Section 1 - Health and wellbeing guidance Page 4 – Introduction Page 5 – Context Page 9 – Skills for Learning, Life and Work Page 9 – Effective Learning and Teaching Page 16 – Monitoring Progress and Achievement Page 16 – Benchmarks in Health and wellbeing Section 2 - Health and wellbeing progressions Page 18 – Planning for choices and changes progressions Page 22 – Planning for choices and changes core learning and benchmarking Page 27 – Food and health progressions Page 37 – Food and health core learning and benchmarking Page 46 – Substance misuse progressions Page 54 – Substance misuse core learning and benchmarking Page 58 – Relationships, sexual health and parenthood progressions Page 69 – Relationships, sexual health and parenthood core learning and benchmarking Section 3 - Professional Assessment Tool Page 75 – Assessment Tool
Well planned learning, teaching and assessment provide opportunities for learners to experience breadth, challenge and application across the significant aspects of Health and Wellbeing. HEALTH AND WELLBEING FOOD AND HEALTH PHYSICAL EDUCATION When teaching for effective learning, reference should be made to Aberdeenshire’s Learning Teaching and Assessment: Professional Curriculum Tool which outlines guidance for teachers in supporting the principles of ‘Assessment is for Learning’ (Section 3).
I am investigating different careers/occupations, ways of working, and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. HWB 2-20a/HWB 3-20a/ HWB 4-20a I can identify services and facilities I can use out with my local community. Through visits and talking to different workers (including parents) I can begin to learn more about their work and how important they are to my community. I am exploring the types of work/skills that might interest me. Given the opportunity to gain relevant experience I can: investigate different careers/occupations investigate ways of working explore ways of learning recognise the relevance of my learning to my future life recognise the relevance of my skills to my future life recognise the relevance of my interests to my future life Through transition discussion I can identify what Secondary School subjects are about. I can investigate which Secondary School subjects were useful to the career choices of visitors/ parents/ family members. Given the opportunity to gain relevant experience I can: investigate different careers/occupations and ways of working explore ways of learning recognise the relevance of my learning to my future life recognise the relevance of my skills to my future life recognise the relevance of my interests to my future life
Learners need to experience opportunities which are designed not only to raise their awareness of future choices but also raise their expectations and aspirations. They develop the skills for personal planning and making decisions in the context of curriculum, learning and achievement which will prepare them for next stages in life. Learners should be able to … Provide evidence of their own ideas and thinking. Evidence their own, and others’, skills and abilities using a variety of ways. Discuss important local, national and world events e.g. sporting, cultural, social and natural events. Offer thoughts and opinions to help improve things in school. Identify skills and areas for development. Take part in opportunities for pupil leadership. Through identifying skills and areas for development, learners are able to prepare themselves for the next stage in their life and learning. Learners should experience activities which enable them to develop the skills and attributes they will need if they are to achieve and sustain positive destinations beyond school. Demands and employment patterns are changing, so it is particularly important for all young people to develop high levels of skill and also an understanding of work, training and lifelong learning so that they can embrace opportunities. Learners should be able to … Through visits and talking to different workers (including parents) show awareness of their employment their importance/significance in the community. Identify services and facilities out with their local community. Investigate different careers/occupations and identify those which might interest the learner. Recognise the relevance of planned learning to learner’s future life. Recognise the relevance of learned skills to their future life. Recognise the relevance of learner’s interests to their future life.
