About this Guide
This resource is designed to support practitioners deliver appropriate PSE in conjunction with their learners in light of the Scottish Government PSE Review (2019). You may with to look at the information about cocreation in the activity section, along with the associated benchmarks, to support your learners build on their existing knowledge and understanding of this topic. This suggested Anti-Racism content will support practitioner work with their learners to develop the curriculum to suit their local context and meet the relevant age and stage of development for children and young people with regard to Mental, Emotional, Social & Physical Wellbeing.
Suggested Experiences & Outcomes
Mental & Emotional Wellbeing
- HWB 3-03a
I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.
- HWB 3-04a
I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave.
- HWB 3-06a
I understand the importance of mental wellbeing and that this can be fostered and strengthened through personal coping skills and positive relationships. I know that it is not always possible to enjoy good mental health and that if this happens there is support available.
- HWB 3-07a
I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.
- HWB 3-08a
I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support.
- HWB 3-09a
As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.
- HWB 3-10a
I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all.
- HWB 3-11a
I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.
- HWB 3-12a
Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.
- HWB 3-13a
Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.
- HWB 3-14a
I value the opportunities I am given to make friends and be part of a group in a range of situations.
- HWB 3-16a
I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible.
- HWB 3-17a
I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations.
Health & Wellbeing
- HWB 3-25a
I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community.
- Sustains daily moderate to vigorous physical activity.
- Extends opportunities to develop/achieve in sports performance and/or outdoor learning, within place of learning and community.
- Evaluates how physical activity impacts on mental, emotional, social and physical wellbeing.
- Explains the role of sport in cultural heritage, for example, shinty, rugby, curling.
- Evaluates own lifestyle in relation to the balance of sleep, rest and physical activity and the impact this may have on health.
- Explains factors which influence participation in physical activity and food choices, for example, socio-economic, media, peer pressure.
- Analyses current national guidance and policy and explains their impact on own health choices, for example, sugar intake, physical activity targets.
Suggested Learning Intentions
- to learn about racism and challenging racist behaviour
- to develop my understanding of identifying racism and strategies to challenge racism
- to investigate how I can look after my own, and others’ wellbeing which may be affected by racism
Suggested Success Criteria (I Can…)
- talk about racism and anti-racism (in our school/community)
- discuss strategies I could use to challenge racism and support young people who face racism (in our school/community)
- discuss support networks and strategies I could access/take to support my own, and others’ wellbeing if affected by racism (in our school/community)
Suggested Learning Experiences
These suggested activities/tasks are for group work within a classroom and target holistic/generic/universal needs of learners. You should select activities/tasks that are most relevant to the needs of your learners and school community. Please use your professional judgement as to how best to deliver these types of activities/tasks sensitively/appropriately with your learners and which other staff may also be able to provide support/differentiation to meet their needs.
What do we know?
These Highland One World resources can support teacher’s addressing this topic. How might this impact young people in Scotland/their community? What issues does this bring up – stereotypes, gender, class, poverty, immigration? What types of language/labels are used and by whom and are they appropriate e.g. BME/BAME? Where are learners getting their information from? Parents/Carers, friends/family, social media, television/film, lived experience? This is a link to films by BME young people talking about their experiences of growing up in Scotland. Education Scotland resource Glasgow Girls explores a campaign to support asylum seekers in the city and could be used to stimulate discussion. This EIS publication for teachers has information on language and suggested activities relating to Immigration that could be useful. These Wakelets have information about Race equality education, anti-racism education and a range of resources to support discussions.
What do we need to know?
These websites have content that may be useful in your specific context and could be used to stimulate discussion and debate. Learners could explore what it means to be BME/BAME in Scotland/their school/community – what are the positive aspects/barriers/issues e.g. racism, hate crime, intersectionality, colour-blindness, cultural diversity etc? Learners may explore statistics behind ‘Stop & Search’ laws etc. and discuss their experiences if relevant. Are the experiences of learners different depending on ethnicity? Why might there be differences?
What other areas of the curriculum could help us learn more? What is different about the Black Lives Matter movement in the UK than the USA? [These resources may be of use: Respect Me what is prejudice based bullying? Education Scotland Myths of Immigration resource and Heritage and Inclusion Young Minds how does racism affect mental health? EIS Anti-racist resource Red Cross Black Lives Matter resource [Also see information/resources in External Links and NHS Library Resources that may be of interest].
What’s happening here/locally? What could we do next?
Discuss how, why, when you/someone you know may need to take further steps to address needs/issues relating to racism. How could you share this information? What do we/could we do as a school to challenge racism? Could we establish our own school group? Can I discuss who/where I can go for help, advice and support around this topic/issue? Can learners make links to develop their understanding of these issues and identify ways to support BME/BAME young people and be anti-racist? What other organisations/groups offer support to BME/BAME young people in our local community?