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Petition number: P-05-879
Petition title: Add Mental Health Education
to the mandatory teaching curriculum for all schools in Wales
Text of petition: When working for Mental -
The Podcast to Destigmatise Mental Health, I am continually
concerned by the lack of education in schools around mental health.
With 1 in 4 of us experiencing mental illness every year according
to the charity Mind, this seems to be a real and significant gap in
our education system.
KEY STATISTICS:
§ Over half of
all mental ill health starts before the age of 14, and 75% of this
has developed by the age of 18;
§ A 2015 survey
found that 13% of adults (16 & older) living in Wales were
reported to have received treatment for a mental health problem, an
increase from 12% reported in 2014;
§ The overall
cost of mental health problems in Wales is an estimated £7.2
billion a year.
§ The statistics
are shocking, yet whilst there is a whole subject in the Welsh
curriculum about our physical health in the form of PE, our young
people are left without knowledge of even the most common mental
illnesses.
§ Not only does
this leave them unprepared & vulnerable when it comes to
looking out for their own mental health, but also sets the standard
that Mental Health is not discussed. This plants a seed of stigma
that many carry for their whole lives.
§ We are keen to
hear back from those in power on a more extensive plan to better
the lives of Wales's young people.
CAMPAIGNING FOR:
§ Mental Health
education becoming mandatory teaching for all schools in Wales
without the addition of any exams/homework on this subject.
§ Every child in
Wales having the ability to access a qualified counsellor through
their school.
Every school in Wales offering Mental Health training for its
staff.
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1.
Current curriculum
Mental and emotional health and well-being is
included in the current curriculum through Personal and social
education (PSE). Delivery of PSE is a statutory requirement of the
basic curriculum although content is at the discretion of
schools. The non-statutory
Personal and social education framework for 7 to 19-year-olds in
Wales (2008) provides a recommended approach and learning
outcomes. Health and emotional well-being is one of five themes of
the PSE framework. The framework states that:
§ At Key Stage 3,
learners should be given opportunities to display a responsible
attitude towards keeping the mind and body safe and healthy, and to
understand the range of emotions they experience and how to develop
strategies for coping with negative feelings and the benefits of
accessing different sources of information, support and
advice.
§ At Key Stage 4,
learners should be given the opportunities to accept personal
responsibility for keeping the mind and body safe and healthy. They
should understand the factors that affect mental health and the
ways in which emotional well-being can be fostered. They should
understand the statutory and voluntary organisations which support
health and emotional well-being and how to access professional
health advice and personal support with confidence.
§ Post-16
learners should be given opportunities to accept responsibility for
all aspects of personal and social development and well-being. They
should understand how to critically evaluate personal lifestyle
choices in the context of physical health and emotional well-being,
considering the short and long term consequences of such decisions
and the life experiences which enhance or damage self-esteem
and explore how best to cope with the demands of such
situations.
2. New Curriculum for
Wales (to be introduced from September 2022)
The Welsh Government
published the draft new curriculum on 30 April 2019. The
statutory introduction of the new curriculum will be in September
2022. The new curriculum will initially only be introduced in
primary schools and Year 7 in September 2022, before rolling into
year 8 for 2023, year 9 in 2024, and so on as the cohort moves
through.
Learning in the new curriculum will be organised in
six ‘Areas of Learning and Experience’ (AoLEs) rather
than narrow subject boundaries. Within these, statements of
‘what matters’ set out the most important knowledge,
skills and experiences to be gained. The six AoLEs are:
§ Expressive
Arts
§ Health and
Well-being
§ Humanities
§ Languages,
Literacy and Communication
§ Mathematics and
Numeracy
§ Science and
Technology.
Learning about mental health will fall mainly
within the Health and Well-being AoLE.
The new curriculum will be organised into
Progression Steps at ages 5, 8, 11, 14 and 16 (rather than
key stages) and take the form of Achievement Outcomes
relating broadly to expectations at those ages. The progression
steps are set out in terms of what a learner can do, or has
done.
