Welcome to Phase 3 of the Health & Wellbeing Framework. Here you will find the updated set of cards for the “Card Game”. The aim of the card game is to quality assure the work that schools are doing (and have done) for Health & Wellbeing. This part of the process is aimed at gathering evidence surrounding identified health topics to continue the process and support ongoing priorities in health and wellbeing.
How does it work?
The resource sets out a broad menu of health promotion themes in the form of key statements, for example “pupils take an active role in the decision making process”.
These statements cover a wide range of health promotion topics and have been divided in 4 main groups which reflect the principles of school health promotion. This is in line with the Fife Health & Wellbeing Framework model described in the introduction.
- Leadership and Management
- Environment, Facilities and Resources
- Curriculum, Learning and Teaching
To help with the selection process and allow easy access to the appropriate sections of the resource, each statement is printed on a card (see associated ”pack of cards”). By this stage you will have a clear idea of which areas of health promotion you would like to be accredited for.
For guidelines on your submission and expectations for accreditation, please refer to the “Wellbeing Framework – Process” section.
Overview of Health Promotion Statements
|Management||Environment||Learning & Teaching||Ethos|
|1||Management has systems in place to ensure that there is effective co-ordination of health promotion||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||In Health Education appropriate learning and teaching methodology is practised. The capacities and principles of Curriculum for Excellence are embedded in our practice||Pupils take an active role in the decision making process|
|2||Management works collaboratively with the whole school community developing effective partnerships in relation to health promotion||All staff and pupils are encouraged to become actively involved in maintaining a safe, clean environment||Children and young people learn to build and experience healthy relationships and develop self-respect for others in a climate that enables them to develop the 4 capacities of Curriculum for Excellence||Personal support for employees is available|
|3||Management is committed to healthy lifestyles and actively promotes the health and well-being of staff, pupils and parents||Schools adopt a whole-child, whole school approach to food||Visiting Contributors work in a planned and appropriately co-operative way with pupils and staff||Parents explore and engage in health activities offered by the school|
|4||The management involves the whole school community in developing policies and aspects of the school plan||Every effort is made to co-ordinate and provide accommodation for health services, taking into consideration privacy, support and comfort||There is flexibility within the curriculum for the consideration of health topics as identified by children and young people, staff and parents||There are open lines of communication with parents in relation to health|
|5||Management ensures that staff participate in appropriate continuous professional development||The school playground is developed as a safe, social area to meet the needs of children and young people||In health education there is
appropriate input covering the
nutrition, physical education/activity, sex and relationships education, substance misuse, emotional health and wellbeing for all pupils at all stages.
|The school values curricular and extracurricular achievement of pupils|
|6||Management has systematic processes in place for updating health policies and programmes||The school actively promotes safe travel to and from its premises and specifically encourages active and healthy travel options||The school demonstrates a commitment to health education across the curriculum through contextualised learning, interdisciplinary learning and the organisation of special events||Staff and pupils recognise that the way they treat each other is important for their health|
|7||All staff are aware of school policy and procedures which are in place regarding abusive behaviour, eg domestic abuse, anti-racism, anti-bullying/ anti-sectarianism||The school takes an active role in developing and caring for the environment within the local community||The staff team are aware of all areas of pastoral care and are sensitive to pupils’ individual needs|
|8||There is a whole school responsibility for Health and Safety procedures||In-school resources are maximised to encompass physical education, physical activity and sport for all.||Health activities are promoted through the work in the classroom and into the community through the capacities and principles of Curriculum for Excellence|
|9||There is whole school policy, guidance and procedures which deal effectively with Child Protection. All staff are aware of their responsibilities for care and welfare within the school community||Emotional health and well-being are actively promoted throughout the school to pupils, staff, parents and the wider community|
Guidance Cards Explained
The cards are designed to be interactive and to encourage/support discussion and self-evaluation. They should be used by all staff. It would be helpful if partners could be included in and contribute to the discussion. Partnership working is a key element developing and maintaining a Health Promoting School.
These generic statements link well with:
- The Curriculum for Excellence experiences and outcomes – Health and Wellbeing
- Building the Curriculum 3
- Being Well – Doing Well
- Schools (Health Promotion and Nutrition) (Scotland) Act
- Better Health, Better Care Action Plan NHS Scotland
All of the above should be used as core material in the continued development of a Health Promoting School.