consider all learning providers, including
colleges, as part of a learning community and involve them
fully in evaluating progress?
 draws upon specialist How do you identify who is best placed to plan and deliver
expertise.
health and wellbeing outcomes and experiences? In
addition to delivering experiences and outcomes, are all
specialists involved in planning and evaluating their input
jointly with staff? How do specialists identify how progress
will be measured, therefore evaluating the impact of
partnership working?
 ensures, through
careful planning and
briefing that all
contributions come
together in ways
which achieve
coherence and
progression.
34
How confident are you that you have created consultative
structures, systems and practices which involve all partners
in planning, including parents and learners? To ensure
coherence and progression within and across levels in
Curriculum for Excellence, to what extent are staff planning
with colleagues in other sectors to ensure they build on
children and young people’s prior learning?
Health and wellbeing across learning: responsibilities of all
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You may find it helpful to collate your findings in the table below.
Effective partnership working
Strengths
Areas for improvement
“If partnership is to succeed, it must be based on mutual
trust and respect, an ongoing exchange of information,
agreement on goals and strategies and a sharing of rights
and responsibilities.”
Headteacher
“Professionals need to know how much parents can help a
and what a resource we are for them .”
Parent
You may also find it helpful to use the following improvement guides to help
your thinking and discussions.
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Multi-agency approaches to improve learning
Improvement Guide
A school is good to the extent
that…
36
A school is excellent to the extent
that…
School leaders and staff whose
professional responsibilities relate to
support for pupils are involved in multiagency work.
All staff are enthusiastically involved in high
quality joint working at a range of levels.
They make the very best use of multi-agency
working to meet the needs of their pupils.
Staff identify gaps in the school’s
provision to meet the needs of all
learners. They engage and work with
community groups, partner agencies and
others to provide the necessary expertise
and give young people access to
appropriate learning experiences.
Staff work in genuine partnership with a
variety of agencies to provide rich and
inclusive educational experiences for pupils.
Staff participate actively in initiatives led by
other agencies. School staff and partner
agencies learn from each other and value
each others contributions. External agencies
state that they feel their contributions are
valued by the school.
Joint projects are included in the school or
departmental improvement plan and
receive appropriate support from school
resources. These plans are well
monitored and evaluated to ensure impact
for learners.
Staff plan jointly with other agencies, youth
workers and community groups to co-ordinate
specific projects. They plan improvements
and make changes together. These projects
readily reflect school, local and national
priorities and encourage creativity and
innovation.
School staff involved in teams made up of
different agencies are given guidance on
how they should fulfil their roles. They
take this guidance on board and fulfil their
responsibilities effectively.
Staff have a comprehensive understanding of
the language, culture and roles of other
agencies within a local and national context.
Joint training of staff from different
backgrounds and agencies helps them to
learn from each other, discuss common issues
and make joint decisions. Staff are fully
aware of the legislative context of their work.
Actions agreed with partners result in
improvements in the learning and support
of pupils. Progress is carefully monitored
and reviewed. Young people and their
parents are fully involved in reviewing the
progress being made.
Staff use creative ways of working together
with partners to benefit pupils. They and
their partners identify their individual and
shared roles in ensuring that children are
safe, healthy, active, nurtured, valued,
successful, respected and included. They
have an integrated approach to assessment
and quality improvement.
Staff have a practical understanding of
established limits to joint working and
operate within them to provide productive
experiences for young people.
Staff work in a solution-focused and ‘can-do’
way to actively reduce barriers and obstacles
which hinder joint working.
Staff are open to advice and views
expressed by partner agencies and
change their practice in response.
Consultation and reporting back are
ongoing and regular.
Staff and their partners reflect together on
their practices and gain from differing
perspectives. They listen to each other, share
ideas and develop professionally from
effective teamwork. They work together to
seek improvements.