3. Health and Well-being
AoLE
The draft Health and Well-being AoLE concerns the
physical, psychological, emotional and social aspects of
lives. It aims to recognise good health and well-being as a
key enabler of successful learning. The AoLE aims to support
learners to develop and maintain their physical health and
well-being and their mental health and emotional well-being, as
well as developing positive relationships in a range of contexts.
It is available in an
online format or
a stand-alone PDF format [PDF 1.32MB].
‘What matters statements’ in this AoLE
seek to describe the fundamental factors
which underpin health and well-being. They aim to give
professionals the flexibility to identify those topics and issues
which are relevant to the needs of their learners, school and
community.
There are five elements within the Health and
Well-being what matters statements:
§ Developing
physical health and well-being has lifelong benefits.
§ Supporting information to aid practitioners with the
design and development of curricula in settings and
schools.
§ Expand all
§ Close all
§ Links within this area of learning and
experience
§ This section suggests where learning can be enriched
through drawing links between other what matters statements across
the Health and Well-being Area of Learning and Experience. It also
suggests where different elements of learning could be considered
together in order to support more holistic learning.
§ How we process and respond to our experiences
affects our mental health and emotional well-being.
§ The interdependency of physical and mental health
and emotional well-being.
§ The links between physical and mental health and
emotional well-being, including body image, identity and
physiological changes in relation to emotions.
§ Responding to the impact of puberty on emotional
well-being.
§ The role of self-regulation to support physical
health and well-being and in overcoming challenges in physical
activity.
§ Our decision-making impacts on the quality of our
lives and the lives of others.
§ Risks and decision-making which have an impact on
physical health.
§ Decision-making in physical activity (including
selecting appropriate equipment and strategies).
§ How we engage with different social influences
shapes who we are and our health and well-being.
§ The impact of social
influences on behaviours
that affect physical health.
§ How social attitudes and norms can impact on
physical self-image and identity.
§ The interaction of social influences and dynamics
within team sports.
§ Healthy relationships are fundamental to our sense
of belonging and well-being.
§ Developing relationships and working collaboratively
through team games.
§ (from Progression step 3 onwards)
§ The link between puberty, sexuality and sexual
relationships.
§ Links with other areas of learning and
experience
§ This section suggests where learning can be enriched
through drawing links between other what matters statements across
all the areas of learning and experience. It also suggests where
different elements of learning could be considered together in
order to support more holistic learning.
§ Expressive Arts
§ Creative movement and dance as a physical
activity.
§ Developing gross and fine motor skills to support
participation in art forms.
§ Humanities
§ Elements of citizenship can be developed through
respecting rules and fair play in team games.
§ Environmental factorsthat
affect health and well-being.
§ Food production and sustainability.
§ Languages, Literacy and Communication
§ The relationship between physical and cognitive
development has an impact on the acquisition of speech and
language.
§ Acquisition of gross
motor skills as a precursor
of fine
motor skills such as
handwriting.
§ Mathematics and Numeracy
§ The role of numeracy in purchasing and preparing
food to support nutrition.
§ The role of numeracy in measuring distance, weight
and time.
§ Science and Technology
§ Biological aspects of growth and physical
development.
§ Nutrition and food technology.
§ The biology of physical health and well-being
(including impact of disease, physical activity and
nutrition).
§ Progression step 1
§ Experiences, knowledge and skills
§ Learners need to experience:
§ opportunities to practise strategies that they have
developed to support their physical health and
well-being
§ opportunities to choose, prepare and eat a range of
foods that can support a healthy balanced diet
§ outdoor learning to support physical health and
well-being
§ a range of ongoing, daily opportunities to be
physically active
§ opportunities to be physically active in a variety
of environments (including indoor, outdoor, different surfaces,
heights, in and around water)
§ a range of physical activities through fun and
engaging approaches to learning.
