Welcome to the Health and Wellbeing Area of Learning Experience/IBelong curriculum. The IBelong curriculum provides a holistic structure for understanding health and well-being. It is concerned with developing the capacity of learners to navigate life's opportunities and challenges. The fundamental components of this Area are physical health and development, mental health, and emotional and social well-being. It will support learners to understand and appreciate how the different components of health and well-being are interconnected, and it recognises that good health and well-being are important to enable successful learning.
What matters in this Area has been expressed in five statements which support and complement one another:
- Developing physical health and well-being has lifelong benefits.
- How we process and respond to our experiences affects our mental health and emotional well-being.
- Our decision-making impacts on the quality of our lives and the lives of others.
- How we engage with social influences shapes who we are and affects our health and well-being.
- Healthy relationships are fundamental to our well-being.
Together these statements contribute to realising the four purposes of the curriculum.
Learners will develop as healthy, confident individuals, ready to lead fulfilling lives as valued members of society. By developing learners’ motivation, resilience, empathy and decision-making abilities, they can be supported to become ambitious, capable learners, ready to learn throughout their lives.
Learners can also be supported to become ethical, informed citizens of Wales and the world by developing their ability to show respect, to value equity, to listen to others and to evaluate the social influences affecting them.
Through enabling learners to manage risks, express ideas and emotions, develop and maintain healthy relationships, and take on different roles and responsibilities, the learning and experience in this Area can support learners to become enterprising, creative contributors ready to play a full part in life and work.
During the autumn term we introduce learners to the Well-being programme, which is integrated with Active Well-being and food lessons. This encourages learners to make connections between different areas of the curriculum. During the autumn term, learners are posed with the question of "What Makes a Healthy Year 7 Student?". We start the year by reflecting on the experiences of the last few months, considering what the process of transition from primary to secondary school has been like, and inviting students to write us a letter of introduction, applying their literacy skills in an authentic context. This enables learners to describe their experiences of primary school, special achievements and interests, both in and outside of school, and to outline the things they are looking forward to in secondary school, alongside any worries they may have, feeding into the I Belong agenda. Students then engage with a unit of work on media literacy. In a media rich world, it can be difficult to separate facts from opinion and bias. A key element of learners’ personal development is to develop critical thinking skills that will enable them to make positive, well-informed choices. This unit introduces students in the way news and information is presented to us. During the second half of the autumn term pupils will complete the School Health Research Network biennial school health behaviours survey. This gathers important information on 7 key areas of health and wellbeing. Following this, we will focus on relationships and self-identity. Learners will consider the influences that are shaping them into the individuals they are. They will explore self esteem and resilience, the nature of friendship, bullying and family life. We will also raise awareness of young carers by exploring the important role they fulfil within many families.
Learners explore what makes a Healthy Year 7 pupil through various activities. This will develop their knowledge of the benefits that physical activity can have on their physical, mental & social wellbeing. They will participate in a range of fitness activities so they can start to evaluate their current fitness level. They will develop their knowledge & understanding of components of fitness and how these are used in various sporting activities. All students will take part in a 1km 'well being' warm up walk/run/jog at the start of each fitness lesson.
Learners will be completing a number of makes, that incorporate skills and techniques relevant to everyday cooking e.g. Knife skills, handling food, hygiene food storage, food preparation, recipe writing, etc. There are also links to the IDiscover theme of 'sustaining the planet' with students looking at hydroponics growing vegetables, Soil conditions and pollination, which will give students the knowledge to be able to plant and grow food that they can cook in the future. Learners link to active wellbeing by considering and calculating the number of calories in what they produce. Always considering and using healthy options in their bakes/makes.
The learners started the term with fitness & games to develop their knowledge of the benefits that physical activity can have on their physical, mental & social wellbeing. They will develop their knowledge & understanding of components of fitness and how these are used in various sporting activities. All learners will take part in a 1km 'well being' warm up walk/run/jog at the start off each fitness lesson.
Health & Wellbeing
Learners in year 8 have started the year by reflecting on the experiences of the last few months, and identifying well-being priorities for themselves over the coming year. Learners who may have a caring role are encouraged to identify themselves, so that appropriate support can be put in place for these learners. Learners will engage with a unit of work on media literacy, using a programme called Be Internet Citizens. This unit provides learners with the knowledge, skills, attitudes and behaviours to enable them to become positive, informed digital citizens who are able to respond to information critically. Lessons will be complemented by sessions from the community Police Liaison service on online safety and interactions. During the second half of the term learners will complete the School Health Research Network national survey into school health behaviours. This surveys young people on seven key areas of health and well-being. The anonymous data collected can be compared with national trends and used to inform the content of our wellbeing programme. Learners will then focus on relationships and sexuality education. This will include sessions on HPV vaccination, gender identity and gender norms, challenging homophobia, safe relationships, consent, pregnancy and pregnancy prevention.
