Health and Wellbeing

S1 Curriculum

Learning Outcome

Skills

Success Criteria

Learner Experience

Assessment

Write, say, make & do

Suggested Resources

I recognise that we

have similarities

and differences

but are all unique.

HWB1-47a

I am aware of my

growing body and

I am learning the

correct names for

its different parts

and how they

work.

HWB1-47b

I am learning what

I can do to look

after my body and

who can help me.

HWB1-48a

I am learning

about respect for

my body

and what

behaviour is right

and wrong.

I know who I

should talk to if I

am worried about

this

HWB 1-49a

I know that there are people in our lives who care for and look after us and I am aware that people may be cared for by parents, carers or other adults. HWB 1-45a I am learning about where living things come from and about how they grow, develop and are nurtured. HWB 1-50a I am able to show an awareness of the tasks required to look after a baby. HWB 1-51a

· Research

· Understand

· Analyse

· Investigate

· Group work

· Presentation

· Communication

· Literacy

· Numeracy

· Recognises that everyone is unique and identifies similarities and differences. · Explains that development and growth of each individual is different. · Identifies the correct words for body parts and their functions, for example, womb, scrotum, ovaries, vagina. · Explains about own and others’ needs for privacy. · Expresses feelings through appropriate closeness to others. · Articulates the right to respond to inappropriate behaviours, for example, using the 3-step model: say no, go away, talk to someone you trust. · Identifies who to talk to if worried or concerned. · Explains ways in which families may differ and that there are a variety of people who may care for us. · Identifies what is needed for growth and development of animals, plants and humans.

· Explains changes to the body at different stages of life. · Explains how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding

Learners will work in groups to brainstorm what they see as similarities and differences in people. Groups will produce a visual (either printed picture, cartoon or boardmaker) mindmap to collate their thoughts on growth development, this will be presented back to the rest of the class. (Based on others thoughts groups will add to their own mind map.) Groups will make a poster to raise awareness of body parts. A symbolic data questionnaire will be produced to research whether people understand what is private and what is public – present at assembly Explore emotionworks – what is 4 basic emotions Match emotions to picture Match emotions to others (drama exercise) Match emotions to self Explore emotions cogs Understand emotion cog in relation to dysregulation Information gathering on strategies to say no, step back, go away, talk to someone Relationships Circle – those I can trust Learners will work in groups to brainstorm what they see as similarities and differences in families. Relationships Circle – people who care for us Groups will produce a visual (either printed picture, cartoon or boardmaker) mindmap to collate their thoughts on growth development for animals plants and humans, this will be presented back to the rest of the class. (Based on others thoughts groups will add to their own mind map.) Growth development – baby to adult. Groups will make an information presentation or poster to raise awareness of how to care for a baby.

Write · Mind map

· Complete workbook

Say · Group discussion

Make · Make a poster ·

Mindmap

· Presentation

Do · Make a symbolic data questionnaire

· Workbook

· Symbols

· Communication book

· Choice charts

· DVD

· External speaker

S2 Curriculum

Learning Outcome

Skills

Success Criteria

Learner Experience

Assessment

Write, say, make & do

Suggested resources

I understand the

effect that a range

of substances

including tobacco

and alcohol can

have on the body.

HWB 2-38a

I know that

popular culture,

the media and

peer groups as

well as my own

attitudes

and values can

influence how I

feel about

substance use and

recognise the

impact

this may have on

my actions.

HWB 2-39a

I know that alcohol

and drugs can

affect people’s

ability to make

decisions.