§ Learners need to know:
§ how their physical health and well-being is
influenced by a range of factors,
both in the short and long term, including a balanced diet,
physical activity, sleep, personal care and hygiene, protection
from infection, and the use and misuse of substances
§ the importance of sustainable, balanced and positive
behaviours to support physical health and well-being
§ that physical health and well-being supports mental
health and emotional well-being
§ how physical growth and development influences
physical and emotional health and well-being
§ the role and importance of the physical self as part
of one’s identity.
§ Learners need to be able to:
§ identify and practise strategies to support their
physical health and well-being
§ plan and prepare food that can form part of a
healthy, balanced diet
§ develop their competence and confidence in a range
of activities which support physical health and
well-being
§ take responsibility for their own personal care and
hygiene.
§ Progression step 2
§ Experiences, knowledge and skills
§ Learners need to experience:
§ opportunities to practise strategies that they have
developed to support their physical health and
well-being
§ opportunities to choose, prepare and eat a range of
foods that can support a healthy balanced diet
§ outdoor learning to support physical health and
well-being
§ a range of ongoing, daily opportunities to be
physically active
§ opportunities to be physically active in a variety
of environments (including indoor, outdoor, different surfaces,
heights, in and around water)
§ a range of physical activities through fun and
engaging approaches to learning.
§ Learners need to know:
§ how their physical health and well-being is
influenced by a range of factors,
both in the short and long term, including a balanced diet,
physical activity, sleep, personal care and hygiene, protection
from infection, and the use and misuse of substances
§ the importance of sustainable, balanced and positive
behaviours to support physical health and well-being
§ that physical health and well-being supports mental
health and emotional well-being
§ how physical growth and development influences
physical and emotional health and well-being
§ the role and importance of the physical self as part
of one’s identity.
§ Learners need to be able to:
§ identify and practise strategies to support their
physical health and well-being
§ plan and prepare food that can form part of a
healthy, balanced diet
§ develop their competence and confidence in a range
of activities which support physical health and
well-being
§ take responsibility for their own personal care and
hygiene.
§ Progression step 3
§ Experiences, knowledge and skills
§ Learners need to experience:
§ opportunities to practise strategies that they have
developed to support their physical health and
well-being
§ opportunities to choose, prepare and eat a range of
foods that can support a healthy balanced diet
§ outdoor learning to support physical health and
well-being
§ a range of ongoing, daily opportunities to be
physically active
§ opportunities to be physically active in a variety
of environments (including indoor, outdoor, different surfaces,
heights, in and around water)
§ a range of physical activities through fun and
engaging approaches to learning.
§ Learners need to know:
§ how their physical health and well-being is
influenced by a range of factors,
both in the short and long term, including a balanced diet,
physical activity, sleep, personal care and hygiene, protection
from infection, and the use and misuse of substances
§ the importance of sustainable, balanced and positive
behaviours to support physical health and well-being
§ that physical health and well-being supports mental
health and emotional well-being
§ how physical growth and development influences
physical and emotional health and well-being
§ the role and importance of the physical self as part
of one’s identity.
§ Learners need to be able to:
§ identify and practise strategies to support their
physical health and well-being
§ plan and prepare food that can form part of a
healthy, balanced diet
§ develop their competence and confidence in a range
of activities which support physical health and
well-being
§ take responsibility for their own personal care and
hygiene.
§ Progression step 4
§ Experiences, knowledge and skills
§ Learners need to experience:
§ opportunities to practise strategies that they have
developed to support their physical health and
well-being
§ opportunities to choose, prepare and eat a range of
foods that can support a healthy balanced diet
§ outdoor learning to support physical health and
well-being
§ a range of ongoing, daily opportunities to be
physically active
§ opportunities to be physically active in a variety
of environments (including indoor, outdoor, different surfaces,
heights, in and around water)
§ a range of physical activities through fun and
engaging approaches to learning.