Health and wellbeing across learning: responsibilities of all
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Working with partners to meet the needs of
children and young people
Improvement Guide
A school is good to the extent
that…
37
A school is excellent to the extent
that…
All teachers have a good understanding
of the needs of their pupils and how
some of these would be best met
through integrated approaches. They
identify key targets and involve other
professionals in delivering them.
School staff are fully involved with other
professionals in providing integrated
services to support children. Staff work
closely with community-based projects to
identify local objectives which fulfil the
specific needs of all the young people they
serve.
Vulnerable pupils and their families
receive positive emotional and
educational support from the school and
its partner agencies. They state that
their needs are understood.
All agencies work together to ensure that
vulnerable children and young people have
their needs quickly and accurately
assessed. Staff and partnership agencies
work effectively together to plan and coordinate appropriate support in order to
meet these needs. Staff respond flexibly
and promptly to the needs identified. All
staff work together to fulfil their own roles
in supporting all young people.
The school has effective transition
arrangements, working in partnership
with other local educational
establishments. These arrangements
focus on providing the personal support
necessary for pupils to settle in well and
approach their learning positively. The
arrangements also ensure that all
relevant staff are fully aware of the
transition needs of young people.
Staff ensure that individuals and groups,
including those with additional support
needs, the more able and the most
vulnerable, are very well supported and
that both their learning and emotional
needs, are addressed throughout
transitions. Young people experience
coherent and progressive curricular
programmes, consistent learning
approaches and appropriate levels of
support and challenge when they transfer
from one establishment to another.
Where possible the school and local
authority organise wraparound care,
cross-sectoral and out-of-school
learning. These experiences are well
organised and productive and part of a
well-managed programme.
Staff build their planning of young people’s
learning experiences and activities, the
school day and, where relevant, the school
timetable round the needs of individuals
and groups. They adjust their planning to
enable cross-sectoral and out-of-school
learning to take place in ways which most
benefits pupils and enhances their learning.
Health and wellbeing across learning: responsibilities of all
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Section 7: CPD and Evaluating Impact
“We know that it is the commitment and skill of individual teachers
which makes the biggest difference to children’s progress and
achievement. All teachers, therefore, have a responsibility to continue
with professional learning throughout their career and further develop
their knowledge and practice in order to meet the expectations placed
upon them by Scottish society. This in turn places responsibilities
upon all leaders to ensure that all teachers are able to continue their
professional development in ways which have real impact on children’s
learning, and contribute their skills and expertise both individually and
collectively. It also has implications for all of those who provide
education for teachers, to ensure that they have access to relevant,
high quality support for their professional development at all stages of
their careers. Finally, it has implications for staff across all services for
children who have roles in supporting children’s learning and
development, that they should work together but also learn together,
to enable the whole staff to support the whole child.
The agenda of CPD for Curriculum for Excellence now needs to widen
to support the planned stages of implementation. Teachers will need to
develop shared understanding of expectations and standards, by
exploring the experiences and outcomes together and through
moderation, for example. They will need to discuss together how they
will help learners to develop higher order skills such as synthesis and
analysis, improve literacy, numeracy and health and wellbeing, and
improve learners’ knowledge and understanding in specific curriculum
areas and subjects. Teachers may also need to increase their
knowledge of, and competence in teaching aspects where the
guidance has introduced new components or has changed the
expectations.
Learning Together: Improving teaching, improving learning
HMIE 2009.
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The CPD needs of practitioners are usually identified within school and
education authority quality assurance and improvement planning processes,
including professional review and development. Needs are generally
identified through self-evaluation by individual staff, and sometimes in
response to feedback from learners, peer observers, line managers and
quality improvement officers. In the best practice, professional review and
development discussions are also informed by the line manager’s direct
knowledge of the member of staff’s strengths and development needs, gained
through observation and discussion.
To ensure that all children and young people benefit from high-quality,
positive experiences that promote and protect their health and wellbeing, staff
will need to be equipped with the skills, up-to-date knowledge and confidence
to deliver the experiences and outcomes.
