The Fife Health Promoting School Accreditation Scheme is a framework through which schools can develop a structured, focused approach to health initiatives and gain recognition for, and feedback on their achievements.

The Scheme aims to:

  • promote a strategic whole school approach to promoting health.
  • improve the physical, social and emotional health and well-being of children, young people and adults through the school setting.
  • support the personal and social development of children and young people with a particular emphasis on self esteem, self worth and confidence.
  • promote healthy lifestyles within the school community.
  • promote pupil achievement and involvement in school life.
  • promote partnership working and community development approaches in a way that is complementary to the Integrated Community Schools and other initiatives.
  • support the contribution schools can make to meet community health issues.
  • celebrate success including the sharing of good practice between schools and partner agencies.


This guidance is intended  to guide the work in all sectors and places of learning, which children attend from 3 to the end of their compulsory education. Solely for reasons of simplicity, we use the words “schools” and “teachers” to cover all stages and all educators.

Throughout this publication the term “parents” should be taken to include foster parents, carers, residential care staff and carers who are relatives or friends.

Throughout this publication the term “the whole school community” refers to pupils, staff, parents, and service providers including school nurse, Active School Co-ordinator and Police etc.

Throughout this publication, the term “children and young people” refers to all pupils in the school age population.

Throughout this publication, the term “emotional well-being” refers to positive mental health. 


Health and Wellbeing Framework
The Health Promoting School: Being Well-Doing Well
(Scottish Health Promoting Schools Unit, 2004)

‘Being Well – Doing Well’ is the national framework document to support schools to become health promoting. It identifies six key characteristics of the Health Promoting School.

  • Leadership and management
  • Ethos
  • Partnership working
  • Curriculum, learning and teaching
  • Personal, social and health education programmes
  • Environment, resources and facilities. It would be helpful to read Being Well – Doing Well in conjunction with the new Curriculum Guidance:
  • Building the Curriculum 1, 2 and 3
  • Health and Wellbeing Across Learning – the responsibilities of all staff
  • Curriculum for Excellence: health and wellbeing: Policy and Practice
  • Health and Wellbeing Experiences and Outcomes
  • Schools (Health Promotion and Nutrition) (Scotland) Act 2007: Health Promotion Guidance for Local Authorities and Schools.

All the above are available at


Partnership Working

Within the Health and Wellbeing Framework we are using the key characteristics of Being Well-Doing Well. Partnership working is central to the delivery of health and wellbeing in schools and underpins all the characteristics. We have positioned partnership working at the core of our model in Fife.

The aims of health & wellbeing within Curriculum for Excellence

‘Curriculum for Excellence has at its heart the aspiration that all children and young people should be successful learners, confident individuals, responsible citizens and effective contributors (that is, they should develop the ‘four capacities’). There are strong connections between effective, successful learning and health. Through this curriculum area, Curriculum for Excellence takes a holistic approach to health and wellbeing.

The draft experiences and outcomes are in keeping with the United Nations Convention of the Rights of the Child, which sets out the right for all children to have access to appropriate health services and to have their health and wellbeing promoted. They build on the considerable work of Health Promoting Schools and the publication of Being Well, Doing Well which underlines the importance of a ‘health enhancing’ school ethos – one characterised by care, respect, participation and fairness for all. The framework complements the duty in the Schools (Health Promotion and Nutrition) (Scotland) Act that Scottish Ministers and local authorities endeavour to ensure that all schools are health promoting.’

Health and Wellbeing for All (2008)

Curriculum for Excellence

The overarching capacities, attributes and principles of the Curriculum for Excellence underpin the vision and values for teaching and learning in Fife Schools. This guidance provides a rationale for schools as they develop their curriculum and the experiences of learners. A high level of importance is placed upon health and wellbeing. The vision and values contained in the paper ‘Health and Wellbeing across learning:

The Four Capacities
Confident Individuals Successful Learners Effective Contributors Responsible Citizens
The Seven Principles

Challenge and Enjoyment





Personalisation and Choice
Vision and Goals of Health and Wellbeing for All








‘Learning through health and wellbeing promotes confidence, independent thinking and positive attitudes and dispositions. Because of this it is the responsibility of every teacher to contribute to learning and development in this area.’

Building the Curriculum I

The Curriculum for Excellence has at its core literacy, numeracy and aspects of health and wellbeing.

The experiences and outcomes of the Curriculum for Excellence set out clear expectations for children and young people. The document states:

‘I can expect my learning environment to support me to:

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

Curriculum for Excellence Health and Wellbeing Experiences and Outcomes
HMIE (2009)

The Curriculum for Excellence – Health and Wellbeing italic statements below details the aspects of health and wellbeing that are the responsibility of All STAFF. This has been developed to be used in Fife to support collegiate working in school communities as they develop their practice further.