HWB 2-40a

I can identify the

different kinds of

risks associated

with the use and

misuse

of a range of substances. HWB 2-41a I understand the impact that misuse of substances can have on individuals, their families and friends. HWB 2-43a I know of actions I can take to help someone in an emergency. HWB 2-42a I understand that a wide range of different kinds of friendships and relationships exists. HWB 2-44a I am identifying and practising skills to manage changing relationships and I understand the positive impact this can have on my emotional wellbeing. HWB 2-45a I recognise that how my body changes can affect how I feel about myself and how I may behave. HWB 2-47a I can describe the physical and emotional changes during puberty, understand why they are taking place and the importance of personal hygiene. HWB 2-48a

I know that all forms of abuse are wrong and I am developing the skills to keep myself safe and get help if I need it. HWB 2-49a I am able to describe how human life begins and how a baby is born. HWB 2-50a I can describe the role of a parent / carer and the skills, commitment and qualities the role requires. HWB 2-51a

· Research

· Understand

· Analyse

· Investigate

· Group work

· Presentation

· Communication

· Literacy

· Numeracy

· Gives examples of what can happen to the body as a result of smoking tobacco or drinking alcohol. · Knows the recommended alcohol intake advice. · Gives examples of how peer, media and other pressures can influence decision making. · Identifies risks associated with the use of substances, for example, overdose, impaired judgement / vision. · Identifies the impact of risk taking behaviours on life choices and relationships, for example, job prospects, limited foreign travel, loss of driving licence, family. · Performs basic first aid procedures, for example, minor bleeding and burns, recovery position. · Explains how to contact the appropriate emergency services giving full details of the incident and location. · Identifies different kinds of friendships and relationships. · Identifies the skills required to manage changing relationships, for example, tolerance, empathy, loyalty, kindness, resilience, mutual trust and respect. · Explains the impact of positive relationships on emotional wellbeing. · Identifies positive things about own body image and appearance. · Identifies strategies to manage emotions, for example, relaxation techniques, speaking to someone, taking time out. · Uses correct terminology for all private body parts and reproductive organs, for example, breasts, clitoris. · Describes the physical and emotional changes during puberty including erections, wet dreams, pubic hair, masturbation, menstruation, hormones, mood swings. · Demonstrates an understanding of diversity in sexuality and gender identity. · Describes ways of keeping hygienic during puberty. · Identifies abusive and bullying behaviour, for example, on-line, face to face and knows where to go for help. · Explains own rights and responsibilities in relation to abuse. · Describes the concept of consent. · Describes human conception and birth, for example, sexual intercourse, egg and sperm, giving birth. · Gives reasons why contraception may be used, for example, to prevent pregnancy and infection. · Describes some symptoms of pregnancy. · Describes skills and qualities required to be a parent / carer, for example, commitment, love, patience, sense of humour.

Learners will work in groups to brainstorm what the dangers are of the body as a result of smoking or drinking. Groups will produce a visual (either printed picture, cartoon or boardmaker) mindmap to collate their information on recommended alcohol intake, this will be presented back to the rest of the class. (Based on others thoughts groups will add to their own mind map.) Groups will make a poster to raise awareness of how peer and media can change or influence minds. A symbolic data questionnaire will be produced to research whether people understand what the risks are of using substances – present at assembly

Explore what the impact is of risky behaviours in relation to wellbeing. Information gathering on first aid procedures. Go through mock emergency situation.

Relationships Circle – those friends and different relationships Learners will work in groups to brainstorm skills are required for relationships. Groups will produce a visual (either printed picture, cartoon or boardmaker) mindmap to collate their thoughts on impact of positive relationships on emotional wellbeing, this will be presented back to the rest of the class. (Based on others thoughts groups will add to their own mind map.) Groups will make an emotionworks cog on strategies for managing emotions. Groups will make a map of all the terminology of body parts, named correctly. Learners will work in groups to brainstorm how their body changes through puberty. Groups will produce a visual (either printed picture, cartoon or boardmaker) mindmap to collate their information on diversity in sexuality and gender identity, this will be presented back to the rest of the class. (Based on others thoughts groups will add to their own mind map.) Groups will make a poster to raise awareness of how to keep hygienic during puberty.