How confident are you in promoting and delivering health and wellbeing,
including sensitive aspects such as mental health, relationships, substance
misuse?
Reflective Questions
Has your establishment:
•
included health and wellbeing as the responsibility of all as part of its
overall CPD strategy?
•
created time for collaboration among staff and partners to plan and
develop health and wellbeing experiences and outcomes?
•
made all staff aware of possible CPD opportunities, including sharing
good practice within and beyond the establishment and joint CPD with
partners and specialists? and
•
sought support from the local authority or outside agencies to develop
staff confidence in delivering the health and wellbeing experiences
and outcomes?
You may also find it helpful to use the following improvement guide to help
your thinking and discussions.
39
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Continuous professional development –
Improvement Guide
A school is good to the extent
that…
40
A school is excellent to the extent
that…
Staff are aware of the aims and
priorities for professional development.
They have access to effective
programmes of professional
development designed to raise wholeschool expectations and the attainment
and achievements of all learners as
identified within the school
improvement plan.
Staff work as professional teams and are
ambitious to do well. There is an ethos of
openness, with all learning together. Staff
and their managers are always seeking
opportunities to improve their knowledge
and skills and prepare for positions of
responsibility. Self-evaluation is geared to
improvement towards excellence.
Staff evaluate the quality of
professional development activities.
They are aware of the good practice
which exists within the school. Staff
performance is evaluated. They are
given feedback and opportunities for
continuing professional development to
improve their knowledge of, and
practice in, providing the highest quality
learning experiences.
Staff learning and professional development
is collaborative and collegiate. It is led by
valued and respected practitioners. All
staff engage in continuous learning. They
are committed to raising the bar and
closing the gap. Teachers make
arrangements for structured observation
and feedback by colleagues. Teachers
participate in local and national quality
assurance and moderation activities to
develop a shared understanding of
standards and expectations and to apply
these consistently. Debate on learning and
how it takes place is promoted through
planned and sustained professional
development and through discussion with
peers, school leaders, groups of learners,
the wider community and parents.
Individual staff have opportunities to
play to their strengths and develop their
expertise. Roles and responsibilities of
all staff reflect the school improvement
priorities.
Staff share knowledge and expertise across
sectors, through teacher learning
communities and/or establishments with
learners of similar needs and backgrounds.
Staff are fully engaged in identifying the
aims and priorities for their own
professional development.
All staff are proactive in furthering their
own learning and sharing their learning
widely with colleagues as appropriate.
They evaluate the impact of professional
development on learners’ experiences and
performance. Staff recognise and
continually keep up-to-date on what
constitutes excellent practice.
Health and wellbeing across learning: responsibilities of all
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Evaluating impact
The ultimate goal of all health promotion activities and the health and
wellbeing experiences and outcomes is to improve the life chances of all
children and young people in Scotland.
A highly significant proportion of schools and nurseries across Scotland have
been recognised by their local authorities as being “health promoting”
establishments.
Reflective question
How will you know if children’s and young people’s health and
wellbeing is improving as a result of your efforts?
Now view all of the following movie clips.
Come Cook With Us, St Anne’s Primary (video to follow)
Working together to promote healthy lifestyles, St Kenneth’s
Primary (video to follow)
Tracking achievement, St Luke’s High
Joint CPD and self evaluation, Allied Health Professionals (video
to follow)
As you watch the movies consider how staff in these establishments have
made a measurable impact on the health and wellbeing of their learners in
their particular community context.
Reflective Questions
•
41
To what extent do you measure the impact of the school’s/centre’s efforts
to promote and improve health and wellbeing?
Health and wellbeing across learning: responsibilities of all
September 2010
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
•
In implementing the experiences and outcomes for health and wellbeing
across learning, how have approaches to learning and teaching changed?
