Moving from Health Promoting Schools to embedding Health and wellbeing across learning in Scottish educational establishments

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1 Moving from Health Promoting Schools to embedding Health and wellbeing across learning in Scottish educational establishments Suzanne Hargreaves Senior Education Officer, Health and wellbeing PO Congress, Papendal, near Arnhem 12 June 2015

2 Scotland Population: Around 5.2 million 32 Local Authorities Schools: 2,772 Pupils: 681, 573 Teachers: 52, 188 Transforming lives through learning

3 Scotland Population million Part of United Kingdom (UK), but Scottish Government has full responsibility for education (no UK education system) 95% of pupils attend local state comprehensive schools Aim for everyschool to be excellent (high quality and high equity) Transforming lives through learning

4 Structure of the Education system Age 3-5 pre-school early learning (part time) Compulsory Age 5-12 primary Age secondary Non-compulsory Age 16-17/18 secondary Age 17/18 -to vocational or Higher Education, jobs, apprenticeships, etc Transforming lives through learning

5 Why we needed change Student under-achievement make it more inclusive 3 different curricula: 3-5, 5-14, 14+ An over-full curriculum Update key areas, introduce new skills (e.g. Technology) Address key national priorities (e.g. Health, Science) Make the curriculum motivating and enjoyable, with real world application Transforming lives through learning

6 Transforming lives through learning

7 In Scotland today, at age 5, the gap between children from the most advantagedand most disadvantaged families is already: 6-13 months in problem-solving ability months in expressive vocabulary Transforming lives through learning

8 Transforming lives through learning

9 The Scottish Context Reform: The overall aspirations of Curriculum for Excellence are to: Improve educational outcomes for all young people, with a relevant curriculum offering greater choice Close the gap between the highest achieving and low achieving Prepare our young people for life, with the skills, knowledge and confidence to compete for employment in a globalised economy Transforming lives through learning

10 Curriculum reform A long process: 2002 National Debate on Education 2004 National Curriculum Review group 2007 draft curriculum documents pilot implementations full implementation in schools 2014 first sitting of new National qualifications developed by SQA Transforming lives through learning

11 Curriculum reform A series of subject Impact reports underway: Social Studies and Sciences Religious and Moral Education, Health and wellbeing Technologies, Literacy/English (in progress) Curriculum Review Group to be formed in each areas, for consultation Annual statement of progress, and a forward Implementation Plan * OECD Review in 2015 Transforming lives through learning

12 Policy Research and Practice

13 are connected bringing a a shared understanding across a whole learning community

14 Learning through health and wellbeing promotes confidence, independent thinking and positive attitudes and dispositions. Because of this, it is the responsibility of every member of staff to contribute to learning and development in this area. Building the Curriculum 1, Scottish Executive 2006

15 The mental, emotional, social and physical wellbeing of everyone within a learning community should be positively developed by fostering a safe, caring, supportive, purposeful environment that enables the development of relationships based on mutual respect. It is everyone sresponsibility to make this successful. A consideration of wellbeing has to be at the heart of our school ethos, policies and daily business. (Curriculum for Excellence, Health and wellbeing, Principles and Practice Paper, p. 3).

16 Best Interests of the Child The United Nations Convention of the Rights of the Child 1. Childhood is a period of unparalleled growth, development and potential. 2. Children, especially very young children, are easy to hurt and harm, intimidate and frighten-they are vulnerable and need protection. 3. Children s needs and interests are often ignored or downplayed in public debates and decision making. 4. A dedicated treaty gives a focal point and legal framework for all those seeking to improve children s lives and social status-in all parts of the world.

17 The Best Interests of the Child Children and Young People (Scotland) Act 2014 Ensuring the systematic and consistent recognition of children s rights Putting aspects of Getting it right for every child on a statutory footing to ensure that children are placed at the centre of decisions which affect them Steps are being taken to keep children from harm. Children are being supported to develop the skills and knowledge that will benefit them throughout their lives. They can speak and have their voices heard on the things that matter to them.

18 What is GIRFEC? Getting it right for every childis a way of working which focuses on improving outcomes for all children by placing the child at the centre of thinking, planning and action

19

20 The Best Interests of the Child The aim of Curriculum for Excellence is to help prepare all young people in Scotland to take their place in a modern society and economy. The curriculum will provide a framework for all young people in Scotland to gain the knowledge and skills for learning, skills for life and skills for work that they need.

21 Curriculum areas Languages * Mathematics / Numeracy * Expressive Arts Technologies Sciences Social Studies Health and Wellbeing * Religious and Moral Education * Responsibility of All Transforming lives through learning

22 successful learners with enthusiasm and motivation for learning determination to reach high standards of achievement openness to new thinking and ideas and able to use literacy, communication and numeracy skills use technology for learning think creatively and independently learn independently and as part of a group make reasoned evaluations link and apply different kinds of learning in new situations To enable all young people to become confident individuals with self respect a sense of physical, mental and emotional wellbeing secure values and beliefs ambition and able to relate to others and manage themselves pursue a healthy and active lifestyle be self aware develop and communicate their own beliefs and view of the world live as independently as they can assess risk and take informed decisions achieve success in different areas of activity responsible citizens with respect for others commitment to participate responsibly in political, economic, social and cultural life and able to develop knowledge and understanding of the world and Scotland s place in it understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and technological issues develop Transforming informed, lives ethical through views learning of complex issues Learning and Teaching Scotland effective contributors with an enterprising attitude resilience self-reliance and able to communicate in different ways and in different settings work in partnership and in teams take the initiative and lead apply critical thinking in new contexts create and develop solve problems

23

24 I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 0-01a / HWB 1-01a / HWB 2-01a / HWB 3-01a / HWB 4-01a

25 How? Usewhat we know to drive what we do Focus relentlesslyon ensuring we make a difference through our positive impact Challenge assumptions and the status quo Inspire and release those who can make a difference Ensure everything we do promotes positive change

26 Education Scotland The key national body to support quality and improvement in education by: leading and supporting implementation of Curriculum for Excellence increasing the capacity for self-evaluation and self-improvement amongst education providers and practitioners promoting high quality professional learning and leadership identifying and stimulating innovation, sharing successful approaches widely with others providing independent external evaluations of the quality of educational provision at provider, local authority and national levels supporting the development and implementation of policy at national level. Transforming lives through learning

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