Health & Wellbeing in Integrated Learning Communities

Like waiting for a bus, nothing turns up and then three come along at once! And what an important three these big hitting documents are and..how crucial each document is to the other.

I’m referring of course to the release of Health and Wellbeing draft experiences and outcomes for Curriculum for Excellence, the “Health and Wellbeing for All” document and the Health Promotion guidance on the Schools (Health Promotion and Nutrition) (Scotland) Act, 2007.

As an Authority involved in trialling the Health and Wellbeing outcomes, I am very pleased to say that the draft experiences and outcomes are available on the Curriculum for Excellence site along with the links for the accompanying documents.

These draft outcomes and experiences are a huge leap forward in consolidating and building on the work of Health Promoting Schools in Scotland. Together, the three documents describe the expectations upon individuals, schools and local authorities for promoting the health and wellbeing of children and young people. It is therefore vitally important to read these documents alongside each other.

‘Health and Wellbeing for All’ should be read first as this explains the thinking behind, and the organisation of, the draft experiences and outcomes. This paper summarises what every practitioner needs to know about the experiences and outcomes for health and wellbeing.

Alison Coull, Deputy Director, Curriculum Division, The Scottish Government provides the following commentary. “Some aspects of health and wellbeing are the responsibility of all practitioners: these are identified within the draft experiences and outcomes through the use of italics. These responsibilities 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 each young person’s wellbeing. Practical responsibilities include understanding of anti-bullying and child protection policies by all staff and knowledge of the steps to be taken in any given situation, including appropriate referral”

All staff in Highland school communities are being encouraged to reflect on the draft outcomes and experiences. The Scottish Government are seeking feedback via a questionnaire located on the Curriculum for Excellence website.

The feedback process includes the online questionnaire, focus groups, and trialling of the draft experiences and outcomes within 5 local authorities, Highland of course being one. A team of Subject Supporters in Highland are co-ordinating the trialling with 5 associated school groups who have volunteered to play an important role in engaging with the principles and the outcomes.

Alison Coull has also stated, “We know that the values, purposes and principles of Curriculum for Excellence have resonated well with all those who have reflected on them. We also know that schools and centres which have embedded these values are keen to continue seeing more of the detail and to reflect further on the impact that this will have on learning and teaching approaches. The release of the draft experiences and outcomes for health and wellbeing is an important part of this process”

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