•
In what ways do senior leaders promote and value health and wellbeing?
•
How often do staff, including senior leaders, initiate focused discussions
with learners on the quality of their experiences in health and wellbeing?
•
How do senior leaders know about the quality of the experiences in health
and wellbeing delivered in their school/centre?
•
How do you track or plan to track individual learners’ progress within and
across levels?
•
How can staff be assisted to undertake innovative projects on learning and
teaching within health and wellbeing?
You may also find it helpful to use the following improvement guides to help
your thinking and discussions.
42
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Continuing and critical enquiry
Improvement Guide
43
A school is good to the extent
that…
A school is excellent to the extent
that…
Annual review and development of staff
is based on a culture of coaching and
self-evaluation.
Staff at all levels are confident about their
roles. They have an accurate rounded view
of the most effective practice based on
triangulated evidence. This involves
analysis of peoples’ views, direct
observations of learning and teaching and
analysis of quantitative data.
All staff have opportunities to contribute
to policy and working groups. They
engage in regular monitoring of school
performance. Staff maintain aspects of
good practice while focusing on bringing
some aspects up to ‘very good’. They
achieve targets in the
development/improvement plan within
agreed timescales and are involved in
themed audits.
Innovation and change takes account of
external advice and expertise. Priorities for
development are based on information
drawn from a wide range of sources of
evidence. It focuses on the impact of
learners progress and achievement.
Staff reflect objectively on the extent of
their own impact as teachers. They use
a range of formal and informal ways to
elicit and share views.
The perspective on learning is from
learners, staff, parents, education
personnel, colleges and partner agencies.
They explore the different types of support
learners receive outwith the immediate
school environment.
Evidence-informed self-evaluation is an
ongoing aspect of school culture and
practice, and involves pupils parents as
well as staff. Staff at all levels propose
and lead developments and
improvements. Young people
contribute effectively to this work and
feel their views are valued.
There is clarity and a shared understanding
as to what constitutes excellent practice.
Staff widen their perspective and regularly
explore and research innovative practice in
other schools, areas and organisations.
Health and wellbeing across learning: responsibilities of all
September 2010
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A collective commitment to improvement
Improvement Guide
A school is good to the extent
that…
44
A school is excellent to the extent
that…
It has a planned programme for
evaluating classroom practice and a
comprehensive learning and teaching
policy, which includes a focus on
meeting learners’ needs. It is
sustainable and regularly reviewed,
taking account of national and local
advice.
High levels of motivation and success for
learners drive improvements and all other
policies and practices. Policies provide a
framework for ensuring that all learners are
treated fairly, equally and with respect, and
are included in learning. They ensure that
all their needs, including additional support
needs, are met.
The management team sets a clear
agenda for improvement, including a
range of partners and an approach
focused on ‘Getting it right for Every
Child’. Learning visits focus on the
experiences of all learners. They
establish how well literacy, numeracy,
health and wellbeing are developed
across the school.
The commitment of staff to identifying
areas for improvement and challenges for
the future is secured and sustained.
Leaders create opportunities for sharing
good practice across a range of sectors.
They are confident, open, objective and
transparent about their work.
Leaders are proactive in identifying areas
for improvement involving a wide range of
stakeholders. Development/improvement
plans include priorities relating to learning
and teaching and developing children in line
with principles and practice of Curriculum
for Excellence
There is a planned programme for
evaluating classroom practice with self
evaluation embedded into classroom
teaching. There is a focus on
continuously improving learning and
teaching.
Staff discuss their practice, share
knowledge of their craft and observe and
help one another. Feedback and selfevaluation are embedded into classroom
routines so that there is a focus on
continuously improving learning and
teaching.
Staff are committed to identifying areas
for improvement. Learning permeates
priorities in all
development/improvement plans at
school, department, stage and team
level. The school or centre community
takes a joined-up approach to
improvement across all that it does.