I enjoy eating a diversity of foods in a range of social situations. HWB 3-29a By taking part in practical food activities and taking account of current healthy eating advice, I can prepare healthy foods to meet identified needs. HWB 3-30a Through practical activities using different foods and drinks, I can identify key nutrients, their sources and functions, and demonstrate the links between energy, nutrients and health. HWB 3-31a I am developing my understanding of the nutritional needs of people who have different conditions and requirements. HWB 3-32a I can prepare simple dishes to meet the different needs of at least 2 groups of individuals I can identify the main nutrients, their sources and give a limited explanation linked to health ( protein, carbohydrates, fat, vitamins A, B, C and D, calcium and iron) I can show a basic understanding when I talk about different nutritional needs I am able to talk about the food choices that I make in a variety of social settings and evaluate what are good or bad choices I can prepare a range of dishes linked to current dietary health and explain how they meet at least 3 different groups I can identify the following nutrients as before plus folic acid, sodium, fluoride and can give a simple explanation linked to health I can show a sound understanding when I discuss different nutritional needs I can identify healthy choices and the foods I like on a school menu, and in the home situation. I can prepare a range of dishes and evaluate their suitability for at least 5 different groups of people I can identify the following nutrients as before plus the vitamin B group, vitamins E and K, phosphorus and give a detailed explanation identifying the sources and linking them to health. I am aware of the increasing need to take responsibility in selecting, shopping for and preparing my own food I can make these decisions in a variety of social settings e. g. home, school and restaurants I can show a detailed understanding when I discuss different nutritional needs Outcomes 29 / 30 / 31 /32 Fourth Level
Outcomes 34/35/36/37 Second Through exploration and discussion, I can understand that food practices and preferences are influenced by factors such as food sources, finance culture and religion. HWB 2-34a When preparing and cooking a variety of foods, I am becoming aware of the journeys which foods make from source to consumer, their seasonality, their local availability and their sustainability. HWB 1-35a/HWB 2-35a By investigating food labelling systems, I can begin to understand how to use them to make healthy food choices HWB 2-36a I can understand how advertising and the media are used to influence consumers. HWB 2-37a I can identify different factors that can influence food practices (e.g. religious observance linked to meal times) and preferences I can give reasons why some of our food is imported and can give examples of the impact far-travelled food has on the environment compared to locally produced food I can identify and discuss the different types of information on a food label I can talk about what makes a good advert for food or drink I can explain some of the factors that can influence food practices and preferences I can explain one or more advantage of using local produce I can describe the benefit of choosing Fair Trade goods for farmers in developing countries I can compare the information on different food labelling systems I can compare food adverts and identify their target audience I can compare and reason a range of contributing factors such as religion, climate, income and economy and how they can affect food sources in the local or wider community I can plan, source and prepare a meal from sustainable sources and identify where the foods have come from I can identify healthier options using a range of food labels I can debate the reasons for my choice I can identify and explain some of strategies used by advertising companies to influence particular groups of consumers e.g. toddlers and young children, female Outcomes 34/35/36/37 Third Level
putting into practice knowledge and understanding of how the dietary needs of individuals and groups vary through life stages. Learners should be able to … Recognises that food requirements change throughout life e.g. baby food compared to adult food Give examples of times where food needs to be different for people e.g. baby moves from milk to solids Explain why food requirements change throughout life e.g. baby - adult developing skills, attributes and capabilities to apply safe and hygienic practices to everyday routines, based on knowledge and understanding of their importance to health and wellbeing Learners should be able to … Understands why teeth need to be brushed Able to give hand washing instructions to ensure hands are properly washed Recognises how good hygiene is good for them Identify 4 daily activities to keep myself healthy Explain to others ways to keep safe, clean and healthy in the school and at home knowledge and understanding that food practices and choices depend on many factors including availability, sustainability, season, cost, religious beliefs, culture, peer pressure, advertising and the media Learners should be able to … Shares 2 or more examples of seasonal produce Gives 2 or more examples: - Food from Scotland - Food from abroad Discuss where food and drink are advertised Identify foods that come from Scotland and from abroad (4 or more examples) Give 2 or more examples of food and drinks adverts Plan and prepare a simple meal identifying where the foods come from Discuss the benefits of using local produce Identify a food or drink advert and how it influences choices appreciation of eating as an enjoyable activity and understanding of the role of food within social and cultural contexts Learners should be able to … Identify one or more special occasions and the kind of food eaten Give examples of 3 or more types of food eaten at identified special times Explain why different foods are eaten on different occasions