§ Learners need to know:
§ how their physical health and well-being is
influenced by a range of factors,
both in the short and long term, including a balanced diet,
physical activity, sleep, personal care and hygiene, protection
from infection, and the use and misuse of substances
§ the importance of sustainable, balanced and positive
behaviours to support physical health and well-being
§ that physical health and well-being supports mental
health and emotional well-being
§ how physical growth and development influences
physical and emotional health and well-being
§ the role and importance of the physical self as part
of one’s identity.
§ Learners need to be able to:
§ identify and practise strategies to support their
physical health and well-being
§ plan and prepare food that can form part of a
healthy, balanced diet
§ develop their competence and confidence in a range
of activities which support physical health and
well-being
§ take responsibility for their own personal care and
hygiene.
§ Progression step 5
§ Experiences, knowledge and skills
§ Learners need to experience:
§ opportunities to practise strategies that they have
developed to support their physical health and
well-being
§ opportunities to choose, prepare and eat a range of
foods that can support a healthy balanced diet
§ outdoor learning to support physical health and
well-being
§ a range of ongoing, daily opportunities to be
physically active
§ opportunities to be physically active in a variety
of environments (including indoor, outdoor, different surfaces,
heights, in and around water)
§ a range of physical activities through fun and
engaging approaches to learning.
§ Learners need to know:
§ how their physical health and well-being is
influenced by a range of factors,
both in the short and long term, including a balanced diet,
physical activity, sleep, personal care and hygiene, protection
from infection, and the use and misuse of substances
§ the importance of sustainable, balanced and positive
behaviours to support physical health and well-being
§ that physical health and well-being supports mental
health and emotional well-being
§ how physical growth and development influences
physical and emotional health and well-being
§ the role and importance of the physical self as part
of one’s identity.
§ Learners need to be able to:
§ identify and practise strategies to support their
physical health and well-being
§ plan and prepare food that can form part of a
healthy, balanced diet
§ develop their competence and confidence in a range
of activities which support physical health and
well-being
§ take responsibility for their own personal care and
hygiene.
§
All our children and young people will be:
§
ambitious, capable learners who:
§ set themselves high standards and seek and enjoy
challenge
§ are building up a body of knowledge and have the
skills to connect and apply that knowledge in different
contexts
§ are questioning and enjoy solving
problems
§ can communicate effectively in different forms and
settings, using both Welsh and English
§ can explain the ideas and concepts they are learning
about
§ can use number effectively in different contexts
– understand how to interpret data and apply mathematical
concepts
§ use digital technologies creatively to communicate,
find and analyse information
§ undertake research and evaluate critically what they
find
§ and
are ready to learn throughout their lives
§
enterprising, creative contributors who:
§ connect and apply their knowledge and skills to
create ideas and products
§ think creatively to reframe and solve
problems
§ identify and grasp opportunities
§ take measured risks
§ lead and play different roles in teams effectively
and responsibly
§ express ideas and emotions through different
media
§ give of their energy and skills so that other people
will benefit
§ and
are ready to play a full part in life and work
§
ethical, informed citizens who:
§ find, evaluate and use evidence in forming
views
§ engage with contemporary issues based upon their
knowledge and values
§ understand and exercise their human and democratic
responsibilities and rights
§ understand and consider the impact of their actions
when making choices and acting
§ are knowledgeable about their culture, community,
society and the world, now and in the past
§ respect the needs and rights of others, as a member
of a diverse society
§ show their commitment to the sustainability of the
planet
§ and
are ready to be citizens of Wales and the world
§
healthy, confident individuals who:
§ have secure values and are establishing their
spiritual and ethical beliefs
§ are building their mental and emotional well-being
by developing confidence, resilience and empathy
§ apply knowledge about the impact of diet and
exercise on physical and mental health in their daily
lives
§ know how to find the information and support to keep
safe and well
§ take part in physical activity
§ take measured decisions about lifestyle and manage
risk
§ have the confidence to participate in
performance
§ form positive relationships based upon trust and
mutual respect
§ face and overcome challenge
§ have the skills and knowledge to manage everyday
life as independently as they can
§ and
are ready to lead fulfilling lives as valued members of
society.
