PDF Health and Wellbeing Support

Support
for
Health and Wellbeing
Mental, Emotional, Social and Physical Wellbeing Targets
Mental, emotional, social and physical wellbeing are essential for successful learning.
The mental, emotional, social and physical wellbeing of everyone within a learning community should be
positively developed by fostering a safe, caring, supportive, purposeful environment that enables the
development of relationships based on mutual respect. The four aspects of wellbeing are inextricably linked
and are only separated here for practical purposes.
Elements of School Activity

All Levels Mental and
I am aware of and able to express my feelings and am developing the ability to talk about
them. HWB 0-01a / HWB 1-01a / HWB 2-01a / HWB 3-01a / HWB 4-01a
emotional
I can expect my learning wellbeing
I know that we all experience a variety of thoughts and emotions that affect how we feel and
behave and I am learning ways of managing them.
environment to support me to: HWB 0-02a / HWB 1-02a / HWB 2-02a / HWB 3-02a / HWB 4-02a
 develop my self-awareness, self-worth I understand that there are people I can talk to and that there are a number of ways in which I
and respect for others can gain access to practical and emotional support to help me and others in a range of
circumstances. HWB 0-03a / HWB 1-03a / HWB 2-03a / HWB 3-03a / HWB 4-03a
 meet challenges, manage change and
build relationships I understand that my feelings and reactions can change depending upon what is happening
 experience personal achievement and within and around me. This helps me to understand my own behaviour and the way others
behave. HWB 0-04a / HWB 1-04a / HWB 2-04a / HWB 3-04a / HWB 4-04a
build my resilience and confidence
 understand and develop my physical, I know that friendship, caring, sharing, fairness, equality and love are important in building
mental and spiritual wellbeing and positive relationships. As I develop and value relationships, I care and show respect for
myself and others. HWB 0-05a / HWB 1-05a / HWB 2-05a / HWB 3-05a / HWB 4-05a
social skills
 understand how what I eat, how active I understand the importance of mental wellbeing and that this can be fostered and
I am and how decisions I make about strengthened through personal coping skills and positive relationships. I know that it is not
always possible to enjoy good mental health and that if this happens there is support
my behaviour and relationships affect available. HWB 0-06a / HWB 1-06a / HWB 2-06a / HWB 3-06a / HWB 4-06a
my physical and mental wellbeing
I am learning skills and strategies which will support me in challenging times, particularly in
 participate in a wide range of activities
relation to change and loss. HWB 0-07a / HWB 1-07a / HWB 2-07a / HWB 3-07a / HWB 4-07a
which promote a healthy lifestyle
I understand that people can feel alone and can be misunderstood and left out by others. I
 understand that adults in my school
am learning how to give appropriate support.
community have a responsibility to HWB 0-08a / HWB 1-08a / HWB 2-08a / HWB 3-08a / HWB 4-08a
look after me, listen to my concerns
and involve others where necessary As I explore the rights to which I and others are entitled, I am able to exercise these rights
 learn about where to find help and Social appropriately and accept the responsibilities that go with them. I show respect for the rights of
resources to inform choices wellbeing others. HWB 0-09a / HWB 1-09a / HWB 2-09a / HWB 3-09a / HWB 4-09a
 assess and manage risk and I recognise that each individual has a unique blend of abilities and needs. I contribute to
understand the impact of risk-taking making my school community one which values individuals equally and is a welcoming place
behaviour for all. HWB 0-10a / HWB 1-10a / HWB 2-10a / HWB 3-10a / HWB 4-10a
 reflect on my strengths and skills to I make full use of and value the opportunities I am given to improve and manage my learning
help me make informed choices when and, in turn, I can help to encourage learning and confidence in others.
HWB 0-11a / HWB 1-11a / HWB 2-11a / HWB 3-11a / HWB 4-11a
planning my next steps
 acknowledge diversity and understand Representing my class, school and/or wider community encourages my self-worth and
that it is everyone’s responsibility to confidence and allows me to contribute to and participate in society.
challenge discrimination.
Through contributing my views, time and talents, I play a part in bringing about positive
change in my school and wider community.
1
Health and wellbeing experiences and I value the opportunities I am given to make friends and be part of a group in a range of
situations. HWB 0-14a / HWB 1-14a / HWB 2-14a / HWB 3-14a / HWB 4-14a
outcomes which are the responsibility of all
adults working together are shown in italics. I am developing my understanding of the human body and can use this knowledge to
Physical maintain and improve my wellbeing and health.
Because of the nature of development and wellbeing HWB 0-15a / HWB 1-15a / HWB 2-15a / HWB 3-15a / HWB 4-15a
learning in health and wellbeing, many of the
I am learning to assess and manage risk, to protect myself and others, and to reduce the
experiences and outcomes are written to span potential for harm when possible.
two or more levels. They should be regularly HWB 0-16a / HWB 1-16a / HWB 2-16a / HWB 3-16a / HWB 4-16a
revisited through a wide range of relevant and
I know and can demonstrate how to keep myself and others safe and how to respond in a
realistic learning experiences to ensure that range of emergency situations. HWB 0-17a / HWB 1-17a / HWB 2-17a / HWB 3-17a / HWB 4-17a
every child and young person is progressing in
his or her development and learning. I know and can demonstrate how to travel safely.
Resources
Partnerships
Planning for Choices and Changes Targets
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 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 the
All Levels world of work, training and lifelong learning so that they can embrace opportunities.
I can expect my learning Levels Elements of School Activity

