Staff Planning and Implementation Resources

Planning Documents

The original planning chart allows you to view the full range of lessons across all 6 Themes: What do I feel, need, want, value, think and choose to do and say? from nursery to primary 7 (139 lessons). It has now been updated to show the HWB experiences and outcomes from CfE as well as linking each lesson to one of the GIRFEC indicators.

View: Knowing Me, Knowing you Wallchart links to GIRFEC and E&Os

The following planning document has been designed to support you and to help children better understand the concept of wellbeing. It provides a programme of progressive wellbeing lessons linked directly to the GIRFEC indicators. This resource is also presented in a wallchart format.

Playback Learning has reaffirmed its commitment to children’s rights and wellbeing as Scotland celebrates being the first country in the United Kingdom to incorporate The United Nations Convention on the Rights of the Child (UNCRC)) into Scot’s law with the introduction of the UNCRC (Incorporation) (Scotland) Act 2024.

View: Wellbeing Lessons Linked to UNCRC (Scotland) Act 2024 & GIRFEC

View: GIRFEC Wall Chart Programme of Lessons

View: The ICE Pack GIRFEC Planning Booklet

Note: This comprehensive resource provides a framework of age and stage appropriate lessons to be used to meet the needs of the children you are teaching and should be used flexibly and adapted for different age groups. The topics covered will support other areas of the curriculum including citizenship, assemblies, project work and skills development. Please use the resource to meet the needs of your learners.

Context for Learning Charts for all 6 Themes

Please open the charts below and review the content of each theme during staff planning sessions. You will be able to view the context for each theme and across each year group from nursery to primary 7.

View: Theme: Feel – Context for Learning Planning Chart

View: Theme: Need – Context for Learning Planning Chart

View: Theme: Want – Context for Learning Planning Chart

View: Theme: Value – Context for Learning Planning Chart

View: Theme: Think – Context for Learning Planning Chart

View: Theme: Choose to do and say – Context for Learning Planning Chart

Health and Wellbeing Progression Pathway Template

This document is a template to help you set out a progressive pathway across 5 of the 6 organisers within the HWB curriculum. It provides suggestions for lessons across each organiser from nursery to primary 7. You can adapt it to set out your plan using the word version below to meet the needs of your children. It can be presented to staff and others for planning purposes and reporting.

View: HWB Progressive Pathway 2024

Edit: HWB Progressive Pathway 2024

Useful Resources

Here are some additional resources that will help you when delivering some of the lesson themes. Including:

View: STEMNET Employability Skills Guide Chart

View: Fixed & Growth Mindset Chart

Mind Mapping – Action Planning

Mind mapping is a special kind of brain friendly diagram which helps pupils to think, imagine, remember things, plan and sort information. It is a perfect way to stimulate thinking and organise thoughts. It is not a complicated process.

As a follow-up to your children discussing their goals, you may want to encourage further thinking on goals and ambitions. This should be a positive exercise on looking forward to what the children want to achieve next, especially as they make transitions.

Process:

Children will need blank sheets of paper, coloured pencils, or felt-tip pens. You may want to play suitable music in the background to stimulate thinking. You may wish to use a process that your pupils have used before, or use the example of how to create a mind map below.

children should place the paper in landscape
they should draw a picture or symbol of themselves in the centre
ask children to think about 4 goals they wish to achieve
they should draw 4 thick lines (in different colours) from the centre towards the edge
at the end of the line they can draw a picture of what their goal will look like
they may also want to write the goal along the thick lines
from the thick lines they should select different colours and draw thinner lines. on these lines they should write the steps they need to take to achieve their goals
the lines should also include dates for achieving these steps and the date for completion
it may be that some goals are long term (over the course of a year) and others could be over the first term back.
all the content must be the children’s decisions

The exercise should not be rushed. During the mapping, some children may require prompts, encouragement or suggestions from the teacher. In conclusion, the teacher may ask for volunteers to show and discuss their maps. The maps should be kept as working documents for the pupil and teacher to refer to over the school session.

View: Mind Mapping Goals Sample

View: Mind Mapping Goals Template

View: Action Plan Template

Delivering a Lesson

Building the Curriculum 3: A framework for learning and teaching notes that the development of skills is essential to learning and education. Children and young people need a wide range of knowledge, skills and attributes, if they are to become successful, confident, responsible and effective adults (4 Capacities Scotland) who can meet the challenges of life and work in the 21st century.