§ 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.
§ Supporting information to aid practitioners with the
design and development of curricula in settings and
schools.
§ Expand all
§ Close all
§ Links within this area of learning and
experience
§ This section suggests where learning can be enriched
through drawing links between other what matters statements across
the Health and Well-being Area of Learning and Experience. It also
suggests where different elements of learning could be considered
together in order to support more holistic learning.
§ Developing physical health and well-being has
lifelong benefits.
§ Making decisions which affect physical
health.
§ Risks which have an impact on physical
health.
§ Decision-making in physical activity (including
selecting appropriate equipment and strategies).
§ How we process and respond to our experiences
affects our mental health and emotional well-being.
§ The role of self-regulation in
decision-making.
§ The development of addictive behaviours and
decision-making.
§ How we engage with different social influences
shapes who we are and our health and well-being.
§ Understanding social influences on
decision-making (including financial).
§ The impact of decisions on wider social groups and
society.
§ Healthy relationships are fundamental to our sense
of belonging and well-being.
§ Accessing support and information to ensure personal
safety in relationships.
§ Building relationships with others, using
problem-solving skills and negotiation to support collective
decisions and career skills.
§ Decision-making in the context of different
relationships (including consent).
§ Links with other areas of learning and
experience
§ This section suggests where learning can be enriched
through drawing links between other what matters statements across
all the areas of learning and experience. It also suggests where
different elements of learning could be considered together in
order to support more holistic learning.
§
Humanities
§ How decision-making is a part of
citizenship.
§ Ethical considerations in
decision-making.
§
Mathematics and
Numeracy
§ Using numeracy to support positive decision-making,
particularly financial decision-making.
§
Science and
Technology
§ Decisions, safety and addictive behaviours in
respect of technology and in an online context.
§ Progression step 1
§ Experiences, knowledge and skills
§ Learners need to experience:
§ opportunities to reflect on personal beliefs and
values, and to consider their effect on
decision-making
§ overcoming challenges by considering the
consequences of decisions and responding to them
§ taking measured risks in a safe
environment
§ making decisions outside their comfort
zone
§ contributing to collective decisions.
§ Learners need to to know:
§ how decisions can affect our health and well-being
and impact on the health and well-being of others
§ how collective decisions can be supported by a fair
process
§ that there are many factors that influence
decision-making
§ where and how to seek support and information to aid
decision-making and personal safety
§ that there is a wide range of voluntary and paid
roles that they can choose to follow.
§ Learners need to be able to:
§ identify and manage risks when making
decisions
§ make safe decisions in a variety of situations and
environments
§ take steps to support their own health and
well-being and that of others
§ respond appropriately in harmful or unsafe
situations
§ make decisions when using technology which support
their health and well-being and that of others
§ contribute constructively when making decisions as
part of a group
§ take responsibility for their actions, and identify
and reflect on the effects of their decisions in order to evaluate
them and improve future decision-making
§ engage with ethical considerations and the effects
on others when making decisions.
§ Progression step 2
§ Experiences, knowledge and skills
§ Learners need to experience:
§ (from Progression step 1 onwards)
§ opportunities to reflect on personal beliefs and
values, and to consider their effect on
decision-making
§ overcoming challenges by considering the
consequences of decisions and responding to them
§ taking measured risks in a safe
environment
§ making decisions outside their comfort
zone
§ contributing to collective decisions.