environment to support me to: In everyday activity and
play, I explore and make
 develop my self-awareness, self-worth choices to develop my
and respect for others learning and interests. I am
Early encouraged to use and
 meet challenges, manage change and share my experiences.
build relationships HWB 0-19a
I can describe some of the kinds of
 experience personal achievement and work that people do and I am finding
build my resilience and confidence out about the wider world of work.
Through taking part in a
 understand and develop my physical, variety of events and
HWB 0-20a / HWB 1-20a
mental and spiritual wellbeing and activities, I am learning to
social skills First recognise my own skills
 understand how what I eat, how active I and abilities as well as
am and how decisions I make about my those of others.
behaviour and relationships affect my HWB 1-19a
physical and mental wellbeing
 participate in a wide range of activities Opportunities to carry out
which promote a healthy lifestyle different activities and roles
in a variety of settings have
 understand that adults in my school enabled me to identify my
community have a responsibility to look Second achievements, skills and
after me, listen to my concerns and areas for development.
involve others where necessary This will help me to prepare
for the next stage in my life
 learn about where to find help and
and learning.
resources to inform choices HWB 2-19a
 assess and manage risk and
understand the impact of risk-taking I am developing the skills
and attributes which I will
behaviour need for learning, life and I am investigating different
 reflect on my strengths and skills to work. I am gaining careers/occupations, ways of working,
help me make informed choices when understanding of the and learning and training paths. I am
planning my next steps relevance of my current gaining experience that helps me
Third learning to future recognise the relevance of my
 acknowledge diversity and understand opportunities. This is learning, skills and interests to my
that it is everyone’s responsibility to helping me to make future life.
challenge discrimination. informed choices about my HWB 2-20a / HWB 3-20a / HWB 4-20a
life and learning.
1 HWB 3-19a
Health and wellbeing experiences and outcomes
which are the responsibility of all adults working
together are shown in italics. Based on my interests,
skills, strengths and
Because of the nature of development and preferences, I am
learning in health and wellbeing, many of the supported to make suitable,
experiences and outcomes are written to span realistic and informed
Fourth choices, set manageable
two or more levels. They should be regularly
goals and plan for my
further transitions.
realistic learning experiences to ensure that every
child and young person is progressing in his or HWB 4-19a
her development and learning.
Resources
Partnerships
Physical Education Elements of Activity at this level
Early Level first Level Targets
Movement skills, competencies and concepts Targets for Physical Education
Physical Education The Scottish Government expects schools to continue to work towards the provision of
I am learning to move my I am discovering ways at least two hours of good quality physical education for every child, every week.
Physical education provides learners with body well, exploring how to that I can link actions and
a platform from which they can build manage and control it and skills to create movement Targets for Physical Activity
physical competences, improve aspects of finding out how to use and patterns and sequences. ‘Let’s Make Scotland More Active’ – A strategy for physical activity recommends that
fitness, and develop personal and share space. This has motivated me to children should accumulate at least one hour of moderate activity on most days of the
interpersonal skills and attributes. It HWB 0-21a practise and improve my week.
skills to develop control Elements of School Activity
Early & First enables learners to develop the concepts
and skills necessary for participation in a
and flow.
HWB 1-21a
wide range of physical activity, sport,
Level Activity dance and outdoor learning, and I am developing my
movement skills through
I am developing skills and
techniques and improving
I can expect my learning environment to enhances their physical wellbeing in
practice and energetic play. my level of performance
support me to: preparation for leading a fulfilling, active
and fitness.
and healthy lifestyle. HWB 0-22a HWB 1-22a
 develop my self-awareness, self-worth and
respect for others They encounter a variety of practical
learning experiences, including working Cooperation and competition
 meet challenges, manage change and build
relationships on their own, with a partner and in small I am aware of my own and I can follow and
and large groups, and using small and others’ needs and feelings understand rules and
 experience personal achievement and build my
large equipment and apparatus, both especially when taking procedures, developing
resilience and confidence turns and sharing my ability to achieve
outdoors and indoors.
 understand and develop my physical, mental resources. I recognise the personal goals. I
and spiritual wellbeing and social skills Learning in, through and about physical need to follow rules. recognise and can adopt
 understand how what I eat, how active I am and education is enhanced by participating on different roles in a range
how decisions I make about my behaviour and a regular basis in a wide range of HWB 0-23a of practical activities
relationships affect my physical and mental purposeful, challenging, progressive and HWB 1-23a
wellbeing enjoyable physical activities with choice Evaluating and appreciating
 participate in a wide range of activities which built in for all learners. The Scottish
promote a healthy lifestyle Government expects schools to continue I am enjoying daily I can recognise progress
 understand that adults in my school community to work towards the provision of at least opportunities to participate and achievement by
two hours of good quality physical in different kinds of discussing my thoughts
have a responsibility to look after me, listen to
energetic play, both and feelings and giving
my concerns and involve others where education for every child, every week.
outdoors and indoors. and accepting feedback.
necessary HWB 0-25a HWB 1-24a
 learn about where to find help and resources to
inform choices
 assess and manage risk and understand the Dance I have the opportunity and
I enjoy creating short
impact of risk-taking behaviour dance sequences, using
freedom to choose and
Through dance, learners have rich travel, turn, jump, gesture,
 reflect on my strengths and skills to help me explore ways that I can
pause and fall, within safe
opportunities to be creative and to move rhythmically,
make informed choices when planning my next practice.
experience inspiration and enjoyment. expressively and playfully.
steps EXA 1-08a
Creating and performing will be the core EXA 0-08a
 acknowledge diversity and understand that it is
activities for all learners, and taking part in
everyone’s responsibility to challenge
dance contributes to their physical
discrimination. education and physical activity. Learners Inspired by a range of stimuli, I can express my ideas,
develop their technical skills and the thoughts and feelings through creative work in dance.
My learning in, through and about the quality of their movement, and use their
EXA 0-09a / EXA 1-09a / EXA 2-09a
expressive arts: imagination and skills to create and
 enables me to experience the inspiration and choreograph dance sequences. They
power of the arts further develop their knowledge and I am becoming aware of
I have opportunities to
 recognises and nurtures my creative and different features of dance
understanding and their capacity to enjoy enjoy taking part in dance
and can practise and
aesthetic talents dance through evaluating performances experiences.
perform steps, formations
 allows me to develop skills and techniques that and commenting on their work and the EXA 0-10a
and short dance.
are relevant to specific art forms and across the work of others. EXA 1-10a
four capacities
 provides opportunities for me to deepen my
understanding of culture in Scotland and the
I can respond to the experience of dance by discussing
wider world my thoughts and feelings. I can give and accept
 is enhanced and enriched through partnerships constructive comment on my own and others’ work.
with professional arts companies, creative adults EXA 0-11a / EXA 1-11a / EXA 2-11a / EXA 3-11a
and cultural organisations.
Resources
Partnerships
First Level Second Level Targets
Physical Education The Scottish Government expects schools to continue to work towards the provision of
I am discovering ways that I As I encounter new at least two hours of good quality physical education for every child, every week.
Physical education provides learners with can link actions and skills to challenges and contexts
a platform from which they can build create movement patterns for learning, I am Targets for Physical Activity
physical competences, improve aspects of and sequences. This has encouraged and ‘Let’s Make Scotland More Active’ – A strategy for physical activity recommends that
fitness, and develop personal and motivated me to practise supported to demonstrate children should accumulate at least one hour of moderate activity on most days of the
interpersonal skills and attributes. It and improve my skills to my ability to select, adapt week.
First & Second Level enables learners to develop the concepts