It is essential that the school communities recognise the importance of school ethos, relationships, learner centred learning and teaching practices as well as pupil voice in delivering the health and wellbeing experiences and outcomes within the Curriculum for Excellence.

Curriculum for Excellence

Health and Wellbeing – overarching italic statements that are the responsibility of ALL STAFF

Successful Learners:-

  • 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.
  • I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health.
  • In everyday activity and play, I explore and make choices to develop my learning and interests. I am encouraged to use and share my experiences. (early)
  • Through taking part in a variety of events and activities, I am learning to recognise my own skills and abilities as well as those of others. (first)
  • Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will help me to prepare for the next stage in my life and learning. (second)
  • I understand positive things about friendships and relationships but when something worries or upsets me I know who I should talk to. (early & first)
  • I am aware that positive friendships and relationships can promote health and the health and wellbeing of others. (second)

Confident Individuals:-

  • 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 to manage them.
  • 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 value the opportunities I am given to make friends and be part of a group in a range of situations.
  • I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
  • I know and can demonstrate how to travel safely.
  • I am enjoying daily opportunities to participate in different kinds of energetic play both outdoors and indoors. (early)
  • 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. (first)

Responsible Citizens:-

  • I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.
  • 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 am learning skills and strategies which support me in challenging times, particularly in relation to change and loss.
  • As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.
  • Based on my interests, skills, strengths and preferences, I am supported to make suitable, realistic and informed choices, set manageable goals and plan for my further transitions. (fourth)
  • I am aware of how friendships are formed and that likes, dislikes, special qualities and needs influence relationships. (early & first)
  • I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication.

Effective Contributors:-

  • I understand the importance of mental wellbeing and that this can be fostered and 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 available.
  • I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.
  • 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.
  • 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 to my school and wider community.
  • I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations.
  • I am developing the skills and the attributes which I will need for learning, life and work. I am gaining understanding of the relevance of my current learning to future opportunities. This is helping me to make informed choices about my life and learning. (third)
  • I understand and can demonstrate the qualities and skills required to sustain different types of relationships. (third & fourth)

The Self Evaluation Process

It is important to be aware of the links between self evaluation and school improvement planning. The Health & Wellbeing Framework acts as a self evaluation tool.

In ‘Improving our Curriculum through Self Evaluation’ published by HMIe a schematic is used to map the place and importance of health and wellbeing in the delivery of the four capacities of Curriculum for Excellence. Throughout the guidance quality indicators are linked to the cards to support the self-evaluation process and make the linkages for school communities.

Quality Indicators

The health and wellbeing framework contains specific links to HGIOS 3 , Child at the Centre 2 and relevant care standards.

Indicators are organised in groupings of ‘Outcomes and Impact’, ‘Processes’ and ‘Leadership’ reflecting the model set out in ‘Improving our Curriculum through Self – Evaluation’

HMIE (2008)

The school environment is welcoming, orderly and attractive with good displays promoting health related messages. It is clean, free of litter and signs of vandalism.

Quality Indicator: Care Standard 11

Outcomes and Impact Processes Leadership
2.1 5.5, 5.8, 8.3  

Self Evaluations – making the connections

The relationships between the underpinning principles of the Health and Wellbeing Framework and the quality indicators contained in How Good is our School 3 and Child at the Centre 2 are outlined below.

Key characteristics of a Health Promoting School (Being Well Doing Well) Quality Indicators Higios 3 and Child at the Centre 2 Card Reference Exemplars
Partnership Working (central to all HPS working) Outcomes and Impact
2.1 Learners’ experiences
4.1 The School’s success in working and engaging with the local Community Processes
5.1 Meeting learning needs Leadership
9.3 Developing people and Partnerships
Leadership and Management: Card 2

Environment and Resources: Card 4

Learning and Teaching: Cards 3 and 4

Ethos: Cards 1, 3 and 6

Curriculum Learning and Teaching Outcomes and Impact
Improvements in Performance
2.2 Learners’ experiences Processes
5.1 The curriculum
5.3 Meeting Learning needs
Learning and Teaching: Cards 1, 5 and 6
Personal, Social and Health Education Outcomes and Impact
2.1 Learners’ experiences Processes
5.1 The Curriculum
5.3 Meeting learning needs
Learning and Teaching: Cards 2, 5 and 7
Ethos Outcomes and Impact
2.1 Learners’ experiences Processes
5.1 The Curriculum
5.5 Expectations and Promoting Achievement Leadership
9.1 Vision, values and aims
Ethos: Cards 5 and 6
Environment, resources and facilities Outcomes and Impact
2.1 Learners’ experiences Processes
5.3 Meeting learning needs
8.3 Management and use of resources and space for learning
Environment, resources and facilities: Cards 1, 3, 4, 5, and 7
Leadership and Management Outcomes and Impact
1.1 Improvements in performance
2.1 Learners’ experiences Processes
5.9 Improvement through self-evaluation Leadership
9.2 Leadership of improvement and change
Leadership and Management: Cards 1, 5, and 7