What are the essential indicators of “good” … FOOD AND HEALTH What are the essential indicators of “good” … P5 Benchmarks P6 Benchmarks P7 Benchmarks knowledge and understanding of a healthy diet and making informed decisions in order to improve mental, emotional, social and physical wellbeing Learners should be able to … Identify the information on a food product label Recognise different labelling systems and compare them Identify healthier options using a range of food labels
Through investigating substance misuse in my local community I can reflect on specific issues, and discuss how they are being addressed. HWB 3-43b I can identify and discuss some examples of issues around substance misuse in my local community (anti-social behaviour, violence, vandalism, underage drinking, fear of crime) I can apply my knowledge by discussing the issues around substance misuse and how these are being addressed in my local area I can evaluate the effect of substance misuse in my local community and reflect on the specific issues and how they are being addressed Fourth Level By researching the impact of substance misuse nationally and internationally I can explain similarities and differences among communities. HWB 4-43b I understand the local, national and international impact of substance misuse. HWB 4-43c I can identify some of the impact of substance misuse nationally and internationally I can listen to and talk about the impact of local, national and international substance misuse I can list similarities and difference between the issues and the impact of substance misuse in different countries I can discuss the impact of local, national and international substance misuse. I can compare and contrast some similarities and differences between the issues and the impact of substance misuse in different countries I can evaluate and debate the impact of local, national and international substance misuse
Core Learning for Significant Aspect of Learning – Substance Misuse Professional learning paper: Assessing Progress and Achievement in Health and Wellbeing Learners develop their understanding of the use and misuse of a variety of substances including over the counter and prescribed medicines, alcohol, drugs, tobacco and solvents. They explore and develop their understanding of the impact of risk-taking behaviour on their choices. The experiences and outcomes will enable learners to make informed personal choices with the aim of promoting healthy lifestyles. Core Learning Statements Early Level First Level Second Level Third Level Fourth Level Explains what will hurt them and tell what will keep them safe Knows when and how to use substances in an appropriate way Demonstrate the effect of substances on the body Taking responsibility for the decisions they make and being fully aware of the consequences of their actions. Demonstrates circumstances in which they can be used to maintain or improve health Have the knowledge, skills and confidence to challenge others in a range of situations Has an understanding of the issues in their local area and feel empowered to make effective change. Creates and deliver a peer health education programme.
Learners should be able to … What are the essential indicators of “good” for SUBSTANCE MISUSE What are the essential indicators of “good” … P5 Benchmarks P6 Benchmarks P7 Benchmarks Learners develop their understanding of the use and misuse of a variety of substances including over the counter and prescribed medicines, alcohol, drugs, tobacco and solvents. They explore and develop their understanding of the impact of risk-taking behaviour on their choices. The experiences and outcomes will enable learners to make informed personal choices with the aim of promoting healthy lifestyles. Learners should be able to … Match and describe some of the effects different substances have on the body Define the word “drug” Identify some of the non-health effects on people’s lives e.g. financial, personal hygiene Discuss the physical, mental and social effects of alcohol and tobacco Identify key elements of lifestyle choices and suggest alternative ways to feel good Discuss why some medication requires a doctor’s prescription Discuss the factors that influence my choices and the choices people make Provide examples of the effects of different substances on the body Use appropriate vocabulary when discussing tobacco, alcohol and legal/illegal drugs Discuss alcohol/drug use and its impact on crime and risk taking behaviours and ability to make informed decisions State some effects on the body/mind of illegal drugs Discuss the necessity for legislation around substances and link to road safety, drink driving and legal age to purchase Demonstrate knowledge of a limited range of illegal and uncontrolled drugs Identify, categorise and discuss the effects of a range of substances on the body Recognise the effects of E-numbers and additives in foodstuffs e.g. caffeine, Red Bull Demonstrate strategies for making good choices in risky situations State the difference between dependency and addiction Discuss purity/content of medical drugs versus uncontrolled/illegal Discuss some of the lifetime implications of involvement with drugs/alcohol/tobacco
I am aware of how friendships are formed and that likes, dislikes, special qualities and needs can influence relationships. HWB 1-44a I understand positive things about friendships and relationships but when something worries or upsets me I know who I should talk to. HWB 1-44b I can ask to join in play to try to make friends with others I can talk about the qualities a good friend should have I can recognise when a friendship goes well and also goes wrong I can give examples of how to make friends I can list different qualities that my friends and myself have I can recognise and talk about my role and the influences I can have within my friendships I can show and help others that need support to join a friendship group I can describe the special qualities that are important in friendships and give reasons why I can answer questions about decisions I have made and the influences they may have on my friendships Second Level I understand that a wide range of different kinds of friendships and relationships exist. HWB 2-44a I am aware that positive friendships and relationships can promote health and the health and wellbeing of others. HWB 2-44b I can talk about and give