The milestones are summary statements of progress that reflect the principles of Curriculum for Excellence. The terms ‘Developing’, ‘Consolidating’ and ‘Secure’ are used within the Health and Wellbeing milestones to indicate a learner’s progress within each E&O statement based on the following ‘rule of thumb’:

Developing Within the E&O the learner can apply their skills in relatively simple examples and contexts. They might require some support to make progress.
Consolidating Within the E&O the learner can apply their skills in more complex examples and in a wider range of contexts. They can work more independently.
Secure Within the E&O the learner is able to apply their skills confidently in new and unfamiliar contexts.

The features of effective learning and teaching in health and wellbeing would be expected to be in evidence in all schools. The need for involvement of families and the wider school community is an important element to ensure the greatest impact on the health and wellbeing of children and young people.

When planning for health and wellbeing the individual needs, stage of development and social context of pupil will require to be considered. By planning together, school staff and other practitioners will take these factors into account. Learners who are engaged and active participants in their learning will achieve the shared vision and goals which underpin Health and Wellbeing for All.

It is recognised that learners will progress at different rates and will require different amounts and types of support. Support may be given in a variety of ways, for example:

  • use of technology i.e. videoing
  • drama
  • peer support
  • tasks and activities broken down into smaller steps
  • working with support staff
  • extra input from the teacher

It is important that there is a record of the amount and type of support that individuals and groups receive as they work through assessment activities and tasks.

Summary statements for ‘Developing’, ‘Consolidating’ and ‘Secure’ should not be looked at in isolation. They need to be read in conjunction with each other and the appropriate E&O statement to identify the development expected at that level for that E&O. For example in HWB 2-44a (shown below) the Secure statement  I can discuss and explain why there are differences between different types of relationships” does not stand alone.

Experience & Outcome Statement I can show that I am aware (Developing: Remembering and Understanding skills path) I can show that I understand (Consolidating: Applying and Analysing skills path) I can show that I can use my knowledge (Secure: Evaluating and Creating skills path)
understand that a wide range of different kinds of friendships and relationships exist.

HWB 2 – 44a

I can talk about and give some examples of a wide range of different types of friendships and relationships. I can name and describe different types of friendships and relationships. I can discuss and explain why there are differences between different types of relationships

It is also important for staff to make the connections across the Health and Wellbeing experiences and outcomes with all other areas of the curriculum. Curriculum Design Support Materials have been produced to provide examples of progression, cross curricular links and partnership working that may help education staff and all other contributing services in the delivery of the health and wellbeing outcomes and experiences.

The suggestions provided to support the outcomes are not prescriptive and can be changed to meet the needs of the school or cluster.



Blooms Taxonomy Skills

Food and Health Milestones

MEPAS Milestones

Physical Education, Physical Activity and Sport – Milestones

Planning for Choices and Changes- Milestones

RATIONAL – Milestones for Health and Wellbeing

Relationships, Sexual Health and Parenthood – Milestones

Substance Misuse – Milestones