and skills necessary for participation in a
develop control and flow.
HWB 1-21a
and apply movement
skills and strategies,
Elements of School Activity
creatively, accurately and
Activity wide range of physical activity, sport,
dance and outdoor learning, and
with control.
HWB 2-21a / HWB 3-21a
I can expect my learning environment to enhances their physical wellbeing in
I am developing skills and I practise, consolidate and
support me to: preparation for leading a fulfilling, active
techniques and improving refine my skills to improve
and healthy lifestyle.
 develop my self-awareness, self-worth and my level of performance my performance. I am
respect for others They encounter a variety of practical and fitness. developing and sustaining
HWB 1-22a my levels of fitness.
 meet challenges, manage change and build learning experiences, including working
HWB 2-22a / HWB 3-22a
relationships on their own, with a partner and in small
Cooperation and competition
 experience personal achievement and build my and large groups, and using small and
resilience and confidence large equipment and apparatus, both I can follow and understand While working and
 understand and develop my physical, mental outdoors and indoors. rules and procedures, learning with others, I
developing my ability to improve my range of
and spiritual wellbeing and social skills Learning in, through and about physical achieve personal goals. I skills, demonstrate tactics
 understand how what I eat, how active I am and education is enhanced by participating on recognise and can adopt and achieve identified
how decisions I make about my behaviour and a regular basis in a wide range of different roles in a range of goals.
relationships affect my physical and mental purposeful, challenging, progressive and practical activities HWB 2-23a
wellbeing enjoyable physical activities with choice HWB 1-23a
 participate in a wide range of activities which built in for all learners. The Scottish Evaluating and appreciating
promote a healthy lifestyle Government expects schools to continue I can recognise progress By reflecting on my own
 understand that adults in my school community to work towards the provision of at least and achievement by and others’ work and
have a responsibility to look after me, listen to two hours of good quality physical discussing my thoughts and evaluating it against
my concerns and involve others where education for every child, every week. feelings and giving and shared criteria, I can
necessary accepting feedback. recognise improvement
 learn about where to find help and resources to HWB 1-24a and achievement and use
inform choices this to progress further.
HWB 2-24a
 assess and manage risk and understand the
impact of risk-taking behaviour
 reflect on my strengths and skills to help me Dance I enjoy creating short dance I can explore and choose
sequences, using travel, movements to create and
make informed choices when planning my next
Through dance, learners have rich turn, jump, gesture, pause present dance,
steps and fall, within safe developing my skills and
opportunities to be creative and to
 acknowledge diversity and understand that it is experience inspiration and enjoyment. practice. techniques.
everyone’s responsibility to challenge Creating and performing will be the core EXA 1-08a EXA 2-08a
discrimination. activities for all learners, and taking part in
dance contributes to their physical Inspired by a range of stimuli, I can express my ideas,
My learning in, through and about the education and physical activity. Learners thoughts and feelings through creative work in dance.
expressive arts: develop their technical skills and the EXA 0-09a / EXA 1-09a / EXA 2-09a
 enables me to experience the inspiration and quality of their movement, and use their
power of the arts imagination and skills to create and
I am becoming aware of I have taken part in dance
 recognises and nurtures my creative and choreograph dance sequences. They different features of dance from a range of styles and
aesthetic talents further develop their knowledge and and can practise and cultures, demonstrating
 allows me to develop skills and techniques that understanding and their capacity to enjoy perform steps, formations my awareness of the
are relevant to specific art forms and across the dance through evaluating performances and short dance. dance features.
four capacities and commenting on their work and the EXA 1-10a EXA 2-10a
 provides opportunities for me to deepen my work of others.
understanding of culture in Scotland and the
wider world I can respond to the experience of dance by discussing
 is enhanced and enriched through partnerships my thoughts and feelings. I can give and accept
with professional arts companies, creative adults constructive comment on my own and others’ work.
and cultural organisations. EXA 0-11a / EXA 1-11a / EXA 2-11a / EXA 3-11a
Resources
Partnerships
Second Level Third Level Fourth Level Targets
Movement skills, competencies and concepts
Physical Education
As I encounter new challenges and contexts for As I encounter a variety of challenges and Targets for Physical Education
Physical education provides learners contexts for learning, I am encouraged and The Scottish Government expects schools to continue to work
learning, I am encouraged and supported to
with a platform from which they can supported to demonstrate my ability to select towards the provision of at least two hours of good quality
demonstrate my ability to select, adapt and apply
build physical competences, improve and apply a wide range of complex movement physical education for every child, every week.
movement skills and strategies, creatively,
aspects of fitness, and develop skills and strategies, creatively, accurately and
accurately and with control. with consistency and control.
personal and interpersonal skills and Targets for Physical Activity
Second to Fourth attributes. It enables learners to
develop the concepts and skills
HWB 2-21a / HWB 3-21a
HWB 4-21a ‘Let’s Make Scotland More Active’ – A strategy for physical
activity recommends that children should accumulate at least
I practise, consolidate and refine my skills to I can organise my time to practise, consolidate
Level Activity necessary for participation in a wide
range of physical activity, sport,
improve my performance. I am developing and
sustaining my levels of fitness.
and refine my skills to achieve my highest quality
performance in a range of contexts. I am
one hour of moderate activity on most days of the week.
I can expect my learning environment dance and outdoor learning, and developing and sustaining my level of
to support me to: enhances their physical wellbeing in HWB 2-22a / HWB 3-22a performance across all aspects of fitness Elements of School Activity
preparation for leading a fulfilling, HWB 4-22a
 develop my self-awareness, self-worth active and healthy lifestyle. Cooperation and competition
and respect for others They encounter a variety of practical While working and I am developing the While learning together, and in leadership
 meet challenges, manage change and learning experiences, including learning with others, I skills to lead and situations, I can:
build relationships working on their own, with a partner improve my range of recognise strengths of  experience different roles and take
 experience personal achievement and and in small and large groups, and skills, demonstrate tactics group members, responsibility in organising a physical event
using small and large equipment and including myself. I  contribute to a supportive and inclusive
build my resilience and confidence and achieve identified contribute to groups environment
 understand and develop my physical, apparatus, both outdoors and goals.
indoors.
and teams through my  demonstrate behaviour that contributes to fair
HWB 2-23a
mental and spiritual wellbeing and social knowledge of individual play
skills Learning in, through and about strengths, group  HWB 4-23a
tactics, and strategies
 understand how what I eat, how active I physical education is enhanced by
HWB 3-23a
am and how decisions I make about my participating on a regular basis in a
wide range of purposeful, Evaluating and appreciating
behaviour and relationships affect my
challenging, progressive and By reflecting on my own I can analyse and
physical and mental wellbeing enjoyable physical activities with
I can:
and others’ work and discuss elements of my  observe closely, reflect, describe and analyse
 participate in a wide range of activities choice built in for all learners. The own and others’ work,
evaluating it against key aspects of my own and others’
which promote a healthy lifestyle Scottish Government expects recognising strengths performances
shared criteria, I can
 understand that adults in my school schools to continue to work towards recognise improvement
and identifying areas
 make informed judgements, specific to an
the provision of at least two hours of where improvements
community have a responsibility to look and achievement and use activity
can be made.
after me, listen to my concerns and good quality physical education for this to progress further. monitor and take responsibility for improving
every child, every week. my own performance based on recognition of
involve others where necessary HWB 2-24a
personal strengths and development needs.
 learn about where to find help and HWB 3-24a
HWB 4-24a
resources to inform choices
understand the impact of risk-taking Dance I can explore and choose I have created and I can apply my performance skills to dance
behaviour movements to create and taken part in dance with accuracy, control, body awareness,
Through dance, learners have rich present dance, from a range of sensitivity and movement flow. I can
 reflect on my strengths and skills to help opportunities to be creative and to developing my skills and styles and cultures. communicate my artistic intention and take
me make informed choices when experience inspiration and techniques. account of different audience groups.
planning my next steps enjoyment. Creating and performing EXA 2-08a EXA 3-08a EXA 4-08a
 acknowledge diversity and understand will be the core activities for all
I can apply theatre arts technology to add
that it is everyone’s responsibility to learners, and taking part in dance
contributes to their physical excitement and drama to performances.
challenge discrimination. EXA 4-08b
education and physical activity.
Learners develop their technical Inspired by a range of I can select ideas from a range of stimuli to
My learning in, through and about the
skills and the quality of their stimuli, I can express my choreograph dance motifs in creative ways.
expressive arts: movement, and use their imagination ideas, thoughts and EXA 4-09a
 enables me to experience the inspiration and skills to create and choreograph feelings through creative
and power of the arts dance sequences. They further work in dance.
 recognises and nurtures my creative and develop their knowledge and EXA 0-09a / EXA 1-09a /
aesthetic talents understanding and their capacity to EXA 2-09a
enjoy dance through evaluating
 allows me to develop skills and I have taken part in dance I can participate in dance styles and
performances and commenting on
techniques that are relevant to specific from a range of styles and activities which challenge and extend my
their work and the work of others.
art forms and across the four capacities cultures, demonstrating repertoire of movement and my knowledge
 provides opportunities for me to deepen my awareness of the of the styles and cultures of dance.
dance features. EXA 4-10a
my understanding of culture in Scotland
EXA 2-10a
and the wider world
 is enhanced and enriched through I can respond to the experience of dance by I can analyse technical aspects of dance,
partnerships with professional arts discussing my thoughts and feelings. I can give make informed judgements and express
companies, creative adults and cultural and accept constructive comment on my own and personal opinions on my own and others’
others’ work. work.
organisations. EXA 0-11a / EXA 1-11a / EXA 2-11a / EXA 3-11a EXA 4-11a
Resources
Partnerships
Physical Activity and Sport Elements of Activity at this level
Early Level First Level Targets
Physical Education Targets for Physical Education
I am learning to move my I am discovering ways that I The Scottish Government expects schools to continue to work towards the
Physical education provides learners with a platform from body well, exploring how can link actions and skills to provision of at least two hours of good quality physical education for every
which they can build physical competences, improve aspects to manage and control it create movement patterns and child, every week.
of fitness, and develop personal and interpersonal skills and and finding out how to use sequences. This has motivated
attributes. It enables learners to develop the concepts and Targets for Physical Activity
and share space. me to practise and improve my
skills necessary for participation in a wide range of physical HWB 0-21a
‘Let’s Make Scotland More Active’ – A strategy for physical activity
skills to develop control and
recommends that children should accumulate at least one hour of
Early & First activity, sport, dance and outdoor learning, and enhances their
physical wellbeing in preparation for leading a fulfilling, active
flow. HWB 1-21a
moderate activity on most days of the week.
and healthy lifestyle. I am developing my I am developing skills and Elements of an Active School
Level Activity They encounter a variety of practical learning experiences,