Development plans/improvement plans
take full account of challenges for the
present and the future.
Health and wellbeing across learning: responsibilities of all
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Conclusion and next steps
Having worked through sections or the pack in its entirety, you will have made
evaluations about your strengths and areas for improvement in delivering and
promoting effectively health and wellbeing across learning.
List your key strengths and main areas for improvement below.
The results of this activity can be used to inform your school improvement
planning process.
Key Strengths
45
Main Areas for improvement
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Health & Wellbeing
Useful Websites
General Health & Wellbeing
Name of Organisation
Website(s)
NHS Health Scotland
www.healthscotland.com
Learning and Teaching
Scotland
http://www.ltscotland.org.uk/learningteachingandassessment/curriculumare
as/healthandwellbeing/
National Institute for
Health & Clinical
Excellence
http://www.nice.org.uk/
Scottish Government
http://www.scotland.gov.uk/Topics/Health
CHEX – Community
Health Exchange
Tackling Scotland’s
Health Inequalities
www.chex.org.uk
Children in Scotland
www.childreninscotland.org.uk
Growing Up in Scotland
http://www.crfr.ac.uk/gus/
ISD OnLine – Full text
access to statistics about
health and the NHS in
Scotland.
www.scot.nhs.uk/isd
Voluntary Health
Scotland
www.vhscotland.org.uk
UNICEF - Rights
Respecting Schools
http://www.unicef.org.uk/tz/teacher_support/rrs_award.asp?nodeid=rrsa&s
ection=6
World Health
Organisation
www.who.int
Mental, Emotional, Social and Physical Wellbeing
46
Name of Organisation
Website(s)
Road Safety Scotland
www.roadsafetyscotland.co.uk
www.a2bsafely.com
www.crashmagnets.com
www.getinlane.com
www.jrso.com
www.streetwiseguys.co.uk
www.saferoutestoschools.org.uk/
Child Exploitation Online
Protection – Cyber Safety
www.thinkuknow.co.uk
Health and wellbeing across learning: responsibilities of all
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See Me
www.seemescotland.org.uk
Hands on Scotland
www.handsonscotland.co.uk
Childline
http://www.childline.org.uk/Pages/Home.aspx
Choose Life
www.chooselife.net
Breathing Space
www.breathingspacescotland.co.uk
Depression in Teenagers
http://www.depressioninteenagers.co.uk/
Mental Health
Foundation
http://www.mentalhealth.org.uk/welcome/
Penumbra
www.penumbra.org.uk
Place2Be
http://www.theplace2be.org.uk
CRUSE – Bereavement
Care
http://www.crusebereavementcare.org.uk/
Samaritans
www.samaritans.org
Scottish Government
http://www.scotland.gov.uk/Publications/2007/10/26112853/0
Link to publication Towards a Mentally Flourishing Scotland.
