1. Longforgan Primary
A Healthy Way of Life

2. Main Purposes of Learning in HWB
CfE HWB Principles and Practice document
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Make informed decisions in order to improve their mental,
emotional, social and physical wellbeing
Experience challenge and enjoyment
Experience positive aspects of healthy living and activity for
themselves
Apply their mental, emotional, social and physical skills to pursue
a healthy lifestyle
Make a successful move to the next stage of education or work
Establish a pattern of health and wellbeing which will be
sustained into adult life, and which will help to promote the
health and wellbeing of the next generation of Scottish children.

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So how do we do HWB?
Collaborative working
Eco schools
UNICEF Rights Respecting School
Bounce Back programme
Restorative Approaches
Personal Achievement
Learning Logs
Outdoor learning
Cooking in school
Committees / School Council
GIRFEC
Skills
Transitions

4. Collaborative working
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School vision/ethos
Department working
Collegiate planning staff
Children planning learning
Parental involvement
What do you already do to work collaboratively?
What else could you do?

5. Eco schools
• Whole school committees: sustainability, global
citizenship, outdoor learning
• Litter, Waste Minimisation, Health and
Wellbeing, Biodiversity, School Grounds, Energy,
Water, Transport, Sustaining our World, Food &
the environment
Share one Eco initiative you do with the others at
your table.

6. UNICEF Rights Respecting School
What is a rights respecting school? It is a school where:
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Young people gain self esteem by learning about the rights they have from birth
and build from there.
“I learn about my rights, I feel included, my self esteem rises, I can begin to think
about others and their rights, I learn to negotiate, my language and thinking skills
are extended”
• Children learn the difference between wants and needs.
• Children learn that with rights come responsibilities for adults and children
• Everyone learns the language of rights, respect, responsibilities
• Children become active global citizens
• Children gain a powerful voice
• Children are ready to take the lead to create a rights respecting school
Do the above sound familiar to you?
Where have you heard this before?
How do you already promote the above in your setting?
Share what you already do.

7. Committees
Children, P1-P7, work in vertical groupings committees:
• Global Citizenship
• Outdoor Learning
• Sustainability
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Eco schools
UNICEF Rights Respecting School
Health Promoting school
School Council
Do you / could you have Committees in your school?
How are they / could they be organised?
What activities do they undertake?

8. Bounce Back programme
Based on values and resilience:
Bounceback
Values: respect, responsibility, acceptance, friendliness, fairness, cooperation, care and support,
honesty
Resilience:
Bad times don’t last. Things always get better. Stay optimistic
Other people can help if you talk to them. Get a reality check
Unhelpful thinking makes you feel more upset
Nobody is perfect – not you and not others
Concentrate on the good and funny bits
Everybody has setbacks sometimes
Blame fairly
Accept the things you can’t change, but try to change what you can first
Catastrophising exaggerates your worries
Keep things in perspective. A distressing situation is only part of your life.
How could this help you to promote a health culture in your setting?

9. Restorative Approaches
The way this works is:
• Children break a value/ responsibility
• Each child involved tells their side of the story
• They come together to discuss the way forward and how
to make amends
• Adult acts as facilitator
This is time consuming but hands responsibility over to the
child and reduces bad behaviour in the longer term.
Would this approach work in your school?
How could you implement it?

10. Personal Achievement
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All children Nursery – P7 undertake achievement projects each year
The categories are: health and fitness, hobbies and interests, exploring the outdoors,
helping in the community
One project a term as homework plus exploring the outdoors is achieved mainly through
recording experiences on specially chosen trips
Children take home a leaflet and agree with parents what they will focus on
Children present their work to an audience
A record card is kept to ensure children do not repeat projects
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Promotes the recognition of skills used
Involves parents in their children’s learning
Promotes IDL
Enables children to share experiences
Enables everyone to celebrate achievement
Is enjoyable and gives breadth to children’s experiences
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How do you/ could you take this forward in your school?

11. Learning Logs
By talking about and planning their own learning from early years
onwards, children and young people will develop the skills to:
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Identify, discuss and reflect on their own evidence of learning
Use appropriate language for self-evaluation
Take responsibility for managing their own learning
Help to plan their own next steps in learning and set their own
learning goals
• Make informed choices and decisions about their future learning
(BTC4)
What format do Learning Logs take in your school?
How are they used and managed?
Do they achieve all you want them to?

12. Outdoor learning
• Using our local woods as a learning environment in
a variety of ways, including: Literacy, maths,
survival skills, social subjects, art, drama,
orienteering, skills.
• Being creative with our limited accommodation to
use the school grounds and community to facilitate
learning.
Share some of your most successful outdoor learning
initiatives.

13. Transitions
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School ethos – building confident individuals
Bounce Back resilience focus
1nery
Department working
Whole school activities
Inter department working – team teaching especially
summer term
• P7 personal projects – links with secondary schools
• Cluster schools working together eg science project
What do you do to enhance transitions?

14. Cooking in school
• Promote healthy eating in context
• Raised awareness of food safety and hygiene.
• Promotes IDL: culture, geography, carbon footprint,
finance education, measure etc
• Parental involvement: cooking classes for children, staff,
parents
• Enterprise: Fundraising, business links
• Enjoyable and creative
What could you / do you do to promote cooking in school?

15. GIRFEC
• Team ethos
• Pastoral care
• Knowing each
other
• Cause for
Concern Folders
What do you do
to promote GIRFEC?

16. Skills
Thinking skills using Blooms Taxonomy
Developing a new style of pupil / staff dialogue:
What are you learning today? So what thinking skills are
you using to help? How are they helping?
How could you use that skill out of school?
How could you use that skill when you grow up?”
This gives the children increased responsibility for their learning and
helps them make sense of what they are learning and why it is important.
Social Skills
We are focussing on the following:
We have developed with the children
differentiated goals. These are included in
the Learning Logs to share with parents.
How could you use these to promote the principles of HWB in your setting?