A symbolic data questionnaire will be produced to research whether people understand what bullying behaviour is and where to go for help. Learners will work in groups to brainstorm their own rights and responsibilities in relation to abuse. Group posters about what is consent. Groups will produce a visual (either printed picture, cartoon or boardmaker) mindmap to collate their research on the stages of human conception, pregnancy and birth, this will be presented back to the rest of the class. (Based on others thoughts groups will add to their own mind map.) Learners will work in groups to brainstorm skills required for becoming a parent or carer

Write · Mind map

· Complete workbook

Say

· Group discussion

Make · Make a poster

· Mindmap

· Presentation

· Make a symbolic data questionnaire

· Workbook

· Symbols

· Communication book

· Choice charts

· DVD

· External speaker

S3-S6 Curriculum - Wellbeing Award

Introduction

This is the specification for the Award in Wellbeing at SCQF levels 3–5. The Award can be offered to a group of learners who have a mixed range of abilities and who can gain the Award at the SCQF level most suited to their ability. Differentiation is provided by the amount of support the learners receives, the skills they demonstrate and the quality of the evidence they produce. Information about differentiation between the SCQF levels is given in Appendix 1.
The Award Specification includes the Award structure, details of any assessment requirements and guidance on access. Additional guidance on delivery and assessment can be found in the Award Support Notes.

Equality and Inclusion

This Award Specification has been designed to ensure that there are no unnecessary barriers to learning or assessment. Depending on the nature and purpose of the Award, where appropriate, the individual needs of learners should be taken into account when selecting assessment methods or considering alternative evidence. For further information please refer to the Award Support Notes.

Rationale

All Awards reflect Curriculum for Excellence values, purposes and principles. They offer flexibility, provide more time for learning, more focus on skills and applying learning, and scope for personalisation and choice.
This Award draws on health and wellbeing experiences and outcomes from the broad curriculum. The focus on wellbeing in this Award helps learners to explore factors that influence personal wellbeing and to make decisions that contribute to improving personal wellbeing. Diversity and respect for difference within health and wellbeing will be explored in the Award. A number of departments within a centre may be able to contribute to the achievement of this Award.
The main purpose of the Award is to encourage learners to take a holistic view of wellbeing, looking at connections between mental, emotional, social and physical health. Learners will also have the opportunity to look at different ideas of health and wellbeing at a personal, community, societal or global level.
The Award aims to enable learners to:

Develop an understanding of wellbeing
Explore factors that influence wellbeing
Find and use sources of information to understand wellbeing
Present findings from an investigation
Identify choices and make decisions about improving wellbeing
Set targets and make a plan for an activity to improve wellbeing
Undertake an activity to improve wellbeing
This Award offers opportunities for promoting confidence, independent thinking and
positive attitudes, and aims to motivate learners to be successful and participate
responsibly in the wider community. Wellbeing is central to effective learning and
preparation for life and work.
The following skills may be developed through the Wellbeing Award, depending on the
contexts chosen within the Units:
Investigation, managing information
Presenting and communicating
Decision making
Planning, target setting, reviewing and (at SCQF levels 4 and 5) evaluating
Interpersonal skills and working with others
Task management

Target groups

The Award would be useful for candidates who want to engage in practical experiential learning that will provide opportunities to develop knowledge and understanding, skills, capabilities and attributes that will contribute to mental, emotional, social and physical wellbeing.

Recommended entry

Entry to this Award is at the discretion of the centre.

Progression

This Award or its components may provide progression to other Awards such as the Employability Award, Personal Development Award or Leadership Award.
Learners might want to follow up an interest in other linked subjects such as Physical Education, Health and Food Technology, Care, and Social Studies.

Award structure

This Award receives 12 SCQF credit points at SCQF levels 3–5 and consists of mandatory Units.
The central theme of the Award is to explore what it means to understand personal wellbeing and to make informed decisions about improving personal wellbeing. The wide variety of possible contexts that may be suitable for the activities within the Units, offers learners a flexible approach to their learning and enables them to recognise and demonstrate achievement.

