Learning & Teaching
Learning And Teaching - Card 1
| In health education, appropriate learning and teaching methodology is practised. The capacities and principles of Curriculum for Excellence are embedded in our practice |
Criteria
| We have audited our health education in line with the capacities and principles | |||
| The planned curriculum takes account of best learning and teaching practice based on research into learning styles/preferences | |||
| 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 | |||
| There is active, collaborative learning | |||
| Support staff and services are appropriately consulted and utilised. |
Possible Sources Of Evidence
- Listing QI 2.1 - The environment of learning
- Coursework/Lesson Plans
- Evidence of joint, responsive planning
- Discussion groups
- Feedback from any support staff/service.
Suggestions For Improvement
- Review resources to meet identified pupil needs
- Review practice in line with the 7 principles
- Evaluate new resources and develop a local network to share good practice
- Responses to the strategy papers including collegiate working
- Seek advice from colleagues, senior management, “support for learning” staff or other agencies within and beyond the school
- Consider developing joint collaborative planning practice.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.1 | 5.1, 5.2, 5.3, 5.4 | 9.3 |
Care Standard 4, Care Standard 5
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Leadership & Management Card 7 | What opportunities for Partnership Working? |
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 the 4 capacities of Curriculum for Excellence |
Criteria
| Pupil understanding of Confident Individuals, Effective Contributors, Successful Learners, Responsible Citizens | |||
| 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 | |||
| Cross staff awareness that Health & Wellbeing is the responsibility of all. |
Possible Sources Of Evidence
- Evidence of consultation outcomes being acted upon
- Health & Wellbeing Framework - audit & process
- Evidence of coursework/project work
- Bringing together a cross section of pupils for evaluation
- Feedback from children and young people
- Pupil projects and school citizenship awards
- Personal Learning Planning.
Suggestions For Improvement
- Circle time
- Confidence to Learn
- Involvement and establishment of the Pupil Council/Eco Schools
- Peer Education Programme
- Cool in School
- Rights respecting school accreditation.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.1 | 5.1, 5.2, 5.3, 5.7 |
Care Standard 4, Care Standard 5
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Leadership & Management Cards 2 & 3 | Environment Card 7 | Ethos Cards 1 & 6 | What opportunities for Partnership Working? |
Learning And Teaching - Card 3
| Visiting contributors work in planned and appropriate co-operation with pupils and staff |
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
- Visiting contributors complete expected checklist (see toolkit)
- Schools evidence that they have worked through/completed their checklist
- Feedback from discussion with pupils by Public Health 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
- Develop systems for feedback to parents
- Links with local community groups
- Parents as a resource.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 4.1, 4.2, 5.7, 8.1 |
Care Standard: 5
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Leadership & Management Card 2 | What opportunities for Partnership Working? |
Learning And Teaching - Card 4
| There is flexibility within the curriculum for the consideration of 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
- vidence of collaborative planning
- Evidence that the programme has been enhanced by evaluative feedback
- Personal Learning Planning processes
- 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 health topic.
- Ensure that approaches and resources are in line with the school practice considering age and stage, methodology and responding to identified needs
- Use of Health & Wellbeing experiences and outcomes (and supporting papers)
- 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
- Using the 7 principles of Curriculum for Excellence to audit courses and programmes
- Ensuring a flexible curriculum which can be responsive to ‘events’.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 2.1 | 5.1, 5.7, 6.2 | 9.3 |
Care Standard 4, Care Standard 5.
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Leadership & Management Card 1 | Ethos Card 1 | What opportunities for Partnership Working? |
Learning And Teaching - Card 5
| In Health Education there is appropriate input covering a: nutrition b: physical education/physical activity c: sex and relationships education d: substance misuse and e: emotional health and wellbeing for pupils at all stages |
Criteria
| A co-ordinated and comprehensive health education programme is in place for pupils at all stages based upon current curricular guidance | |||
| Policy and practice reflect a shared understanding of health education and its impact on life choices/chances | |||
| 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
- A copy of the health education programme and examples of teachers’ plans
- Teacher evaluations of activities and curriculum
- Audit, review and development of Curriculum for Excellence
- Staff CPD programme
- Evidence of partnership working with health related professionals
- Evidence of parental involvement.
Suggestions For Improvement
- Interviews with staff on how confident and comfortable they feel about discussing/delivering specific programmes
- Survey of young people’s attitudes and understanding
- Where appropriate, pupils are involved in developing school programmes
- Regular review of the health education programme
- Organise parents’ workshops
- Joint responsive planning
- Develop interdisciplinary working.
Quality Indicator
| Outcomes and Impact | Processes | Leadership |
| 1.2, 2.1 | 5.1, 5.2, 5.3, 5.4, 5.6, 5.8, 8.1 | 9.1 |
Care Standard 5, Care Standard 4.
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Leadership & Management Card 7 | What opportunities for Partnership Working? |
Learning And Teaching - Card 6
Schools demonstrate commitment to health education across the curriculum through contextualised learning, interdisciplinary learning and the organisation of special events |
Criteria
| There are procedures and processes in place to support contextualised, interdisciplinary learning | |||
| Organise a pupil/staff health day/event in collaboration with a variety of contributing services | |||
| Link to health education curriculum | |||
| Groups are set up regularly to support health education across the curriculum | |||
| Regular involvement of pupils/parents | |||
| Events are not one-off but integrated into the school calendar and/or link specifically to areas of the curriculum | |||
| Departments make ‘connections’. |
Possible Sources Of Evidence
- Evidence of interdisciplinary learning
- Meeting minutes
- Evidence of contextualised learning through the school planning process
- Event information and context list
- Follow up work evidenced
- Management monitoring
- Eco and Pupil Council minutes and evidence of participation
- Questionnaires/evaluations.
Suggestions For Improvement
- Link learning with neighbouring schools, high schools and nurseries, focusing on transition
- Use external agencies to support interdisplinary learning, events eg NHS Health Scotland
- Develop a whole-school overview of interdisplinary/contextualised learning in programmes of study
- Link to local authority health calendar for wider event information.
Quality Indicators
| Outcomes and Impact | Processes | Leadership |
| 2.1 | 4.1, 4.2, 5.1, 5.5, 8.1 | 9.3 |
Care Standard 4, Care Standard 5
Cross Reference:
| The Four Capacities | |||
|---|---|---|---|
| Confident Individuals | Successful Learners | Effective Contributors | Responsible Citizens |
| The Seven Principles | |||
| Breadth Challenge and Enjoyment |
Balance Progression |
Coherence Relevance |
Personalisation and Choice |
| Vision and Goals of Health and Wellbeing for All | |||
| Healthy Included |
Safe Responsible |
Nurtured Respected |
Active Achieving |
| So that children and young people can make judgements, be resilient and independent | |||
| Leadership & Management Card 1 | Ethos Card 8 | What opportunities for Partnership Working? |