The very basics of public health as discovered.ppt
- 2. Vision and philosophy Designed to equip learners to lead healthy, fulfilling and productive lives. Enables successful learning and fulfilling relationships. Focuses on the physical, psychological, emotional and social aspects of our lives. A holistic approach to help schools address their priority areas.
- 3. The rationale for change Aligns with the Well-being of Future Generations (Wales) Act 2015. Education on mental, emotional and physical health needs to be more integrated growing challenges. Current provision is inconsistent. Supporting and developing the health and well-being of all learners in Wales cannot be left to chance.
- 4. How is it different? Holistic Health and Well-being is an area of learning and experience but should be everyones responsibility. Experiences, knowledge and skills that lead to healthy and active lifestyles. Supports physical and mental health. Develops learners so they engage in lifelong physical activity. Must reflect local needs as well as national and global issues.
- 5. What Matters in Health and Well-being Developing physical health and well-being has lifelong benefits. How we process and respond to our experiences affects our mental health and emotional well-being. Our decision-making impacts on the quality of our lives and the lives of others. How we engage with different social influences shapes who we are and our health and well-being. Healthy relationships are fundamental to our sense of belonging and well-being.
- 6. How did we get here? Approach and feedback Research reviewed/international curricula considered. Priorities identified at local, national and global levels. Dispositions for a fulfilling and productive life agreed. Five broad areas identified. Expert support provided for rationale and progression. Boundaries and interdependencies of what matters statements defined. Engagement with schools, partners and stakeholders.
- 7. Evidence and expert input General: Estyn and Qualifications Wales. Relationships and sexuality education: Professor Emma Renold, Cardiff University. Integration of mind/body and emotions: Dr Dan Siegel, University of California. Neuroscience and the power of reflective practice: Dr Dusana Dorjee, Bangor University. Physical literacy: Dr Elizabeth Durden-Myers, Liverpool John Moores University and Gethin Mon Thomas, Bangor University. Relationships and social and emotional learning: Professor Robin Banerjee, Sussex University. Health: Public Health Wales, Schools Health Research Network.
- 8. Considerations for schools How will your leaders, practitioners and networks be able to prepare for the next phase of co-construction and provide meaningful feedback? What, if any, are the resourcing implications (national and local)? How could you approach whole-school and/or inter-departmental approaches to both: knowing about the new curriculum? understanding how to do the new curriculum?
Editor's Notes
- #4: Aligns with the Well-being of Future Generations (Wales) Act 2015 public bodies work towards the seven well-being goals. Education for children and young people in Wales on mental, emotional and physical health needs to be more integrated in order to respond to the growing challenges. Current provision for 'health and well-being' is predominantly organised into physical education, relationships and sexuality education and personal and social education the quality of this provision is inconsistent.
- #5: The Health and Well-being Area of Learning and Experience gives children and young people the experiences, knowledge and skills to develop the dispositions that lead to healthy and active lifestyles. It is now a physical literacy-informed curriculum that develops a childs confidence, motivation, physical competence, knowledge and understanding to engage in lifelong physical activity that may include a range of sporting activities. At school level the curriculum should be based on local needs but reflect national and global issues affecting health and well-being.油
- #7: International curriculum models were considered and used to guide planning. Research in the area was examined and used to inform thinking. Current priority areas were identified at local, national and global levels. The dispositions required to lead a fulfilling and productive life now and in the future were agreed upon. Five broad areas were identified that would be the basis of what matters. Support was provided from outside experts to refine and strengthen what matters statements rationale and progression. Work was undertaken to ensure that the boundaries of what matters statements were clear as well as the links and interdependencies between them. Engagement with non-pioneer schools was undertaken. Engagement with key partners and stakeholders was undertaken.