Flexibility within Units will offer the chance for personalisation and choice as the learner will have opportunities, with support, to focus on topics and themes of their own choice.

The Units are designed to stand alone or to be taught in any sequence. It may be possible to integrate the delivery of the Units by using one assessment to allow learners to produce evidence for more than one Unit.

Overview of Exploring Wellbeing Unit (6 credit points)

Please see individual Unit Specifications for more detail.

Learners will explore what it means to have a sense of personal wellbeing. Differing views of mental, emotional, social and physical health and wellbeing will be considered.
Learners will develop an understanding of personal wellbeing as a holistic concept, influenced by individual, social, global and environmental factors. By looking at different sources of information, learners will find out about factors that influence wellbeing.
Learners will also develop the ability to assess the usefulness of the information to help them make informed choices about wellbeing. Learners will undertake an investigation into wellbeing and present their findings in a suitable way.

Overview of Improving Wellbeing Unit (6 credit points)

Please see individual Unit Specifications for more detail.

Learners will undertake an activity aimed at improving the wellbeing of themselves and/or others. They will set targets and carry out a plan for improving wellbeing and will evaluate and review the planned activity. This will include a review of how the task has
impacted on their personal wellbeing.

Award framework

Unit title (component)	Mandatory/optional	SCQF credit points	SCQF level
Exploring Wellbeing	Mandatory	6	3,4 and 5
Exploring Wellbeing	Mandatory	6	3,4 and 5

Skills for learning, skills for life and skills for
work

It is expected that learners will develop broad, generic skills through this Award. The
skills that learners will be expected to improve on and develop through the Award are
based on SQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work
and drawn from the main skills areas listed below. These must be built into the Award
where there are appropriate opportunities.

1 Literacy
1.3 Listening and talking

3 Health and wellbeing
3.1 Personal learning
3.2 Emotional wellbeing

4 Employability, enterprise and citizenship
4.6 Citizenship

5 Thinking skills
5.2 Understanding
5.4 Analysing and evaluating (SCQF levels 4 and 5 only)

Amplification of these is given in SQA’s Skills Framework: Skills for Learning, Skills for
Life and Skills for Work. The level of these skills should be at the same SCQF level of
the Award and be consistent with the SCQF level descriptor. Further information on
building in skills for learning, skills for life and skills for work is given in the Award
Support Notes.

Assessment

Assessment for the Award will consist of gathering evidence to show that the candidate
is able to successfully complete all the Outcomes in the Unit(s). Evidence could be
gathered as candidates work through the Unit(s) in an integrated way. Alternatively
evidence can be gathered on a Unit-by-Unit basis.
Assessment evidence can be presented in any form appropriate to the candidate and
the activity undertaken. Centres should select the formats most appropriate for
individual learners and the learning environment in which they are completing the
Award. Written and/or recorded oral evidence may be produced in a variety of formats,
for example:

learner written records
recordings of interviews
e-mails
blogs
assessor record of learner responses
review sheets
electronic presentations
electronic journals
log books
diaries
videos
 photographs

Performance or product evidence may be supported by observation checklists and/or
oral questions and answers.
Specific Evidence Requirements can be found in the Unit Specification.

Appendix 1: Differentiation of Wellbeing Award at
SCQF levels 3–5

SCQF	3	4	5
The learner will work with…	directive support, ie the teacher/lecturer will issue explicit instructions	support, ie the teacher/lecturer will offer advice	minimum support, ie the teacher/lecturer will respond to specific questions from the learner
The learner will...	participate in, ie agree to ideas, suggestions and plans	contribute to, ie offer some ideas and/or suggestions	negotiate, ie put forward suggestions and ideas and agree a way forward
Targets, plans and activities will be...	basic, ie routine and familiar	straightforward, ie consisting of routine elements	detailed, ie consisting of some routine and non-routine elements