some examples of a wide range of different types of friendships and relationships I can recognise and talk about how positive relationships can make me feel I can recognise and talk about how my actions can have an impact on others’ health and wellbeing I can name and describe different types of friendships and relationships I can describe how positive relations can make me feel and behave I can describe the impact my actions may have on others’ health and wellbeing I can discuss and explain why there are differences between different types of relationships I can provide reasons why positive relationships can impact on my health and wellbeing I can discuss and explain why my actions may have an impact on others’ health and wellbeing Third/Fourth Level I understand the importance of being cared for and caring for others in relationships, and can explain why. HWB 3-44a /HWB 4-44a I can identify a caring relationship that I am involved in: parent-child; best friends I can recall some examples of being cared for I can compare and discuss different caring relationships I can discuss what it means to care and to be cared for in a relationship I can demonstrate an understanding of the importance of these qualities I can evaluate and explain why some relationships are more caring than others I can discuss and explain why there is a need to be cared for
Professional learning paper: Assessing Progress and Achievement in Health and Wellbeing Learners develop an understanding of how to maintain positive relationships with a variety of people and are aware of how thoughts, feelings, attitudes, values and beliefs can influence decisions about relationships, and sexual health. Learners develop their understanding of the complex roles and responsibilities of being a parent or carer. Core Learning Statements Early Level First Level Second Level Third Level Fourth Level Demonstrates an awareness of what constitutes positive friendships and relationships in a range of settings Understands the link between positive friendships and relationships and social and emotional wellbeing Understands what constitutes different types of mutually supportive relationships in a variety of circumstances and life stages Demonstrates resilience and confidence to adapt and cope with change Able to seek help and/or advice when necessary in the context of changing friendships and relationships and life circumstances. Aware of their growing bodies and know that there are similarities and differences with others. Demonstrates an understanding of day to day personal hygiene routines Demonstrates understanding of physical changes including puberty and how these can affect emotional responses in themselves and others. Shows empathy and appreciate the personal circumstances of others Demonstrates self-awareness by taking personal responsibility for choice and decisions made and the consequences Demonstrates and apply their decision-making skills Aware of the gap that often exists between reality and media portrayal of sexual behaviour norms and body image Recognises diversity and the rights of individuals irrespective of their sexuality Has the confidence and skills to access information, guidance and help as and when necessary Understands their rights and responsibilities Demonstrates an awareness of different forms of abuse or harm and how they can be protected and helped in and out of school/ nursery settings Understands different forms of abuse and have the resilience and confidence to seek help when they feel it is necessary Identify and take action when they encounter abusive or inappropriate sexual behaviour Has an understanding of life cycles including human life and can describe a variety of tasks associated with caring for a baby Knows about and understands the process of human conception and birth Shows an awareness of the roles and responsibilities associated with being a carer or parent which takes account of varying family circumstances. Aware of the short and long term impact of parenthood and know how to access support through the different stages of parenthood and childhood.
What are the essential indicators of “good” … P5 Benchmarks P6 Benchmarks P7 Benchmarks Learners develop an understanding of how to maintain positive relationships with a variety of people and are aware of how thoughts, feelings, attitudes, values and beliefs can influence decisions about relationships, and sexual health. Learners should be able to … Recognise and discuss how actions can have an impact on other’s health and wellbeing Identify different forms of abuse and know that they are wrong Identify strategies to support their wellbeing in terms of changing relationships Shows empathy and respects different personal circumstances Discuss and explain the need to respect personal space and boundaries Identify physical and emotional changes during puberty Discuss and explain why there are differences between different types of relationships Explain why actions have an impact on other’s health and wellbeing Recognise and explain why some body changes can affect feelings and behaviour Explain why physical and emotional changes are taking place and the importance of hygiene Discuss different ways to keep safe and how and where to get help Learners develop their understanding of the complex roles and responsibilities of being a parent or carer. Learners should be able to … Identify 4 or more key roles of a parent. Explain the human life cycle Describe the role of a parent/carer and some of the skills, commitment, and qualities the role requires Describe and explain how human life begins and how a baby is born
This tool can be used to provide an opportunity to reflect on effective practice in learning, teaching and assessment in the context of Aberdeenshire’s progression frameworks. to allow practitioners to ‘dip into’ aspects of the learning, teaching and assessment process in order to reflect on their practice to inform planning for learning, teaching, moderation and assessment to support professional learning and/or moderation activities within a school or cluster Key references used in this resource Taking a Closer Look at the National Assessment Resource (Education Scotland 2013)