movement skills through
practice and energetic
techniques and improving my
level of performance and Active Travel
including working on their own, with a partner and in small and
I can expect my learning large groups, and using small and large equipment and
play. fitness.
HWB 1-22a
environment to support me to: apparatus, both outdoors and indoors. HWB 0-22a
 develop my self-awareness, self-worth Learning in, through and about physical education is enhanced Cooperation and competition
by participating on a regular basis in a wide range of
and respect for others I am aware of my own I can follow and understand
purposeful, challenging, progressive and enjoyable physical and others’ needs and
 meet challenges, manage change and activities with choice built in for all learners. The Scottish
rules and procedures,
feelings especially when developing my ability to
build relationships Government expects schools to continue to work towards the taking turns and sharing achieve personal goals. I
 experience personal achievement and provision of at least two hours of good quality physical resources. I recognise the recognise and can adopt
build my resilience and confidence education for every child, every week. need to follow rules. different roles in a range of
 understand and develop my physical, HWB 0-23a
practical activities.
HWB 1-23a
mental and spiritual wellbeing and Evaluating and appreciating
social skills Active Classrooms
 understand how what I eat, how active By exploring and I can recognise progress and
observing movement, I achievement by discussing my
I am and how decisions I make about can describe what I have thoughts and feelings and
my behaviour and relationships affect learned about it. giving and accepting feedback.
my physical and mental wellbeing HWB 1-24a
 participate in a wide range of activities HWB 0-24a
Physical activity and sport
which promote a healthy lifestyle Physical activity and sport
 understand that adults in my school In addition to planned physical education sessions, physical
I am enjoying daily Within and beyond my
opportunities to place of learning I am enjoying
community have a responsibility to activity and sport take place in the classroom, in the school,
participate in different daily opportunities to
look after me, listen to my concerns during travel such as walking and cycling, in the outdoor
kinds of energetic play, participate in physical activities
and involve others where necessary environment and in the community. Learning in, through and
both outdoors and and sport, making use of Active Playgrounds and Environments
about physical activity and sport is enhanced by participating
 learn about where to find help and in a wide range of purposeful and enjoyable physical pursuits
indoors. available indoor and outdoor
HWB 0-25a space.
resources to inform choices at break times, lunchtimes, within and beyond the place of
HWB 1-25a
 assess and manage risk and learning.
understand the impact of risk-taking The experiences and outcomes are intended to establish a
behaviour pattern of daily physical activity which, research has shown, is
 reflect on my strengths and skills to most likely to lead to sustained physical activity in adult life.
Experiences and outcomes should also open up opportunities
help me make informed choices when for learners to participate and perform at their highest level in
planning my next steps sport and, if interested, pursue careers in the health and
 acknowledge diversity and understand leisure industries.
that it is everyone’s responsibility to
Physical activity and health Activity and Clubs
challenge discrimination. Physical activity and health
I know that being active is I am aware of the role physical
Learners develop an understanding of their physical health
1 a healthy way to be. activity plays in keeping me
Health and wellbeing experiences and and the contribution made by participation in physical HWB 0-27a healthy and know that I also
outcomes which are the responsibility of all education, physical activity and sport to keeping them healthy
need to sleep and rest, to look
adults working together are shown in italics. and preparing them for life beyond school. They investigate
after my body.
the relationship between diet and physical activity and their HWB 1-27a
Because of the nature of development and role in the prevention of obesity.
learning in health and wellbeing, many of the I can describe how I feel I understand that my body
experiences and outcomes are written to after taking part in needs energy to function and
span two or more levels. They should be energetic activities and I that this comes from the food I
regularly revisited through a wide range of am becoming aware of eat. I am exploring how
some of the changes that physical activity contributes to
relevant and realistic learning experiences to
take place in my body. my health and wellbeing.
ensure that every child and young person is HWB 0-28a HWB 1-28a
progressing in his or her development and
learning.
Resources
Partnerships
Physical Activity and Sport Elements of Activity at this level
First Level Second Level Targets
Physical Education Targets for Physical Education
I am discovering ways that I can As I encounter new challenges and The Scottish Government expects schools to continue to work
Physical education provides learners with a platform link actions and skills to create contexts for learning, I am
from which they can build physical competences, towards the provision of at least two hours of good quality physical
movement patterns and encouraged and supported to education for every child, every week.
improve aspects of fitness, and develop personal and sequences. This has motivated demonstrate my ability to select,
interpersonal skills and attributes. It enables learners to me to practise and improve my adapt and apply movement skills Targets for Physical Activity
develop the concepts and skills necessary for skills to develop control and flow. and strategies, creatively, ‘Let’s Make Scotland More Active’ – A strategy for physical activity
First & Second participation in a wide range of physical activity, sport,
dance and outdoor learning, and enhances their
HWB 1-21a accurately and with control.
HWB 2-21a / HWB 3-21a
recommends that children should accumulate at least one hour of
moderate activity on most days of the week.
physical wellbeing in preparation for leading a fulfilling,
Level Activity active and healthy lifestyle. I am developing skills and
techniques and improving my
I practise, consolidate and refine
my skills to improve my
Elements of an Active School
I can expect my learning They encounter a variety of practical learning level of performance and fitness. performance. I am developing and Active Travel
experiences, including working on their own, with a HWB 1-22a sustaining my levels of fitness.
environment to support me to: partner and in small and large groups, and using small HWB 2-22a / HWB 3-22a
and large equipment and apparatus, both outdoors and
 develop my self-awareness, self-worth indoors.
Cooperation and competition
and respect for others I can follow and understand rules While working and learning with
Learning in, through and about physical education is
 meet challenges, manage change and enhanced by participating on a regular basis in a wide
and procedures, developing my others, I improve my range of skills,
ability to achieve personal goals. I demonstrate tactics and achieve
build relationships range of purposeful, challenging, progressive and recognise and can adopt different identified goals.
 experience personal achievement and enjoyable physical activities with choice built in for all roles in a range of practical HWB 2-23a
build my resilience and confidence learners. The Scottish Government expects schools to activities
continue to work towards the provision of at least two
 understand and develop my physical, hours of good quality physical education for every child,
HWB 1-23a
mental and spiritual wellbeing and Evaluating and appreciating Active Classrooms
every week.
social skills I can recognise progress and By reflecting on my own and others’
 understand how what I eat, how active achievement by discussing my work and evaluating it against
thoughts and feelings and giving shared criteria, I can recognise
I am and how decisions I make about
and accepting feedback. improvement and achievement and
my behaviour and relationships affect use this to progress further.
HWB 1-24a
my physical and mental wellbeing HWB 2-24a
 participate in a wide range of activities Physical activity and sport Physical activity and sport
which promote a healthy lifestyle Within and beyond my I am experiencing enjoyment and
In addition to planned physical education sessions,
 understand that adults in my school place of learning I am enjoying achievement on a daily basis by
physical activity and sport take place in the classroom,
community have a responsibility to in the school, during travel such as walking and cycling,
daily opportunities to participate in taking part in different kinds of
look after me, listen to my concerns physical activities and sport, energetic physical activities of my
in the outdoor environment and in the community. Active Playgrounds and Environments
making use of available indoor choosing, including sport and
and involve others where necessary Learning in, through and about physical activity and
and outdoor space. opportunities for outdoor learning,
 learn about where to find help and sport is enhanced by participating in a wide range of
HWB 1-25a available at my place of learning
purposeful and enjoyable physical pursuits at break
resources to inform choices times, lunchtimes, within and beyond the place of
and in the wider community.
 assess and manage risk and learning.
HWB 2-25a / HWB 3-25a
understand the impact of risk-taking The experiences and outcomes are intended to
I have investigated the role of sport
behaviour and the opportunities it may offer
establish a pattern of daily physical activity which,
me. I am able to access
 reflect on my strengths and skills to research has shown, is most likely to lead to sustained
opportunities for participation in
help me make informed choices when physical activity in adult life. Experiences and outcomes
sport and the development of my
planning my next steps should also open up opportunities for learners to
performance in my place of learning
participate and perform at their highest level in sport
 acknowledge diversity and understand and, if interested, pursue careers in the health and
and beyond.
HWB 2-26a / HWB 3-26a
that it is everyone’s responsibility to leisure industries. Activity and Clubs
Physical activity and health
1
Health and wellbeing experiences and I am aware of the role physical I can explain why I need to be
Learners develop an understanding of their physical
outcomes which are the responsibility of all activity plays in keeping me active on a daily basis to maintain
health and the contribution made by participation in
healthy and know that I also need good health and try to achieve a
adults working together are shown in italics. physical education, physical activity and sport to
to sleep and rest, to look after my good balance of sleep, rest and
keeping them healthy and preparing them for life
Because of the nature of development and body physical activity.
beyond school. They investigate the relationship HWB 1-27a HWB 2-27a / HWB 3-27a
learning in health and wellbeing, many of the between diet and physical activity and their role in the
experiences and outcomes are written to prevention of obesity. I understand that my body needs I can explain the links between the
span two or more levels. They should be energy to function and that this energy I use while being physically
regularly revisited through a wide range of comes from the food I eat. I am active, the food I eat, and my health
relevant and realistic learning experiences to exploring how physical activity and wellbeing.
ensure that every child and young person is contributes to my health and HWB 2-28a / HWB 3-28a
progressing in his or her development and wellbeing
HWB 1-28a
learning.
Resources
Partnerships
Elements of Activity at this level
Physical Activity and Sport
Second Level Third Level Fourth Level Targets
Physical Education The Scottish Government expects schools to continue to work towards the
As I encounter new challenges and contexts for As I encounter a variety of challenges and contexts for
Physical education provides learners with provision of at least two hours of good quality physical education for every
learning, I am encouraged and supported to learning, I am encouraged and supported to
a platform from which they can build child, every week.
demonstrate my ability to select, adapt and apply demonstrate my ability to select and apply a wide range Targets for Physical Activity
physical competences, improve aspects
Second to of fitness, and develop personal and
movement skills and strategies, creatively,
accurately and with control.
of complex movement skills and strategies, creatively,
accurately and with consistency and control.
‘Let’s Make Scotland More Active’ – A strategy for physical activity
recommends that children should accumulate at least one hour of moderate
interpersonal skills and attributes. It HWB 2-21a / HWB 3-21a HWB 4-21a
Fourth Level enables learners to develop the concepts I practise, consolidate and refine my skills to I can organise my time to practise, consolidate and
activity on most days of the week.
and skills necessary for participation in a Elements of an Active School

