Learning & Teaching

LEARNING AND TEACHING - CARD 1

In health education, appropriate learning and teaching methodology is practised

CRITERIA

  • The planned curriculum takes account of preferred learning styles
  • Account is taken of children and young people’s prior knowledge, previous personal experiences, cultural backgrounds, traditions and beliefs
  • Formative assessment strategies are used within teaching and learning of the health education programme
  • Pupils are confident in exploring and sharing values in order to make informed choices
  • Support staff and services are appropriately consulted and utilised
POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)
  • Coursework/Lesson Plans
  • Discussion groups
  • Feedback from any support staff/service
SUGGESTIONS FOR IMPROVEMENT
  • Review resources to meet identified pupil needs
  • Evaluate new resources and develop a local network to share good practice
  • Seek advice from colleagues, senior management, “support for learning staff” or other agencies within and beyond the school

QUALITY INDICATOR
QI 3.4, PI 3.3, CS 4
QI 1.2, PI 1.2, CS 5

CROSS REFERENCE

Leadership & Management Card 7       Partnership Working Q1 4.8, PI 5.4, CS 10  

 

 

LEARNING AND TEACHING - CARD 2

Children and young people learn to build and experience healthy relationships and develop self-respect for others in a climate that enables them to develop

CRITERIA

  • The classroom environment encourages learners to feel confident in expressing their ideas and values
  • Pupils have the opportunity to influence the decision making process
  • Regular involvement in group/paired learning encourages respect for self and others
  • Diversity is acknowledged and respected
POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)
  • Evidence of consultation outcomes being acted upon
  • Evidence of coursework/project work
  • Bringing together a cross section of pupils for evaluation
  • Feedback from children and young people
  • Personal Learning Planning
SUGGESTIONS FOR IMPROVEMENT
  • Circle time
  • Confidence to Learn
  • Involvement and establishment of the Pupil council
  • Peer Education Programme

QUALITY INDICATOR
QI 1.2, PI 1.2, CS 5
QI 3.4, PI 3.3, CS 4

CROSS REFERENCE

Leadership & Management 2 & 3   Environment Card 7 Ethos Cards 1 & 6 Partnership Working Q1 4.8, PI 5.4, CS 10 PSHE Programme QI 4.1, PI 4.1, CS 6

 

 

LEARNING AND TEACHING - CARD 3

Visiting contributors work in planned and appropriate co-operation with pupils and teachers

CRITERIA

The school along with visiting contributors:

  • Have a preliminary discussion to clarify and plan their input
  • Provide input which is relevant to and supported by the curriculum
  • Are provided with a supportive environment to ensure that the experience is valuable to all concerned
  • Are part of an evaluation process that will feed into future partnership working and integrated practice
POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)
  • Visiting contributors complete expected checklist (see toolkit)
  • Schools evidence that they have worked through/ completed their checklist
  • Feedback from discussion with pupils by school nurse in PSHE class
  • Questionnaire to pupils
SUGGESTIONS FOR IMPROVEMENT
  • Look at forward planning procedures
  • Ensure enough time is given for planning with the contributor
  • Look at how evaluation feedback can inform future planning and integrated practice

QUALITY INDICATOR
QI 1.2, PI 1.2, CS 5

CROSS REFERENCE

Leadership & Management Card 2       Partnership Working Q1 4.8, PI 5.4, CS 10  

 

 

LEARNING AND TEACHING - CARD 4

There is flexibility within the curriculum for the consideration of specialist health topics as identified by children and young people, staff and parents

CRITERIA

Ensure children and young people, staff and parents:

  • Are given opportunities to identify specialist health topics of interest to them
  • Have appropriate structures available to them in order to include additional identified health topics within the curriculum
  • Are provided with opportunities to be involved in the decision making processes relating to additional specialist health topics to be included
  • Contribute appropriately to planning and carrying forward tasks
  • Develop the experience of choice
  • Are supported in reviewing and evaluation
  • Have the opportunity to contribute
POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)
  • Evidence that the programme has been enhanced by evaluative feedback
  • Short term & long term lesson plans
  • Minutes of pupil council, staff or PTA meetings
SUGGESTIONS FOR IMPROVEMENT
  • Ensure appropriate services are informed/consulted in the development of any specialist health topic.
  • Ensure that approaches and resources are in line with the school practice considering age and stage, methodology and responding to identified needs
  • Create the opportunity for feedback from children and young people, staff and parents in relation to specialist health promotion topics
  • Using confidence to learn to consult with pupils

QUALITY INDICATOR
QI 3.4, PI 3.3, CS 4
QI 1.2, PI 1.2 CS 5

CROSS REFERENCE

Leadership & Management Card 1     Ethos Cards 1 Partnership Working Q1 4.8, PI 5.4, CS 10 PSHE Programme QI 4.1, PI 4.1, CS 6

 

 

LEARNING AND TEACHING - CARD 5

In Health Education there is appropriate input covering nutrition, physical education/activity, sex and relationships education, drugs education and emotional health and well-being for pupils at all stages

CRITERIA

  • A co-ordinated and comprehensive health education programme is in place for pupils at all stages
  • Policy and practice reflect a shared understanding of health education
  • The programme responds to identified needs of pupils, staff and parents and local community
  • Staff are given adequate opportunities for CPD in (specified) health areas.
  • Pupils and staff are aware of where to access support for health issues
POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)
  • A copy of the health education programme and examples of teachers' plans
  • Teacher evaluations of activities and curriculum
  • Staff CPD programme
  • Evidence of partnership working with health related professionals
SUGGESTIONS FOR IMPROVEMENT
  • Interviews with staff on how confident and comfortable they feel about discussing/delivering
  • Survey of young people's attitudes and understandings
  • Where appropriate, pupils are involved in developing school programmes
  • Regular review of the health education programme
  • Organise parents' workshops

QUALITY INDICATOR
QI 1.2, PI 1.2, CS 5
QI 3.4, PI 3.3 CS 4

CROSS REFERENCE

Leadership & Management Card 7       Partnership Working Q1 4.8, PI 5.4, CS 10  

 

 

LEARNING AND TEACHING - CARD 6

Schools demonstrate commitment to health education across the curriculum through the organisation of special events

CRITERIA

  • Organise a pupil/staff health day/event
  • Link to health education curriculum
  • Identify a task group/person to take forward the event
  • Events are planned in a structured programme so that events are not one-off but integrated into the school calendar
SUGGESTIONS FOR IMPROVEMENT
  • Link event to neighbouring schools, high schools and nurseries, focusing on transition
  • Use external agencies to support the event eg Health Scotland
  • Link to local authority health calendar for wider event information
POSSIBLE SOURCES OF EVIDENCE (FOR EXTENDED LIST SEE TOOLKIT)
  • Meeting minutes
  • Event information
  • Management monitoring
  • Questionnaires

QUALITY INDICATORS
QI 1.2, PI 1.2, CS 5
QI 3.4, PI 3.3 CS 4

CROSS REFERENCE

Leadership & Management Card 1     Ethos Cards 8