Suggested Experiences & Outcomes
Responsibility of All Mental & Emotional wellbeing
- 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 know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. HWB 4-05a
- 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
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 Relationships, Sexual Health and Parenthood
- I understand the importance of being cared for and caring for others in relationships, and can explain why. HWB 4-44a
- I understand and can demonstrate the qualities and skills required to sustain different types of relationships. HWB 4-44b
- I understand and can explain the importance of, and need for, commitment, trust and respect in loving and sexual relationships. I understand the different contexts of such relationships including marriage. HWB 4-44c
- I recognise that power can exist within relationships and can be used positively as well as negatively. HWB 4-45a
- I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication. HWB 4-45b
- I reflect on how my attitudes, beliefs, values and morality can influence my decisions about friendships, relationships and sexual behaviour. HWB 4-46a
- I know that popular culture, the media and peer pressure can influence how I feel about myself and the impact this may have on my actions. HWB 4-46b
- I understand my own body’s uniqueness, my developing sexuality, and that of others. HWB 4-47a
I know how to access services, information and support if my sexual health and wellbeing is at risk. I am aware of my rights in relation to sexual health including my right to confidentiality, and my responsibilities, including those under the law. HWB 4-48a
- I know how to manage situations concerning my sexual health and wellbeing and am learning to understand what is appropriate sexual behaviour. HWB 4-49a
- I know where to get support and help with situations involving abuse and I understand that there are laws which protect me from different kinds of abuse. HWB 4-49b
- I can explain the importance and the enduring and complex responsibility of being a parent/carer, and the impact on life choices and options. HWB 4-51a
- Through investigation I can explain the support available for parents and carers looking after babies and bringing up children. HWB 4-51b
Benchmarks: Justifies why commitment, trust and respect are central to being cared for and caring for others.
Explains the importance of shared values and goals in sustaining a loving and sexual relationships, for example, mutual respect, agreement on sex.
Distinguishes between a balance of power and abuse of power in relationships, for example, respect, trust, coercion, consent.
Explains how positive and negative body image can affect health, self-worth and behaviour, for example, self-reliance, beauty industry expectations, body building.
Evaluates how the media, including social media and pornography impact on physical and mental health
Understands and respects diversity in sexuality, for example, sexual orientation and gender identity.
Understands the rights and responsibilities required for safe and enjoyable sex.
Explains how to access both local and national information, guidance and help.
Demonstrates an understanding of support available and current legislation related to a range of types of abuse, for example, female genital mutilation, domestic abuse, grooming, child sexual exploitation.
Explains how to access support for parents and carers.
Suggested Learning Intentions
- To learn how to improve my self-esteem.
- To develop understanding of self-esteem and what can affect it.
- To investigate different approaches to improve my self-esteem.
Suggested Success Criteria (I can...)
- I can explain what self-esteem is and why it is important.
- I can discuss ways to improve self-esteem.
- I can identify different ways to improve self-esteem.
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.
- What do we know?
What do we know about Self-Esteem? What was discussed in Body Image topic? What impacts on self-esteem and what can we do to support our self-esteem?
Young Minds Blog – https://youngminds.org.uk/blog/low-self-esteem-and-loneliness-key-concerns-for-young-people/
MIND information on Self-esteem https://www.mind.org.uk/information-support/types-of-mental-health-problems/self-esteem/#.Xa2sgG5FxPZ
- What do we need to know?
MIND information – https://www.mind.org.uk/information-support/types-of-mental-health-problems/self-esteem/#.Xa2rRW5FxPY
Ways to improve self-esteem https://www.mind.org.uk/information-support/types-of-mental-health-problems/self-esteem/tips-to-improve-your-self-esteem/#.Xa2tMG5FxPY
Young Minds information – https://youngminds.org.uk/find-help/for-parents/parents-guide-to-support-a-z/parents-guide-to-support-self-esteem/
What can you do (blog)? https://youngminds.org.uk/blog/six-ways-you-can-boost-your-self-esteem/
- What’s happening here / locally? / What could we do next?
Learners could discuss/explore/examine:
What local issues do we have relating to self-esteem?
What can we do as a school/local community to support our self-esteem?
Suggested SHANARRI Indicators
Suggested UNCRC Articles
Suggested NPF Outcome
- NPF 2.5
NHS Lanarkshire Library Resources
Here are some examples of resources that can be ordered via NHS Lanarkshire Library Resource to support your delivery of this topic:
- The wizard of no (DVD)
- Positive mental attitudes: curriculum pack (Resource)
- Self-esteem bingo (Game)
- Teen health series: self esteem (DVD)
- NHS Lanarkshire BBV & Sexual Health Training & Education Manager – email: Jude.Irwin@lanarkshire.scot.nhs.uk
- Sexual health website www.lanarkshiresexualhealth.org
- C Card and apps https://www.lanarkshiresexualhealth.org/apps/
- Online ACEs course - https://www.acesonlinelearning.com/
- HSBC National Report
- RSHP www.rshp.scot
- TIE resources https://www.tiecampaign.co.uk/resources
- Mind https://www.mind.org.uk
- Young Minds https://yougnminds.org.uk
- Children’s Rights www.unicef.org.uk/rrsa
- RRSA & ASN https://www.unicef.org.uk/rights-respecting-schools/resources/teaching-resources/special-schools-convention/
- Convention on Rights of Persons with Disabilities (CRPD) https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities/the-convention-in-brief.html
- Children & Young People’s Commissioner Scotland www.cypcs.org.uk
- Children in Scotland https://childreninscotland.org.uk/
- ASDAN - https://www.asdan.org.uk/courses
- SQA - Wellbeing Award SCQF levels 3 to 5 https://www.sqa.org.uk/sqa/63094.html