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5-14 Programmes of Study: Health
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Please read this first: Foreword: Rationale and guidance on the Health programmes. |
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5 - 14 Health Education Overviews |
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Drugs Education Overviews |
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Nutrition Education Overviews |
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Safety Education Overviews |
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| Sexual Health and Relationships Education Overviews | ||
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Highland Council Policies and Guidelines |
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Health Programmes |
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Level |
Strand | Attainment Targets |
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A |
Emotional Health 1 |
Recognise their own
feelings about themselves and towards others, e.g. know when
they feel happy or sad. |
| Emotional Health 2 |
Recognise that their
family and other special people in their lives care for them and help them. |
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| Emotional Health 3 |
Show how they respect
and care for themselves and others. Show an awareness of caring
and sharing, e.g. take turns. |
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| Physical Health 1 |
Show an awareness of the ways of keeping
healthy through, e.g. eating and drinking, exercise, sleep, keeping clean
and brushing teeth. |
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| Physical Health 2 |
Show an awareness of simple ways of
keeping safe, e.g. safe use of medicine. |
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| Physical Health 3 |
Show an awareness of the way our bodies
grow and change. |
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| Physical Health 4 |
Show an awareness of simple ways of
keeping safe. |
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| Physical Health 5 |
Show an awareness of simple ways of
keeping safe. |
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| Social Health 1 |
Show simple ways of keeping the
environment clean, safe and healthy. |
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| Social Health 2 |
Show simple ways of avoiding incidents,
e.g. approaches by people they do not know. Show simple ways of getting help, e.g. telling, dialling 999. |
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| Level | Strand |
Attainment Targets |
B |
Emotional Health 1 |
Recognise a range of
feelings they and other people experience at different times; e.g. feelings
of fear, excitement. Communicate with others through developing vocabulary relating to emotions and feelings, e.g. being able to talk about how they feel. |
| Emotional Health 2 |
Recognise the value of
family and friendships. Identify the ways in which people care for them. |
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| Physical Health 1 |
Show their knowledge of
what individuals need to do to keep healthy, e.g. varied diet, regular
exercise. |
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| Physical Health 2 |
Recognise ways in which
individuals are unique, e.g. height, eyesight. |
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| Physical Health 3 |
Identify a range of ways
of keeping safe, e.g. avoiding harmful substances and practising safe
food preparation and safe road use. |
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| Physical Health 4 |
Identify a range of ways
of keeping safe, e.g. avoiding harmful substances and practising safe
food preparation and safe road use. |
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| Social Health 1 |
Identify ways in which the local
environment can affect their health, e.g. traffic, and smoke. |
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| Social Health 2 |
Show
ways of getting help, e.g. in the event of an accident or a bullying
incident. |
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| Level | Strand |
Attainment Targets |
| C | Emotional Health 1 |
Use
personal and interpersonal skills to relate to other people. Show ways of
making and keeping friends, e.g. playing together. |
| Emotional Health 2 |
Recognise how circumstances can change emotions,
e.g. moving house or changing school. Identify strategies to help with loss or grief. Show safe ways of dealing with a range of situations, particularly those that may present a risk, e.g. bullying. |
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| Physical Health 1 |
Show
their knowledge and understanding of what they do to keep healthy, e.g.
effect of regular exercise, leisure activities, choosing nutritious food.
Identify ways of reducing risks of infection, e.g. oral health. |
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| Physical Health 2 |
Show their knowledge and understanding of the
impact of harmful substances on the body. Demonstrate simple decision
making strategies in relation to keeping healthy and safe. |
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| Physical Health 3 |
Identify the different ways we grow and change, e.g. in puberty. |
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| Social Health 1 |
Demonstrate safe ways of responding to risks to health and personal safety
in their community, e.g. following codes of safety. |
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| Social Health 2 |
Demonstrate safe ways of responding to risks
to health and personal safety in community. Show an understanding of how
they can contribute responsibly to their community. |
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| Level | Strand |
Attainment Targets |
| D | Emotional Health 1 |
Demonstrate an understanding of their
emotional needs and strengths, e.g. resilience and ways of managing
pressure. |
| Emotional Health 2 |
Show ways in which they can deal with change,
e.g. transition from primary to secondary school. |
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| Emotional Health 3 |
Recognise that peer and media influences can effect choices they make. |
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| Physical Health 1 |
Show their
knowledge and understanding of their physical needs and strengths. Show their knowledge of how the body is protected from infection e.g. natural immunity, vaccinations. |
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| Physical Health 2 |
Identify strategies for
keeping healthy and safe, e.g. choosing not to use harmful substances. |
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| Physical Health 3 |
Show knowledge and
understanding of their own body's uniqueness. Show their knowledge of their own developing sexuality. |
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| Social Health 1 |
Demonstrate an
understanding of the wider environmental influences on health, e.g.
passive smoking, fluoride and public water supplies. |
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| Social Health 2 |
Demonstrate an
understanding of some aspects of the social and cultural influences on
health, e.g. different foods, exercise. Recognise issues of discrimination and the right to equal opportunities for all members of the community. |
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| Social Health 3 |
Identify ways in which
the wider community takes action to protect health, e.g. traffic and
pollution management, availability of local leisure services. Investigating issues that impact on health and the wider environment. |
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| Level | Strand |
Attainment Targets |
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E
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Emotional Health 1 |
Identify the benefits to
health of good personal relationships, e.g. feeling valued.
Demonstrate responsible strategies to deal with a range of situations and
emotions in relationships. Recognise the impact of change on their lives, e.g. moving from primary to secondary school. Show ways in which they can seek help and advice. |
| Physical Health 1 |
Show
their knowledge and understanding of the impact health choices can have on
the quality of health, e.g. choice of leisure activity, varied diet,
breast-feeding. Use decision making skills to demonstrate their ability to make positive health choices, e.g. risk assessment on issues such as substance misuse, wearing of cycle helmets, personal safety. |
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| Social Health 1 |
Identify global
environmental issues that affect health, e.g. pollution. Identify some of the ways in which laws impact on health and safety, e.g. seatbelts, speed limits, UN Convention on the Rights of the Child (UNCRC). |
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| Social Health 2 |
Develop their knowledge
of local health support services and how to access them. |
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Resources |
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Science and Health |
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