Ethos: Cards 6, 7 and 8

Health & Wellbeing and the Four Capacities of Curriculum for Excellence

Curriculum for Excellence Capacity Implications for Health and Wellbeing
Successful Learners with

  • Enthusiasm and motivation for learning
  • Determination to reach high standards of achievement
  • Openness to new thinking and ideas.
And able to

  • Use literacy, communication and numeracy skills
  • Use technology for learning
  • Think creatively and independently
  • Learn independently and as part of a group
  • Make reasoned evaluations
  • Link and apply different kind of learning in new situations/

Across the school community:
Literacy and numeracy skills are valued by all. Connections are made within lessons. There are interdisciplinary links. There are links to real life and to skills for life and work. Digital/new media is used by all. There is space for discussion and pupil voice. Children and young people become progressively more skilled at applying thinking strategies. There is opportunity for differing tasks/outcomes.

Confident Individuals with

  • Self respect
  • A sense of physical, mental and emotional wellbeing
  • Secure values and beliefs.
And able to

  • Relate to others and manage themselves
  • Pursue a healthy active lifestyle
  • Be self aware
  • Develop and communicate their own beliefs and view of the world
  • Live as independently as they can
  • Assess risk and take informed decisions
  • Achieve success in different areas of activity

Across the school community:
Children and young people develop sound relationships and are developing a clear sense of a healthy and active lifestyle. They are able to make judgements based upon their knowledge and understanding of situations. They acknowledge diversity and understand how to conduct themselves in different social situations. They know how they like to learn and are given opportunities to inform planning for learning.

Responsible citizens with

  • Respect for others
  • Commitment to participate responsibly in political, economic, social and cultural life.
And able to

  • Develop knowledge and understanding of the world and Scotland’s place in it
  • Understand different beliefs and cultures
  • Make informed choices and decisions
  • Evaluate environmental, scientific and technological issues.

Across the school community:
Children and young people are given the opportunity to participate in a variety of decision making forums. They take an active interest in issues such as sustainability and environmental matters, global education, rights respecting schools and school and wider community democracy. They celebrate their own culture and understand the culture of others. They can make informed choices based on their knowledge and understanding of the world. They learn independently and transfer learning across their lives.

Effective Contributors with

  • An enterprising attitude
  • Resilience
  • Self-reliance.
And able to

  • Communicate in different ways in different settings
  • Work in partnership and in teams
  • Take the initiative and lead
  • Apply critical thinking in new contexts
  • Create and develop
  • Solve problems.

Across the school community:
Children and young people learn how to work collaboratively. They can work independently and in teams. They are engaged in and take an active part in school life. Their experiences are real and relevant and there is space for individuality and creativity. The have a ‘can do’ attitude and apply their knowledge and skills in a variety of situations. They are allowed to fail and learn from their mistakes. They are developing resilience.

‘The curriculum is the totality of the experiences which are planned for children and young people through their education, wherever they are being educated. It includes the ethos and life of the school as a community; curriculum areas and subjects; interdisciplinary learning; and opportunities for personal achievement’

Building the Curriculum 3

This is about the how and the what of learning and teaching. The challenges are:

  • to ensure that the curriculum is planned and organised in such a way that the learning experiences encourage deep, sustained learning.
  • that learning experiences are engaging and interactive.
  • that the outcomes ensure progression in skills, knowledge and understanding.
  • how we develop and share our understanding of the curriculum.
  • that the pedagogy underpins the practice.

Please refer to the policy ‘Effective Learning and Teaching in Fife Schools’ for further advice and guidance.


Further advice on the learning and teaching process:

The Document ‘Promoting the Health of Young People in Europe’ provides a checklist that is useful for schools to use.

Teaching and learning approaches (evaluative questions)

As you deliver health education, it may be helpful to ask yourself the following questions:

In my lessons to what extent do I…

  • Seek to acknowledge the uniqueness and value of each pupil in the group?
  • Accept and acknowledge that for each pupil the learning experience will be personal and subjective?
  • Encourage active engagement to develop the personal meaning of the ideas we are dealing with and link them with behaviour?
  • Recognise the right of everyone to make mistakes and emphasise that mistakes can be springboards for future learning?
  • Provide the kind of support which will allow the pupils to tolerate uncertainty and ambiguity?
  • Emphasise that each one of us must take responsibility for our health and wellbeing?
  • Encourage pupils to be open and demonstrate openness and genuineness in their classroom relationships?
  • Develop a climate of trust in the classroom?
  • Encourage evaluation?