The learners will start the term with fitness & games to develop their knowledge of the benefits that physical activity can have on their physical, mental & social wellbeing. They will consolidate their knowledge & understanding of components of fitness and how these are used in various sporting activities. All learners will take part in a 1km 'well being' warm up walk/run/jog at the start of each fitness lesson.
Health & Wellbeing
Learners in year 9 have started the year by reflecting on the experiences of the last few months, and identifying well-being priorities for themselves over the coming year. Learners who may have a caring role are encouraged to identify themselves, so that appropriate support can be put in place for these learners. During the first half term pupils will engage with a suite of lessons from Thinkuknow, called “Send me a Pic?” This series of lessons explores online relationships and in particular the phenomenon of sending nude pictures. Learners will look at the features of healthy and unhealthy relationships, the nature of manipulative or pressurising behaviour and the legal position with regard to the sending and sharing of explicit imagery. These lessons will be supplemented by a session delivered by the School Community Police Liaison service. During the second half of the autumn term learners will be invited to participate in the School Health Research Network ( SHRN) survey into Student Health and Wellbeing. This surveys young people on seven key areas of health and well-being. The anonymous data collected can be compared with national trends and used to inform the content of our wellbeing programme. Learners will then focus on relationships and sexuality education. This will include sessions on gender identity and gender norms, challenging homophobia, safe relationships, consent, pregnancy and pregnancy prevention and reducing the risk of STI’s, including HIV.
Learners will be further developing the skills they have previously learned and acquiring new cooking skills and knowledge, through practical lessons and theory based tasks.
The practical lessons will be focusing on cooking styles e.g. baking, grilling, proving, using pizza ovens e.t.c.
Theory tasks will include looking at links between food and exercise, the catering and hospitality industry, the kitchen brigade structure, calories and nutrition e.t.c.
There are also links with the iDiscover theme ‘leaving planet earth’ by looking at the effects of zero gravity on the body, nutrition requirements in space, exercise and a possible sustainable protein source on Mars.
GCSE Physical Education
All students will choose their three activities for the practical exam worth 50% and will need to start to gather as much evidence at competitions for their 'out-of-school' activities. This will be collated throughout the year, in preparation for the practical exam in year 11. In theory lessons the students will start with Unit 1: Health, exercise & fitness. They will apply the theory content to sporting experiences and explore how a sedentary lifestyle, lifestyle choices, diet and areas of fitness will affect their life journey and sporting performance. They will be assessed through topic tests and the quality of homework both in books & on google classroom. In practical lessons they will be carrying out fitness tests in preparation for the coursework - designing a personal fitness programme.
LEVEL 1/2 Sports and Coaching Principles
Students will start the course completing Unit 2: Fitness for sport. They will complete a booklet looking at structure and functions of body systems, the short and long term effects of exercise, principles and methods of training to highlight their understanding of each topic and will be assessed through topic tests.
This term students are currently working on the Enterprise and Employability Challenge. They will be working in teams to assess their personal skills applying for a specific team role. Students will then design and make a Christmas product they could sell at a Christmas fayre. Students will have to 'pitch' their product to a panel of experts, just like Dragons Den!
Health and Social Care and Childcare
Year 10 students are working through Unit 1: Human Growth, Development and Wellbeing. This is in preparation for an external exam in the summer (40% of overall grade). There are 4 sections of content: Human Development (current delivery), Physical and Mental Health, Individual Active Participation, Early Intervention.
During lessons, students are working through ebooklets and in time, will establish a relevant mix of electronic and written tasks.
At home, students can access a range of resources via the WJEC online links. This will provide further reading opportunities.
This term students will concentrate on the theory exam and complete Unit 3: Movement analysis. This unit of work will concentrate on the biomechanical levers in the body and how different joints can move to give advantages in certain sports. Students will be assessed through quality of homework, past paper questions and end of topic tests. Students will regularly be taught exam technique when answering exam questions. In practical lessons they will focus on their chosen 2 sports ready for examination in February/March. students are reminded to collate all video evidence to support their mark for 'out-of-school' activities.
Sports and Coaching Principles
Coaching and working on submitting all relevant documents for internal assessment. They will need to coach each other to gather more video evidence. The students will also be completing all the internal coursework Unit 1: Improving sporting performance. This will be assessed internally. The areas that they will be applying to their coursework include physiological, psychological and technical factors that affect their performance, as well as an opportunity to physically coach a practical session.
This year students will solely focus on the Individual Project which accounts for 50% of the overall mark. Students have been asked to think of a topic they are interested in and complete a significant research period, gathering information on their chosen topic. Working with the teacher, students pose a question and write around the topic discussing arguments for and against. Students are then challenged to come to a conclusion based on their research.
Health and Social Care and Childcare
Plan for the year: Delivery of unit 2 content, student research/investigations, students to take part in a 10 hour controlled assessment (accounting for 60% of overall grade), revise/revisit unit 1 in preparation for external exam. Unit 2 is a controlled assessment on health and social care, and childcare provision in Wales. This will include receiving an overview of the following sections: National legislative frameworks that promote and support health and well-being, service provision, multi agency working, benefits of multi-agency working and career pathways.