Activity wide range of physical activity, sport,
improve my performance. I am developing and
sustaining my levels of fitness.
refine my skills to achieve my highest quality
performance in a range of contexts. I am developing Active Travel
I can expect my learning dance and outdoor learning, and HWB 2-22a / HWB 3-22a and sustaining my level of performance across all
enhances their physical wellbeing in aspects of fitness HWB 4-22a
environment to support me
preparation for leading a fulfilling, active Cooperation and competition
to: and healthy lifestyle.
While working and I am developing the skills While learning together, and in leadership situations, I
 develop my self-awareness, They encounter a variety of practical learning with others, I to lead and recognise can:
self-worth and respect for learning experiences, including working improve my range of strengths of group  experience different roles and take responsibility in
others on their own, with a partner and in small skills, demonstrate members, including myself. organising a physical event
 meet challenges, manage and large groups, and using small and tactics and achieve I contribute to groups and  contribute to a supportive and inclusive environment
change and build large equipment and apparatus, both identified goals. teams through my  demonstrate behaviour that contributes to fair play
relationships outdoors and indoors.
HWB 2-23a knowledge of individual  HWB 4-23a
strengths, group tactics,
 experience personal
Learning in, through and about physical and strategies
achievement and build my HWB 3-23a
resilience and confidence education is enhanced by participating on
 understand and develop my a regular basis in a wide range of Evaluating and appreciating Active Classrooms
physical, mental and spiritual purposeful, challenging, progressive and By reflecting on my I can analyse and discuss I can:
wellbeing and social skills enjoyable physical activities with choice own and others’ work elements of my own and  observe closely, reflect, describe and analyse key
 understand how what I eat, built in for all learners. The Scottish and evaluating it others’ work, recognising aspects of my own and others’ performances
how active I am and how Government expects schools to continue against shared strengths and identifying  make informed judgements, specific to an activity
to work towards the provision of at least criteria, I can areas where improvements monitor and take responsibility for improving my own
decisions I make about my
two hours of good quality physical recognise can be made. performance based on recognition of personal
behaviour and relationships improvement and
education for every child, every week. strengths and development needs.
affect my physical and achievement and use HWB 3-24a HWB 4-24a
mental wellbeing this to progress
 participate in a wide range of further. HWB 2-24a
activities which promote a
healthy lifestyle Physical activity and sport
 understand that adults in my
Physical activity and sport
I am experiencing enjoyment and achievement on a I continue to enjoy daily participation in moderate to
school community have a In addition to planned physical education daily basis by taking part in different kinds of vigorous physical activity and sport and can
responsibility to look after sessions, physical activity and sport take energetic physical activities of my choosing, demonstrate my understanding that it can:
me, listen to my concerns place in the classroom, in the school, during including sport and opportunities for outdoor
and involve others where travel such as walking and cycling, in the learning, available at my place of learning and in the  contribute to and promote my learning
outdoor environment and in the community.  develop my fitness and physical and mental Active Playgrounds and Environments
necessary wider community.
Learning in, through and about physical HWB 2-25a / HWB 3-25a wellbeing
 learn about where to find
help and resources to inform
activity and sport is enhanced by participating  develop my social skills, positive attitudes and
in a wide range of purposeful and enjoyable values
choices physical pursuits at break times, lunchtimes,
 make an important contribution to living a healthy
 assess and manage risk and within and beyond the place of learning. lifestyle. HWB 4-25a
understand the impact of The experiences and outcomes are intended
risk-taking behaviour I have investigated the role of sport and the I can explain the role of sport in cultural heritage and
to establish a pattern of daily physical activity
 reflect on my strengths and opportunities it may offer me. I am able to access have explored the opportunities available for me to
which, research has shown, is most likely to
opportunities for participation in sport and the participate in school sport and sporting events. I make
skills to help me make lead to sustained physical activity in adult life.
development of my performance in my place of use of participation and performance pathways that
informed choices when Experiences and outcomes should also open
learning and beyond. allow me to continue and extend my sporting
planning my next steps up opportunities for learners to participate and
HWB 2-26a / HWB 3-26a experience in my place of learning and beyond.
 acknowledge diversity and perform at their highest level in sport and, if
HWB 4-26a
interested, pursue careers in the health and
understand that it is
leisure industries.
everyone’s responsibility to Activity and Clubs
challenge discrimination. Physical activity and health
1
Health and wellbeing experiences and I can explain why I need to be active on a daily
outcomes which are the responsibility of all Learners develop an understanding of basis to maintain good health and try to achieve a
adults working together are shown in italics. their physical health and the contribution good balance of sleep, rest and physical activity.
Because of the nature of development and made by participation in physical HWB 2-27a / HWB 3-27a
experiences and outcomes are written to education, physical activity and sport to I can explain the links between the energy I use I have investigated factors which can influence
span two or more levels. They should be keeping them healthy and preparing them while being physically active, the food I eat, and my participation in physical activity and food choices, and
regularly revisited through a wide range of for life beyond school. They investigate health and wellbeing. the impact of activity on population health in the
relevant and realistic learning experiences to the relationship between diet and physical HWB 2-28a / HWB 3-28a Scottish and wider contexts. I can use this information
ensure that every child and young person is
progressing in his or her development and activity and their role in the prevention of to discuss policies and inform my own health choices.
learning. obesity. HWB 4-28a
Resources
Partnerships
Food and Health Targets
Learners develop their understanding of a healthy diet, which is one composed of a variety and
balance of foods and drinks. They acquire knowledge and skills to make healthy food choices
and help to establish lifelong healthy eating habits. They develop an appreciation that eating can
be an enjoyable activity and understand the role of food within social and cultural contexts. They
explore how the dietary needs of individuals and groups vary through life stages, for example
during pregnancy and puberty, and the role of breastfeeding during infancy.
Learners develop knowledge and understanding of safe and hygienic practices and their
Early and First importance to health and wellbeing and apply these in practical activities and everyday routines
including good oral health. They develop awareness that food practices and choices depend on
Levels many factors including availability, sustainability, season, cost, religious beliefs, culture, peer
pressure, advertising and the media.
I can expect my learning
environment to support me to: Early Level First Level Elements of School Activity
 develop my self-awareness, self-worth Nutrition I enjoy eating a diversity of foods in a range of social situations.
and respect for others
build relationships
 experience personal achievement and
build my resilience and confidence Together we enjoy handling, By investigating the range of
tasting, talking and learning foods available I can discuss
 understand and develop my physical, about different foods, how they contribute to a healthy
mental and spiritual wellbeing and discovering ways in which diet.
social skills eating and drinking may help HWB 1-30a
 understand how what I eat, how active us to grow and keep healthy. I experience a sense of
I am and how decisions I make about HWB 0-30a enjoyment and achievement
when preparing simple healthy
my behaviour and relationships affect foods and drinks.
my physical and mental wellbeing HWB 1-30b
which promote a healthy lifestyle I know that people need I am beginning to understand
 understand that adults in my school different kinds of food to keep that nutritional needs change at
community have a responsibility to them healthy. different stages of life, for
look after me, listen to my concerns HWB 0-32a example the role of
and involve others where necessary breastfeeding in infant nutrition.
HWB 1-32a
understand the impact of risk-taking Safe and hygienic I am becoming aware of how cleanliness, hygiene and safety can
behaviour affect health and wellbeing and I apply this knowledge in my
practices everyday routines such as taking care of my teeth.
 reflect on my strengths and skills to HWB 0-33a / HWB 1-33a
help me make informed choices when
 acknowledge diversity and understand Food and the I explore and discover where When preparing and cooking a
that it is everyone’s responsibility to consumer foods come from as I choose, variety of foods, I am becoming
prepare and taste different aware of the journeys which
challenge discrimination. foods. foods make from source to
HWB 0-35a consumer, their seasonality,
1
Health and wellbeing experiences and their local availability and their
outcomes which are the responsibility of all sustainability.
HWB 1-35a / HWB 2-35a
adults working together are shown in italics.
Because of the nature of development and I am discovering the different
learning in health and wellbeing, many of the ways that advertising and the
experiences and outcomes are written to span media can affect my choices.
two or more levels. They should be regularly HWB 1-37a
realistic learning experiences to ensure that
his or her development and learning.
Resources
Partnerships
Food and Health Targets
Learners develop their understanding of a healthy diet, which is one composed of a variety and
balance of foods and drinks. They acquire knowledge and skills to make healthy food choices
and help to establish lifelong healthy eating habits. They develop an appreciation that eating can
be an enjoyable activity and understand the role of food within social and cultural contexts. They
explore how the dietary needs of individuals and groups vary through life stages, for example
during pregnancy and puberty, and the role of breastfeeding during infancy.
Learners develop knowledge and understanding of safe and hygienic practices and their
First and Second importance to health and wellbeing and apply these in practical activities and everyday routines
including good oral health. They develop awareness that food practices and choices depend on
Levels many factors including availability, sustainability, season, cost, religious beliefs, culture, peer
pressure, advertising and the media.
I can expect my learning
environment to support me to: First Level Second Level Elements of School Activity
I enjoy eating a diversity of foods in a range of social situations.
 develop my self-awareness, self-worth Nutrition
and respect for others HWB 0-29a / HWB 1-29a / HWB 2-29a / HWB 3-29a / HWB 4-29a
build relationships By investigating the range of By applying my knowledge and
 experience personal achievement and foods available I can discuss how understanding of current healthy eating
build my resilience and confidence they contribute to a healthy diet. advice I can contribute to a healthy
HWB 1-30a
 understand and develop my physical, eating plan.
HWB 2-30a
mental and spiritual wellbeing and I experience a sense of enjoyment
social skills and achievement when preparing
simple healthy foods and drinks.
 understand how what I eat, how active HWB 1-30b
my behaviour and relationships affect I am beginning to understand that I understand that people at different life
my physical and mental wellbeing nutritional needs change at stages have differing nutritional needs
 participate in a wide range of activities different stages of life, for and that some people may eat or avoid
which promote a healthy lifestyle example the role of breastfeeding certain foods.
in infant nutrition. HWB 2-32a
 understand that adults in my school HWB 1-32a
community have a responsibility to
look after me, listen to my concerns I am becoming aware of how Having learned about cleanliness,
and involve others where necessary Safe and cleanliness, hygiene and safety hygiene and safety, I can apply these
 learn about where to find help and hygienic can affect health and wellbeing principles to my everyday routines,
practices and I apply this knowledge in my understanding their importance to health
everyday routines such as taking and wellbeing.
 assess and manage risk and care of my teeth. HWB 2-33a
understand the impact of risk-taking HWB 0-33a / HWB 1-33a
behaviour
 reflect on my strengths and skills to Food and the
Through exploration and discussion, I
help me make informed choices when can understand that food practices and
consumer preferences are influenced by factors
planning my next steps such as food sources, finance, culture
 acknowledge diversity and understand and religion.
that it is everyone’s responsibility to 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
1 local availability and their sustainability.
Health and wellbeing experiences and HWB 1-35a / HWB 2-35a
outcomes which are the responsibility of all
By investigating food labelling systems, I
adults working together are shown in italics.
can begin to understand how to use
Because of the nature of development and them to make healthy food choices.
HWB 2-36a
experiences and outcomes are written to span
I am discovering the different I can understand how advertising and
two or more levels. They should be regularly ways that advertising and the the media are used to influence
revisited through a wide range of relevant and media can affect my choices. consumers.
realistic learning experiences to ensure that HWB 1-37a HWB 2-37a
Resources
Partnerships
Food and Health
Learners develop their understanding of a healthy diet, which is one composed of a variety and balance of foods and drinks. They acquire knowledge and skills to make healthy food choices and help to
establish lifelong healthy eating habits. They develop an appreciation that eating can be an enjoyable activity and understand the role of food within social and cultural contexts. They explore how the
dietary needs of individuals and groups vary through life stages, for example during pregnancy and puberty, and the role of breastfeeding during infancy.
Learners develop knowledge and understanding of safe and hygienic practices and their importance to health and wellbeing and apply these in practical activities and everyday routines including good oral
health. They develop awareness that food practices and choices depend on many factors including availability, sustainability, season, cost, religious beliefs, culture, peer pressure, advertising and the
media.
Second Level Third Level Fourth Level Elements of School Activity
I enjoy eating a diversity of foods in a range of social situations.
Second, Third & Nutrition HWB 0-29a / HWB 1-29a / HWB 2-29a / HWB 3-29a / HWB 4-29a
Fourth Levels By applying my knowledge and

