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AHDS2013 WS11 Wellbeing


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AHDS2013 WS11 Wellbeing

  1. 1. Longforgan Primary A Healthy Way of Life
  2. 2. Main Purposes of Learning in HWB CfE HWB Principles and Practice document • • • • • • Make informed decisions in order to improve their mental, emotional, social and physical wellbeing Experience challenge and enjoyment Experience positive aspects of healthy living and activity for themselves Apply their mental, emotional, social and physical skills to pursue a healthy lifestyle Make a successful move to the next stage of education or work Establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to promote the health and wellbeing of the next generation of Scottish children.
  3. 3. • • • • • • • • • • • • • So how do we do HWB? Collaborative working Eco schools UNICEF Rights Respecting School Bounce Back programme Restorative Approaches Personal Achievement Learning Logs Outdoor learning Cooking in school Committees / School Council GIRFEC Skills Transitions
  4. 4. Collaborative working • • • • • School vision/ethos Department working Collegiate planning staff Children planning learning Parental involvement What do you already do to work collaboratively? What else could you do?
  5. 5. Eco schools • Whole school committees: sustainability, global citizenship, outdoor learning • Litter, Waste Minimisation, Health and Wellbeing, Biodiversity, School Grounds, Energy, Water, Transport, Sustaining our World, Food & the environment Share one Eco initiative you do with the others at your table.
  6. 6. UNICEF Rights Respecting School What is a rights respecting school? It is a school where: • Young people gain self esteem by learning about the rights they have from birth and build from there. “I learn about my rights, I feel included, my self esteem rises, I can begin to think about others and their rights, I learn to negotiate, my language and thinking skills are extended” • Children learn the difference between wants and needs. • Children learn that with rights come responsibilities for adults and children • Everyone learns the language of rights, respect, responsibilities • Children become active global citizens • Children gain a powerful voice • Children are ready to take the lead to create a rights respecting school Do the above sound familiar to you? Where have you heard this before? How do you already promote the above in your setting? Share what you already do.
  7. 7. Committees Children, P1-P7, work in vertical groupings committees: • Global Citizenship • Outdoor Learning • Sustainability • • • • Eco schools UNICEF Rights Respecting School Health Promoting school School Council Do you / could you have Committees in your school? How are they / could they be organised? What activities do they undertake?
  8. 8. Bounce Back programme Based on values and resilience: Bounceback Values: respect, responsibility, acceptance, friendliness, fairness, cooperation, care and support, honesty Resilience: Bad times don’t last. Things always get better. Stay optimistic Other people can help if you talk to them. Get a reality check Unhelpful thinking makes you feel more upset Nobody is perfect – not you and not others Concentrate on the good and funny bits Everybody has setbacks sometimes Blame fairly Accept the things you can’t change, but try to change what you can first Catastrophising exaggerates your worries Keep things in perspective. A distressing situation is only part of your life. How could this help you to promote a health culture in your setting?
  9. 9. Restorative Approaches The way this works is: • Children break a value/ responsibility • Each child involved tells their side of the story • They come together to discuss the way forward and how to make amends • Adult acts as facilitator This is time consuming but hands responsibility over to the child and reduces bad behaviour in the longer term. Would this approach work in your school? How could you implement it?
  10. 10. Personal Achievement • • • • • All children Nursery – P7 undertake achievement projects each year The categories are: health and fitness, hobbies and interests, exploring the outdoors, helping in the community One project a term as homework plus exploring the outdoors is achieved mainly through recording experiences on specially chosen trips Children take home a leaflet and agree with parents what they will focus on Children present their work to an audience A record card is kept to ensure children do not repeat projects • • • • • • Promotes the recognition of skills used Involves parents in their children’s learning Promotes IDL Enables children to share experiences Enables everyone to celebrate achievement Is enjoyable and gives breadth to children’s experiences • How do you/ could you take this forward in your school?
  11. 11. Learning Logs By talking about and planning their own learning from early years onwards, children and young people will develop the skills to: • • • • Identify, discuss and reflect on their own evidence of learning Use appropriate language for self-evaluation Take responsibility for managing their own learning Help to plan their own next steps in learning and set their own learning goals • Make informed choices and decisions about their future learning (BTC4) What format do Learning Logs take in your school? How are they used and managed? Do they achieve all you want them to?
  12. 12. Outdoor learning • Using our local woods as a learning environment in a variety of ways, including: Literacy, maths, survival skills, social subjects, art, drama, orienteering, skills. • Being creative with our limited accommodation to use the school grounds and community to facilitate learning. Share some of your most successful outdoor learning initiatives.
  13. 13. Transitions • • • • • • School ethos – building confident individuals Bounce Back resilience focus 1nery Department working Whole school activities Inter department working – team teaching especially summer term • P7 personal projects – links with secondary schools • Cluster schools working together eg science project What do you do to enhance transitions?
  14. 14. Cooking in school • Promote healthy eating in context • Raised awareness of food safety and hygiene. • Promotes IDL: culture, geography, carbon footprint, finance education, measure etc • Parental involvement: cooking classes for children, staff, parents • Enterprise: Fundraising, business links • Enjoyable and creative What could you / do you do to promote cooking in school?
  15. 15. GIRFEC • Team ethos • Pastoral care • Knowing each other • Cause for Concern Folders What do you do to promote GIRFEC?
  16. 16. Skills Thinking skills using Blooms Taxonomy Developing a new style of pupil / staff dialogue: What are you learning today? So what thinking skills are you using to help? How are they helping? How could you use that skill out of school? How could you use that skill when you grow up?” This gives the children increased responsibility for their learning and helps them make sense of what they are learning and why it is important. Social Skills We are focussing on the following: We have developed with the children differentiated goals. These are included in the Learning Logs to share with parents. How could you use these to promote the principles of HWB in your setting?