Suggested Experiences & Outcomes

Responsibility of All Mental & Emotional Wellbeing

  • I am aware of and able to express my feelings and am developing the ability to talk about them. HWB 4-01a
  • I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them. HWB 4-02a
  • 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 4-03a
  • 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 4-04a
  • 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 4-06a
  • I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. HWB 4-07a
  • 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 4-08a

Responsibility of All Social Wellbeing

  • 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 4-10a
  • I value the opportunities I am given to make friends and be part of a group in a range of situations. HWB 4-14a

Responsibility of All Physical Wellbeing

  • I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 4-15a
  • I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 4-16a
  • I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. HWB 4-17a

Responsibility of All Health & Wellbeing

  • I continue to enjoy daily participation in moderate to vigorous physical activity and sport and can demonstrate my understanding that it can:
    • contribute to and promote my learning
    • develop my fitness and physical and mental wellbeing
    • develop my social skills, positive attitudes and values
    • make an important contribution to living a healthy lifestyle. HWB 4-25a
  • I can explain the role of sport in cultural heritage and have explored the opportunities available for me to participate in school sport and sporting events. I make use of participation and performance pathways that allow me to continue and extend my sporting experience in my place of learning and beyond. HWB 4-26a
  • I have investigated factors which can influence participation in physical activity and food choices, and the impact of activity on population health in the Scottish and wider contexts. I can use this information to discuss policies and inform my own health choices. HWB 4-28a

Benchmarks: 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 to understand my emotions and those of others.
  • To develop my understanding of strategies to support wellbeing.
  • To investigate how I can look after my own, and others, wellbeing.

Suggested Success Criteria (I can...)

  • I can explain and discuss the impact of feelings and emotions on my own and others behaviour.
  • I can discuss and demonstrate strategies I could use to make informed choices in stressful/challenging situations.
  • I can demonstrate how my physical wellbeing impacts my feelings and explain how these can affect my behaviour.

Suggested Learning Experiences

These suggested activities/tasks are for group work within a classroom. Please 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/content with your learners and which other staff may also be able to provide support/differentiation to meet their needs.

  1. What do we know?
    Discuss with learners what they know from previous topics (S1/2 – wellbeing, resilience, mental wellbeing, mental illness, self-care, support agencies).
    StressLESS Module 1 – What does mental health mean to you?
    What Does Mental Health Mean to You? (PNG)
    Mental Health Continuum Appendix (PNG)
    PEP Factsheet 1 (PDF)
    PEP Week 1 Mental Health Spectrum Activity (PDF)
    PEP Week 1 Mental Health Spectrum Scenario Cards (PDF)
    MHF ‘A-Z’
    How have they used any of this information?  Can they identify situations were mental health may be challenged – new situations/learning, with friends, at home etc.?  How might these types of situations affect where a person is on the mental health continuum?  Why might this be different for different people? Social model of mental wellbeing & Dual Continuum diagram
  2. What do we need to know?
    What is mental illness?
    MIND Understanding Mental Health Problems (PDF)
    SAMH Understanding Mental Health Problems (PDF)
    Am I OK? (PDF)
    What different types of mental illness do learners know?
    You may wish to discuss topics such as; anxiety, panic attacks, bipolar disorder, depression, eating problems, OCD, schizophrenia, self-harm, psychosis, suicidal feelings etc. but this may be shaped by the learners in the class.
    Anxiety & panic attacks
    MIND Anxiety & Panic Attacks (PDF)
    SAMH Understanding Anxiety (PDF)
    Bipolar disorder
    Mind Bipolar Disorder (PDF)
    MIND Depression (PDF)
    SAMH Understanding Depression (PDF)
    Eating problems
    MIND Eating Problems (PDF)
    MIND Obsessive-compulsive Disorder (PDF)
    MIND Understanding Schizophrenia (PDF)
    MIND Self-harm (PDF)
    SAMH Understanding Self Harm (PDF)
    See Me On Edge resource
    MIND Understanding Psychosis (PDF)
    SAMH Understanding Psychosis (PDF)
    Suicidal feelings
    MIND How to Cope With Suicidal Feelings (PDF)
    SAMH Living With Your Thoughts (PDF)
    Stigma Free Lanarkshire resources may be useful in these discussions:
    Young People and Mental Health Stigma (PDF)
    Stigma Free Lanarkshire Language Poster (PDF)
    Signposting Young People (PDF)
    [Add NHSL Health Literacy resource link]
  3. What’s happening here / locally? / What could we do next?
    Learners may wish to explore topic/s further and find out more about local support services/networks and strategies.  Think about how what to do if they are concerned about someone’s mental health etc. Findings could be shared in class/school/community.
    SAMH & Mind PDFs may be useful:
    MIND How to Cope With Suicidal Feelings (PDF)
    SAMH How to Cope When Supporting Someone Else (PDF)
    SAMH Looking After Friends & Family (PDF)
    SAMH How to Help a Friend (PDF)
    SAMH Living With Your Thoughts (PDF)
    SAMH Suicide Are You Worried About Someone? (PDF)