understanding of current healthy
By taking part in practical food
activities and taking account of current
Having researched food and health
policy, and dietary legislation, I can
eating advice I can contribute to a healthy eating advice, I can prepare explain how this impacts on
I can expect my learning healthy eating plan. healthy foods to meet identified needs. individuals, the community and the
HWB 2-30a HWB 3-30a world of work. HWB 4-30a
environment to support me to:
Through practical activities using I can apply my knowledge and
 develop my self-awareness, self-worth different foods and drinks, I can understanding of nutrition, current
and respect for others identify key nutrients, their sources and healthy eating advice and the needs of
 meet challenges, manage change and functions, and demonstrate the links different groups in the community
build relationships between energy, nutrients and health. when planning, choosing, cooking and
HWB 3-31a evaluating dishes. HWB 4-31a
build my resilience and confidence I understand that people at different I am developing my understanding of Having identified diet-related
 understand and develop my physical, life stages have differing nutritional the nutritional needs of people who conditions, I can adapt and cook
needs and that some people may have different conditions and recipes to suit individual needs.
mental and spiritual wellbeing and HWB 4-32a
eat or avoid certain foods. requirements.
social skills HWB 2-32a HWB 3-32a
Having assessed how lifestyle or life
 understand how what I eat, how active
stages can impact on people’s
I am and how decisions I make about nutritional needs, I can explain how
my behaviour and relationships affect these needs are met. HWB 4-32b
Having learned about cleanliness, I can apply food safety principles when Having explored the conditions for
 participate in a wide range of activities Safe and hygiene and safety, I can apply buying, storing, preparing, cooking and bacterial growth, I can use this
which promote a healthy lifestyle hygienic these principles to my everyday consuming food. knowledge to inform my practice and
 understand that adults in my school practices routines, understanding their HWB 3-33a control food safety risks.
community have a responsibility to importance to health and wellbeing. HWB 4-33a
look after me, listen to my concerns HWB 2-33a
and involve others where necessary Through exploration and Having explored a range of issues which may affect food choice, I can discuss
Food and discussion, I can understand that how this could impact on the individual’s health.
resources to inform choices the food practices and preferences are HWB 3-34a / HWB 4-34a
 assess and manage risk and consumer influenced by factors such as food
sources, finance, culture and
understand the impact of risk-taking religion. HWB 2-34a
behaviour
 reflect on my strengths and skills to When preparing and cooking a Having investigated the effects of food
help me make informed choices when variety of foods, I am becoming processing on the nutritional value of
planning my next steps aware of the journeys which foods foods, I can critically assess the place
make from source to consumer, of processed foods in a healthy
 acknowledge diversity and understand their seasonality, their local balanced diet.
that it is everyone’s responsibility to availability and their sustainability. HWB 4-35a
challenge discrimination. HWB 1-35a / HWB 2-35a
1
Health and wellbeing experiences and
By investigating food labelling Using my knowledge of nutrition and I have examined and evaluated food Targets
systems, I can begin to understand current healthy eating advice, I can packaging and can understand the
outcomes which are the responsibility of all how to use them to make healthy evaluate the information on food legal requirements for manufacturers.
adults working together are shown in italics. food choices. packaging, enabling me to make HWB 4-36a
HWB 2-36a informed choices when preparing and
Because of the nature of development and cooking healthy dishes. HWB 3-36a
I can understand how advertising By investigating different influences on
and the media are used to influence the consumer, I can discuss how
two or more levels. They should be regularly consumers. consumers can be influenced by
revisited through a wide range of relevant and HWB 2-37a external sources. HWB 4-37a
I can explain basic legal rights and
every child and young person is progressing in responsibilities of the consumer,
his or her development and learning. recognising the agencies that can
help. HWB 4-37b
Resources
Partnerships
Substance Misuse Targets
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 life choices. The experiences
and outcomes will enable learners to make informed personal
choices with the aim of promoting healthy lifestyles.
Early / First Early Level First Level Elements of School Activity
Level Activity I understand there are I know that there are
I can expect my learning things I should not touch medicines and some other
environment to support me to: or eat and how to keep substances that can be
myself safe, and I am used in a safe way to
 develop my self-awareness, self-worth learning what is meant by improve health and I am
and respect for others medicines and harmful becoming aware of how
 meet challenges, manage change and substances. choices I make can affect
build relationships my health and wellbeing.
 experience personal achievement and HWB 0-38a
build my resilience and confidence HWB 1-38a
 understand and develop my physical,
mental and spiritual wellbeing and
social skills
 understand how what I eat, how active I
am and how decisions I make about my
physical and mental wellbeing
community have a responsibility to I can show ways of getting I know how to react in
look after me, listen to my concerns help in unsafe situations unsafe situations and
and involve others where necessary and emergencies. emergencies.
resources to inform choices HWB 0-42a HWB 1-42a
understand the impact of risk-taking
behaviour
 reflect on my strengths and skills to
 acknowledge diversity and understand
1
together are shown in italics.
Because of the nature of development and
two or more levels. They should be regularly
Resources
Partnerships
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 life choices. The experiences
and outcomes will enable learners to make informed personal
choices with the aim of promoting healthy lifestyles.
First / Second First Level Second Level Elements of School Activity
Level Activity I know that there are I understand the effect that a
I can expect my learning medicines and some other range of substances including
environment to support me to: substances that can be used tobacco and alcohol can have
in a safe way to improve on the body.
 develop my self-awareness, self-worth health and I am becoming HWB 2-38a
and respect for others aware of how choices I make
 meet challenges, manage change and can affect my health and
I know that popular culture,
build relationships wellbeing.
the media and peer groups as
HWB 1-38a well as my own attitudes and
build my resilience and confidence values can influence how I
 understand and develop my physical, feel about substance use and
mental and spiritual wellbeing and recognise the impact this may
social skills have on my actions.
 understand how what I eat, how active I HWB 2-39a / HWB 3-39a
I know that alcohol and drugs
physical and mental wellbeing can affect people’s ability to
 participate in a wide range of activities make decisions.
which promote a healthy lifestyle HWB 2-40a
community have a responsibility to
and involve others where necessary
I can identify the different
I know how to react in unsafe
resources to inform choices kinds of risks associated with
situations and emergencies.
 assess and manage risk and the use and misuse of a range
understand the impact of risk-taking HWB 1-42a of substances.
behaviour HWB 2-41a
 acknowledge diversity and understand I know of actions I can take to
that it is everyone’s responsibility to help someone in an
challenge discrimination. emergency.
HWB 2-42a
1
together are shown in italics.
learning in health and wellbeing, many of the I understand the impact that
experiences and outcomes are written to span misuse of substances can
two or more levels. They should be regularly have on individuals, their
revisited through a wide range of relevant and families and friends.
realistic learning experiences to ensure that HWB 2-43a
Resources
Partnerships
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 life choices. The
experiences and outcomes will enable learners to make informed personal choices with the aim
of promoting healthy lifestyles.
Second, Third & I understand the effect

