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‘ Working together to inspire learning and achievement in Highland communities’
Health Promotion 2003 Health Promoting Schools
Health and Wellbeing 2008/9
Schools (Health Promotion and Nutrition) (Scotland) Act 2007 <ul><li>schools are ‘health promoting’  </li></ul><ul><li>nut...
Schools (Health Promotion and Nutrition) (Scotland) Act 2007
Definition of the Curriculum <ul><li>The ethos and life of the school </li></ul><ul><li>Curriculum areas and subjects </li...
Health and Wellbeing Es and Os Three levels <ul><li>Responsibility of All – Whole School Staff </li></ul><ul><li>Subject A...
Health and Wellbeing Es and Os Six Organisers / HWB Subject Specifics <ul><li>Mental, Emotional, Social and Physical Wellb...
4 Key Documents Responsibility of  All Health & Wellbeing as a subject area
Health and Wellbeing Intelligence <ul><li>PSE review  </li></ul><ul><li>Highland Lifestyle </li></ul><ul><li>Feedback from...
Substance Misuse
Shared Responsibility <ul><li>Provides a context for learning </li></ul><ul><li>New Cross Curricular Approach </li></ul><u...
Shared Responsibility
Health and Wellbeing What other support or guidance might professionals need? How do we achieve a balance between exemplif...
Louise Jones – www.louisejones.edublogs.org
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Health and Wellbeing - Curriculum for Excellence in Highland

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Slides for use with an online meeting through the new Scottish Schools National Intranet - GLOW.

The History of Health Promoting Schools / Hungry for Success & Active Schools in 2003 to now where Health and Wellbeing aspects are legislation and HWB has a priority along with Numeracy and Literacy in Scottish Education.

Published in: Health & Medicine, Education
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Transcript of "Health and Wellbeing - Curriculum for Excellence in Highland"

  1. 1. ‘ Working together to inspire learning and achievement in Highland communities’
  2. 2. Health Promotion 2003 Health Promoting Schools
  3. 3. Health and Wellbeing 2008/9
  4. 4. Schools (Health Promotion and Nutrition) (Scotland) Act 2007 <ul><li>schools are ‘health promoting’ </li></ul><ul><li>nutrition standards all food/drink provided in school </li></ul><ul><li>promote school lunches and free school meals </li></ul><ul><li>protect the identity of those taking a free school meal </li></ul><ul><li>principles of sustainable development </li></ul>HMIE – Health & Nutrition Inspector (HNI)
  5. 5. Schools (Health Promotion and Nutrition) (Scotland) Act 2007
  6. 6. Definition of the Curriculum <ul><li>The ethos and life of the school </li></ul><ul><li>Curriculum areas and subjects </li></ul><ul><li>Interdisciplinary projects and studies </li></ul><ul><li>Opportunities for personal achievement </li></ul>
  7. 7. Health and Wellbeing Es and Os Three levels <ul><li>Responsibility of All – Whole School Staff </li></ul><ul><li>Subject Area in it’s own right – PSE? </li></ul><ul><li>Permeates the learning community </li></ul>Embodying a whole school community approach
  8. 8. Health and Wellbeing Es and Os Six Organisers / HWB Subject Specifics <ul><li>Mental, Emotional, Social and Physical Wellbeing </li></ul><ul><li>Planning for Choices and Changes </li></ul><ul><li>Physical Education, Physical Activity and Sport </li></ul><ul><li>Food and Health </li></ul><ul><li>Substance Misuse </li></ul><ul><li>Relationships, Sexual Health and Parenthood </li></ul>
  9. 9. 4 Key Documents Responsibility of All Health & Wellbeing as a subject area
  10. 10. Health and Wellbeing Intelligence <ul><li>PSE review </li></ul><ul><li>Highland Lifestyle </li></ul><ul><li>Feedback from the trialling process </li></ul><ul><li>Feedback from Youth Health Debate </li></ul><ul><li>National Direction </li></ul><ul><li>Health and Nutrition Inspections </li></ul>
  11. 11. Substance Misuse
  12. 12. Shared Responsibility <ul><li>Provides a context for learning </li></ul><ul><li>New Cross Curricular Approach </li></ul><ul><li>Tapping into new ways of thinking </li></ul><ul><li>Use Web 2.0 Technologies </li></ul>Pilot Projects www.sharedresponsibility.gov.co/
  13. 13. Shared Responsibility
  14. 14. Health and Wellbeing What other support or guidance might professionals need? How do we achieve a balance between exemplification and autonomy to teach? How can we ensure all professionals understand their responsibility to contribute to HWB? How can we implement assessment strategies for HWB?
  15. 15. Louise Jones – www.louisejones.edublogs.org
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