Think about the learners in your class then choose a lesson that you know they would benefit from. Once complete link the lesson to the four capacities using the form provided.

View: Steps to delivering a lesson

Edit: Steps to delivering a lesson

View: 4 – Capacities Chart Staff

Edit: 4 – Capacities Chart Staff

What do you need to know about assessment for learning?

Assessment for Learning: Learning intentions and Success Criteria underpinned by a belief that all learners can make progress; that achievement comes from effort not just ability.

Formative Assessment – effective questioning self and peer assessment. Effective feedback sharing learning goals

How does assessment is for learning work?

Assessment for Learning strategies are applied to all aspects of the learner’s engagement, (physical, cognitive and personal) using observation and professional judgement. AfL strategies focus on the process being established by the learner as they develop performance.

Use the checking form below to evaluate your experiences of using the lessons.

View: Assessment for Learning Checking Document

Circle Time Discussions to Support Children's Wellbeing

We have provided you with some topics focused on planning for the future as we recover from Covid 19. There are suggested follow up lessons and activities.

1: My personal goal for the future is …

Follow up with an art lesson on self-portraits. You can add a speech bubble to each portrait with two statements from each child.

“I am good at…”
“I want to be better at……”

Distribute an Action Plan template or use a format the pupils are familiar with.

2: I think our priority for returning to learning as a class should be …

Follow up with lessons about learning from the resource for example

Primary 1: Theme What Do I Want: Lesson 1: What helps me to learn?
Primary 5: Theme What Do I Value: Lesson 1: Learning
Primary 7: What Do I Need: Lesson 2: What kind of learner are you?

3: I think our new normal will make us better people because …

Follow up with an Expressive Art lesson. Create a list of their responses and review with children and ask them to create images etc. to showcase on the learning wall.

4: I think it will be a better world for children because …

Follow up with an Expressive Art lesson. Ask pupils to think about what society learned and what we can now do to make the world a better place or what they could do to make others feel better.

Create a list of their responses and review with pupils. Ask pupils to create images of what they think the world will look like for children in the future in the context of home or school or in the community and showcase these on the learning wall.

Listen to songs that were sung during lockdown to make us feel better – could they perform one of them e.g. “We’ll meet again” Vera Lynn, “Reach out and touch somebody’s hand to make this a better world” by Diana Ross, “Lean on me”, “You’ll never walk alone”. or

How do we feel about our environment now. With less cars on the roads the air is fresher and the sky are bluer – what could we do to keep this up.

5: Our governments and politician need to know how we feel because …

Follow up by inviting your local MP or MSP to come to talk to pupils via Teams – Zoom or Facetime link.

You could prepare pupils by agreeing the aim of the talk with questions they want to cover e.g. what they want to know, how we move forward – what their role is in keeping people safe in the future etc. You could request that the local MP or MSP prepare information to acknowledge how well society coped and where we may go from here, and present this to the children at an assembly.

6: Our NHS is important to all of us because …

Follow up with a short piece of reflective writing. Invite frontline service workers into school to talk about experiences – this could include a doctor, nurse, ambulance or paramedic. Prepare questions with pupils prior to the talk to include – skills they need to do their job and routes open anyone wishing to do their job.

7: I would like to say and big hello to…

Follow up with inviting frontline service workers into to school to talk about experiences – these could include firefighter, care workers, cleaner, pharmacist. Prepare questions with pupils prior to the talk to include the skills they need to do their job and routes open to anyone wishing to do their job.

8: In school I will need to practise my skills in …

Follow up by refer to statement 2 above. Invite people form the local community e.g. sports people or singers to talk about how they practised their skills during Covid-19, what they learned and what they are going to do next.

9: If I need help and support, I know I can talk to …

Follow up with Follow up with lesson around who supports them for example:

Primary 4: What Do I Value: Lesson 1: Who looks after us and Lesson 2 How is care shown?
Primary 2: What Do I Need: Lesson 2: Asking for help
Primary 6: What Do I Feel: Lesson 1 My Personal Network.

10: In the future when we find a cure for the virus, I am going to be able to get a job in …

Follow up by research the skills and qualities they need for their chosen job. Invite a science expert or professor to talk to the pupils about their profession or research the different sciences available to study at university and the qualifications you need. Action Planning activity to include the steps they will need to take to achieve this. Use the template provided.

11: In the future I am going to download the following apps … to help me to learn …

Follow up by researching online applications that help with learning.