that a range of
I understand the positive effects that some substances can
have on the mind and body but I am also aware of the
substances including negative and serious physical, mental, emotional, social and
Fourth Level tobacco and alcohol can legal consequences of the misuse of substances.
have on the body. HWB 3-38a / HWB 4-38a
Activity HWB 2-38a
I can expect my learning I know that popular culture, the media and peer groups Through investigation, I can
environment to support me to: as well as my own attitudes and values can influence explain how images of
how I feel about substance use and recognise the impact substance use and misuse
 develop my self-awareness, self-worth this may have on my actions. can influence people’s
and respect for others behaviour.
 meet challenges, manage change and HWB 2-39a / HWB 3-39a HWB 4-39a
build relationships
I know that alcohol and I am developing a range of skills which can support decision
 experience personal achievement and drugs can affect people’s making about substance use. I can demonstrate strategies
build my resilience and confidence ability to make decisions. for making informed choices to maintain and improve my
 understand and develop my physical, HWB 2-40a health and wellbeing and can apply these in situations that
mental and spiritual wellbeing and may be stressful or challenging, or involve peer pressure.
social skills HWB 3-40a / HWB 4-40a
 understand how what I eat, how active
I am and how decisions I make about I know how to access information and support for
substance-related issues.
my behaviour and relationships affect
HWB 3-40b / HWB 4-40b
 participate in a wide range of activities I can identify the different After assessing options and the consequences of my
which promote a healthy lifestyle kinds of risks associated decisions, I can identify safe and unsafe behaviours and
 understand that adults in my school with the use and misuse actions.
community have a responsibility to of a range of substances. HWB 3-41a / HWB 4-41a
look after me, listen to my concerns HWB 2-41a
I know that the use of alcohol and drugs can affect
and involve others where necessary behaviour and the decisions that people make about
 learn about where to find help and relationships and sexual health.
resources to inform choices HWB 3-41b / HWB 4-41b
I know of actions I can I know the action I should take in the management of
take to help someone in incidents and emergencies related to substance misuse.
behaviour an emergency. HWB 3-42a / HWB 4-42a
 reflect on my strengths and skills to HWB 2-42a
planning my next steps I understand the impact I understand the impact that ongoing misuse of substances
 acknowledge diversity and understand that misuse of substances can have on a person’s health, future life choices and
that it is everyone’s responsibility to can have on individuals, options.
challenge discrimination. their families and friends. HWB 3-43a / HWB 4-43a
HWB 2-43a
1
Health and wellbeing experiences and Through investigating By researching the impact of
outcomes which are the responsibility of all substance misuse in my substance misuse nationally
adults working together are shown in italics. local community I can reflect and internationally I can
Because of the nature of development and on specific issues, and explain similarities and
learning in health and wellbeing, many of the discuss how they are being differences among
experiences and outcomes are written to span addressed. communities.
two or more levels. They should be regularly HWB 3-43b HWB 4-43b
revisited through a wide range of relevant and I understand the local,
realistic learning experiences to ensure that national and international
every child and young person is progressing in impact of substance misuse.
his or her development and learning. HWB 4-43c
Resources
Partnerships
Relationships, Sexual Health and Parenthood Targets
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. They develop their
understanding of the complex roles and responsibilities of being a parent or carer.
Early Level First Level Elements of School Activity

