Experiences & outcomes

Learning in health and wellbeing ensures that

• children and young people develop self-awareness, self-worth and respect for others;
• can meet challenges, manage change and build relationships;
• will experience personal achievement and build resilience and confidence; can understand and develop physical, mental and spiritual wellbeing and social skills;
• will understand that what they eat, how active they are and how decisions they make about their behaviour and relationships will affect their physical and mental wellbeing;
• can participate in a wide range of activities which promote a healthy lifestyle;
• will understand that adults in their school community have a responsibility to look after them, listen to their concerns and involve others where necessary;
• learn about where to find help and resources to inform choices;
• can assess and manage risk and understand the impact of risk-taking behaviour;
• will reflect on their strengths and skills which will help them make informed choices when planning their next steps;and
• will be able to acknowledge diversity and understand that it is everyone’s responsibility to challenge discrimination.

Mental and emotional well-being

• I am aware of and able to express my feelings and am developing the ability to talk about them.
• 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.
• I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.
• I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.
• I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.
• I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.

Social well-being

• I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.
• I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.
• Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.
• Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.
• I value the opportunities I am given to make friends and be part of a group in a range of situations.

Physical well-being

• I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.
• I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.

Physical education, physical activity and sport

Physical Education

Physical education provides learners with a platform from which they can build physical competences, improve aspects of fitness, and develop personal and interpersonal skills and attributes.  It enables learners to develop the concepts and skills necessary for participation in a wide range of physical activity, sport, dance and outdoor learning, and enhances their physical wellbeing in preparation for leading a fulfilling, active and healthy lifestyle.

They encounter a variety of practical learning experiences, including working on their own, with a partner and in small and large groups, and using small and large equipment and apparatus, both outdoors and indoors.  Learning in, through and about physical education is enhanced by participating on a regular basis in a wide range of purposeful, challenging, progressive and enjoyable physical activities with choice built in for all learners.

The Scottish Government expects schools to continue to work towards the provision of at least two hours of good quality physical education for every child, every week.

Movement skills, competencies and concepts

• I am discovering ways that I can link actions and skills to create movement patterns and sequences. This has motivated me to practise and improve my skills to develop control and flow.
• As I encounter new challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select, adapt and apply movement skills and strategies, creatively, accurately and with control.
• As I encounter a variety of challenges and contexts for learning, I am encouraged and supported to demonstrate my ability to select and apply a wide range of complex movement skills and strategies, creatively, accurately and with consistency and control.

Cooperation and competition

• While working and learning with others, I improve my range of skills, demonstrate tactics and achieve identified goals.
• I am developing the skills to lead and recognise strengths of group members, including myself. I contribute to groups and teams through my knowledge of individual strengths, group tactics, and strategies.
• Within and beyond my place of learning I am enjoying daily opportunities to participate in physical activities and sport, making use of available indoor and outdoor space.
• I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community.

I continue to enjoy daily participation in moderate to vigorous physical activity and sport and can demonstrate my understanding that it can:
• contribute to and promote my learning
• develop my fitness and physical and mental wellbeing
• develop my social skills, positive attitudes and values
• make an important contribution to living a healthy lifestyle.

References:

Scottish Government. (2009) Curriculum for excellence – all experiences and outcomes.