Scottish Association for
Mental Health
www.samh.org.uk
Stress & Anxiety in
Teenagers
http://www.stressandanxietyinteenagers.co.uk/
Young Minds
www.youngminds.org.uk
Well Scotland
http://www.wellscotland.info/
Young Carers
www.youngcarers.net
Young Scot
www.youngscot.org
Planning for Choices and Changes
47
Name of Organisation
Website
Enterprise in Education
site (LTS)
http://www.ltscotland.org.uk/learningteachingandassessment/learningacro
ssthecurriculum/themesacrosslearning/enterprise/
Choices for Life
http://www.choicesforlife.com/
Virtual Work Experience
http://www.ltscotland.org.uk/worldofworkonline/
Skills Development
Scotland
www.skillsdevelopmentscotland.co.uk
Careers Scotland
www.careers-scotland.org.uk
Health and wellbeing across learning: responsibilities of all
September 2010
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
Physical Education, Physical Activity and Sport
Name of Organisation
Website
Sportscotland
http://www.sportscotland.org.uk/
Youth Sport Trust
http://www.youthsporttrust.org/page/our-programmes/index.html
Cycling Scotland
http://www.cyclingscotland.org/
Paths to Health
http://www.pathsforall.org.uk/pathstohealth/index.asp
SUSTRANS
http://www.sustrans.org.uk
Forestry Commission
http://www.forestry.gov.uk/website/fchomepages.nsf/hp/Scotland
Active Scotland
http://www.activescotland.org.uk/
Clubgolf
http://www.clubgolfscotland-youth.co.uk/
Eco Schools
http://www.eco-schools.org.uk/
Grounds for learning
http://www.gflscotland.org.uk/
Living Streets
http://www.livingstreets.org.uk/
Outdoor Learning
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/o
utdoorlearning/
Physical Activity Health
Alliance
http://www.paha.org.uk/paha/21.html
Sports Leaders
http://www.bst.org.uk
Association for Physical
Education
http://www.afpe.org.uk
On your marks
http://www.london2012.com/onyourmarks/
Glasgow 2014
www.glasgow2014.com/
Scottish Sports
Association (SSA)
http://www.scottishsportsassociation.org.uk/
Winning Scotland
Foundation
http://www.inthewinningzone.com/wz/About-Us/
Food and Health
48
Name of Organisation
Website
British Nutrition
Federation
www.nutrition.org.uk
Food and Health Alliance
http://www.fhascot.org.uk/Home
British Heart Foundation
www.bhf.org.uk
The Soil Association
www.soilassociation.org
Food Standards Agency
– Eat well, Be well
www.eatwell.gov.uk
Food Standards Agency
– Scotland
www.food.gov.uk/scotland
British Dental Foundation
www.dentalhealth.org.uk
Health and wellbeing across learning: responsibilities of all
September 2010
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
Guide to implementing
the Nutritional
Requirements for Food
and Drink in Schools
(Scotland) Regulations
2008
www.scotland.gov.uk/Publications/2008/09/12090355/0
School Food Trust
(England)
www.schoolfoodtrust.org.uk
NHS - 5 a day
www.5aday.nhs.uk
Food- A Fact of Life
http://www.foodafactoflife.org/
Substance Misuse
Name of Organisation
Website
Alcohol Focus Scotland
www.alcohol-focus-scotland.org.uk
Alcohol Awareness Week
www.alcoholawarenessweek.com
SNAPY – Scottish
Network of Alcohol
Practitioners for the
Young
www.snapy.org.uk
Choices for Life
www.choicesforlife.com
Drink Aware
http://www.drinkaware.co.uk/
Know the Score – Drugs
A-Z
www.knowthescore.info.
Drug Misuse Scotland Information, statistics and
research on drugs
misuse in Scotland
www.drugmisuse.isdscotland.org/
Scottish Crime and Drug
Enforcement Agency
(SCDEA)
www.scdea.police.uk/
ASH Scotland
www.ashscotland.org.uk
No Smoking Day
www.nosmokingday.org.uk
Frank -The A-Z of Drugs
www.talktofrank.com/
Relationships, Sexual Health and Parenthood
49
Name of Organisation
Website
Family Planning
Association
www.fpa.org.uk
AVERT – AIDS
Education and Research
Trust
www.avert.org
Caledonia Youth
www.caledoniayouth.org
Health and wellbeing across learning: responsibilities of all
September 2010
THE JOURNEY TO EXCELLENCE – LEARNING TOGETHER RESOURCE
50
Brook
http://www.brook.org.uk/
The Site
www.thesite.org
Healthy Respect
www.healthy-respect.com
National Childbirth Trust
www.nct.org.uk/home
Lesbian, Gay, Bisexual
and Transgender Youth
www.lgbtyouth.org.uk
Stonewall Scotland
http://www.stonewall.org.uk/scotland/
National AIDS Trust
www.nat.org.uk
Health and wellbeing across learning: responsibilities of all
September 2010