Early and First I am aware of how friendships are formed and that likes, dislikes, special qualities
and needs can influence relationships.
Level Activity HWB 0-44a / HWB 1-44a
I can expect my learning I understand positive things about friendships and relationships but when
environment to support me to: something worries or upsets me I know who I should talk to.
 develop my self-awareness, self-worth HWB 0-44b / HWB 1-44b
 meet challenges, manage change and I know that there are people in our lives who care for and look after us and I am
build relationships aware that people may be cared for by parents, carers or other adults.
 experience personal achievement and HWB 0-45a / HWB 1-45a
mental and spiritual wellbeing and I am aware of the need to respect personal space and boundaries and can
social skills recognise and respond appropriately to verbal and non-verbal communication.
 understand how what I eat, how active I HWB 0-45b / HWB 1-45b / HWB 2-45b / HWB 3-45b / HWB 4-45b
physical and mental wellbeing I recognise that we have similarities and differences but are all unique.
 participate in a wide range of activities HWB 0-47a / HWB 1-47a
 understand that adults in my school I am aware of my growing body and I am learning the correct names for its
community have a responsibility to different parts and how they work.
look after me, listen to my concerns HWB 0-47b / HWB 1-47b
resources to inform choices I am learning what I can do to look after my body and who can help me.
 assess and manage risk and HWB 0-48a / HWB 1-48a
behaviour
help me make informed choices when I am learning about respect for my body and what behaviour is right and wrong. I
planning my next steps know who I should talk to if I am worried about this.
 acknowledge diversity and understand HWB 0-49a / HWB 1-49a
1
Health and wellbeing experiences and I am learning about where living things come from and about how they grow,
outcomes which are the responsibility of all develop and are nurtured.
adults working together are shown in italics. HWB 0-50a / HWB 1-50a
experiences and outcomes are written to span I am able to show an awareness of the tasks required to look after a baby.
two or more levels. They should be regularly HWB 0-51a / HWB 1-51a
Resources
Partnerships
Relationships, Sexual Health and Parenthood Targets
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. They develop their
understanding of the complex roles and responsibilities of being a parent or carer.
First Level Second Level Elements of School Activity
I am aware of how friendships are formed and I understand that a wide range of
First and Second that likes, dislikes, special qualities and needs different kinds of friendships and
can influence relationships. relationships exist.
Level Activity HWB 0-44a / HWB 1-44a HWB 2-44a
I understand positive things about friendships I am aware that positive friendships and
I can expect my learning and relationships but when something worries relationships can promote health and
environment to support me to: or upsets me I know who I should talk to. the health and wellbeing of others.
HWB 0-44b / HWB 1-44b HWB 2-44b
 develop my self-awareness, self-worth
 meet challenges, manage change and I know that there are people in our lives who I am identifying and practising skills to
build relationships care for and look after us and I am aware that manage changing relationships and I
people may be cared for by parents, carers or understand the positive impact this can
other adults. have on my emotional wellbeing.
HWB 0-45a / HWB 1-45a HWB 2-45a
mental and spiritual wellbeing and I am aware of the need to respect personal space and boundaries and can recognise and
social skills respond appropriately to verbal and non-verbal communication.
 understand how what I eat, how active HWB 0-45b / HWB 1-45b / HWB 2-45b / HWB 3-45b / HWB 4-45b
my behaviour and relationships affect
I recognise that we have similarities and I recognise that how my body changes
differences but are all unique. can affect how I feel about myself and
 participate in a wide range of activities HWB 0-47a / HWB 1-47a how I may behave.
which promote a healthy lifestyle HWB 2-47a
 understand that adults in my school I am aware of my growing body and I am
community have a responsibility to learning the correct names for its different
look after me, listen to my concerns parts and how they work.
and involve others where necessary HWB 0-47b / HWB 1-47b
resources to inform choices I can describe the physical and
I am learning what I can do to look after my
 assess and manage risk and body and who can help me. emotional changes during puberty,
understand the impact of risk-taking HWB 0-48a / HWB 1-48a understand why they are taking place
behaviour and the importance of personal hygiene.
 reflect on my strengths and skills to HWB 2-48a
planning my next steps I am learning about respect for my body and I know that all forms of abuse are wrong
 acknowledge diversity and understand what behaviour is right and wrong. I know who and I am developing the skills to keep
that it is everyone’s responsibility to I should talk to if I am worried about this. myself safe and get help if I need it.
challenge discrimination. HWB 2-49a
HWB 0-49a / HWB 1-49a
1
outcomes which are the responsibility of all I am learning about where living things come I am able to describe how human life
adults working together are shown in italics. from and about how they grow, develop and begins and how a baby is born.
are nurtured. HWB 2-50a
HWB 0-50a / HWB 1-50a
two or more levels. They should be regularly I am able to show an awareness of the tasksI can describe the role of a parent/carer
revisited through a wide range of relevant and required to look after a baby. and the skills, commitment and qualities
realistic learning experiences to ensure that the role requires.
HWB 0-51a / HWB 1-51a HWB 2-51a
Resources
Partnerships
Relationships, Sexual Health and Parenthood
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. They develop their understanding of the complex roles and responsibilities of being a parent or carer.
I understand that a wide range of I understand the importance of being cared for and caring for others in
different kinds of friendships and relationships, and can explain why. HWB 3-44a / HWB 4-44a
relationships exist. HWB 2-44a
I understand and can demonstrate the qualities and skills required to sustain
I am aware that positive friendships and different types of relationships. HWB 3-44b / HWB 4-44b
Second to Fourth relationships can promote health and
the health and wellbeing of others.
I understand and can explain the importance of, and need for, commitment,
trust and respect in loving and sexual relationships. I understand the different
Level Activity HWB 2-44b
contexts of such relationships including marriage. HWB 3-44c / HWB 4-44c
I can expect my learning I am identifying and practising skills to I recognise that power can exist within relationships and can be used positively
environment to support me to: manage changing relationships and I as well as negatively.
understand the positive impact this can HWB 3-45a / HWB 4-45a
 develop my self-awareness, self- have on my emotional wellbeing.
worth and respect for others HWB 2-45a
 meet challenges, manage change
and build relationships I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal
and non-verbal communication. HWB 0-45b / HWB 1-45b / HWB 2-45b / HWB 3-45b / HWB 4-45b
 experience personal achievement
and build my resilience and I reflect on how my attitudes, beliefs, values and morality can influence my
confidence decisions about friendships, relationships and sexual behaviour.
 understand and develop my HWB 3-46a / HWB 4-46a
physical, mental and spiritual I know that popular culture, the media and peer pressure can influence how I
wellbeing and social skills feel about myself and the impact this may have on my actions.
 understand how what I eat, how HWB 3-46b / HWB 4-46b
active I am and how decisions I I am developing skills for making decisions about my relationships and sexual
make about my behaviour and behaviour. I am able to apply these to situations that may be challenging or
relationships affect my physical and difficult. HWB 3-46c / HWB 4-46c
mental wellbeing
 participate in a wide range of I recognise that how my body changes I understand my own body’s uniqueness, my developing sexuality, and that of
can affect how I feel about myself and others. HWB 3-47a / HWB 4-47a
activities which promote a healthy how I may behave.
lifestyle HWB 2-47a Using what I have learned I am able to make informed decisions and choices
 understand that adults in my school that promote and protect my own and others’ sexual health and wellbeing.
community have a responsibility to HWB 3-47b / HWB 4-47b
I can describe the physical and I know how to access services, information and support if my sexual health and
emotional changes during puberty, wellbeing is at risk. I am aware of my rights in relation to sexual health
 learn about where to find help and understand why they are taking place including my right to confidentiality, and my responsibilities, including those
resources to inform choices and the importance of personal hygiene. under the law. HWB 3-48a / HWB 4-48a
 assess and manage risk and HWB 2-48a
I know that all forms of abuse are wrong I know how to manage situations concerning my sexual health and wellbeing
behaviour and I am developing the skills to keep and am learning to understand what is appropriate sexual behaviour.
 reflect on my strengths and skills to myself safe and get help if I need it. HWB 3-49a / HWB 4-49a
help me make informed choices HWB 2-49a
I know where to get support and help with situations involving abuse and I
when planning my next steps understand that there are laws which protect me from different kinds of abuse.
 acknowledge diversity and HWB 3-49b / HWB 4-49b
understand that it is everyone’s
responsibility to challenge I am able to describe how human life
discrimination. begins and how a baby is born.
HWB 2-50a
1
outcomes which are the responsibility of all I can describe the role of a parent/carer I can explain the importance and the enduring and complex responsibility of Targets
adults working together are shown in italics. and the skills, commitment and qualities being a parent/carer, and the impact on life choices and options.
Because of the nature of development and the role requires. HWB 2-51a HWB 3-51a / HWB 4-51a
learning in health and wellbeing, many of the I can explain the support and care Through investigation I can explain the
experiences and outcomes are written to span necessary to ensure a child is support available for parents and carers
two or more levels. They should be regularly nurtured through the different looking after babies and bringing up
revisited through a wide range of relevant and stages of childhood. children.
realistic learning experiences to ensure that HWB 3-51b HWB 4-51b
Resources
Partnerships

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Elements of School Activity

I can expect my learning Levels Elements of School Activity

First & Second Level enables learners to develop the concepts

and skills necessary for participation in a Elements of an Active School

Fourth Levels By applying my knowledge and

Second, Third & I understand the effect

Early Level First Level Elements of School Activity

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