§ Learners need to to know:
§ (from Progression step 1 onwards)
§ how decisions can affect our health and well-being
and impact on the health and well-being of others
§ how collective decisions can be supported by a fair
process
§ that there are many factors that influence
decision-making
§ where and how to seek support and information to aid
decision-making and personal safety
§ that there is a wide range of voluntary and paid
roles that they can choose to follow
§ (from Progression step 2 onwards)
§ that some behaviours are addictive and can influence
the decisions they make
§ that there are rules and laws to regulate and
support decision-making, and that decisions taken may have legal
consequences.
§ Learners need to be able to:
§ (from Progression step 1 onwards)
§ identify and manage risks when making
decisions
§ make safe decisions in a variety of situations and
environments
§ take steps to support their own health and
well-being and that of others
§ respond appropriately in harmful or unsafe
situations
§ make decisions when using technology which support
their health and well-being and that of others
§ contribute constructively when making decisions as
part of a group
§ take responsibility for their actions, and identify
and reflect on the effects of their decisions in order to evaluate
them and improve future decision-making
§ engage with ethical considerations and the effects
on others when making decisions
§ (from Progression step 2 onwards)
§ make financial decisions which support their own
health and well-being and that of others
§ make reasoned and informed decisions about their
learning and career pathways.
§ Progression step 3
§ Experiences, knowledge and skills
§ Learners need to experience:
§ (from Progression step 1 onwards)
§ opportunities to reflect on personal beliefs and
values, and to consider their effect on
decision-making
§ overcoming challenges by considering the
consequences of decisions and responding to them
§ taking measured risks in a safe
environment
§ making decisions outside their comfort
zone
§ contributing to collective decisions.
§ Learners need to know:
§ (from Progression step 1 onwards)
§ how decisions can affect our health and well-being
and impact on the health and well-being of others
§ how collective decisions can be supported by a fair
process
§ that there are many factors that influence
decision-making
§ where and how to seek support and information to aid
decision-making and personal safety
§ that there is a wide range of voluntary and paid
roles that they can choose to follow
§ (from Progression step 2 onwards)
§ that some behaviours are addictive and can influence
the decisions they make
§ that there are rules and laws to regulate and
support decision-making, and that decisions taken may have legal
consequences.
§ Learners need to be able to:
§ (from Progression step 1 onwards)
§ identify and manage risks when making
decisions
§ make safe decisions in a variety of situations and
environments
§ take steps to support their own health and
well-being and that of others
§ respond appropriately in harmful or unsafe
situations
§ make decisions when using technology which support
their health and well-being and that of others
§ contribute constructively when making decisions as
part of a group
§ take responsibility for their actions, and identify
and reflect on the effects of their decisions in order to evaluate
them and improve future decision-making
§ engage with ethical considerations and the effects
on others when making decisions
§ (from Progression step 2 onwards)
§ make financial decisions which support their own
health and well-being and that of others
§ make reasoned and informed decisions about their
learning and career pathways
§ (from Progression step 3 onwards)
§ set short-term and long-term goals in a variety of
contexts, and make decisions that support the achievement of these
goals
§ critically engage with a range of information and
experiences to make informed decisions that they can
justify.
§ Progression step 4
§ Experiences, knowledge and skills
§ Learners need to experience:
§ (from Progression step 1 onwards)
§ opportunities to reflect on personal beliefs and
values, and to consider their effect on
decision-making
§ overcoming challenges by considering the
consequences of decisions and responding to them
§ taking measured risks in a safe
environment
§ making decisions outside their comfort
zone
§ contributing to collective decisions
§ (from Progression step 4 onwards)
§ real-life work situations.
§ Learners need to know:
§ (from Progression step 1 onwards)
§ how decisions can affect our health and well-being
and impact on the health and well-being of others
§ how collective decisions can be supported by a fair
process
§ that there are many factors that influence
decision-making
§ where and how to seek support and information to aid
decision-making and personal safety
§ that there is a wide range of voluntary and paid
roles that they can choose to follow
§ (from Progression step 2 onwards)
§ that some behaviours are addictive and can influence
the decisions they make
§ that there are rules and laws to regulate and
support decision-making, and that decisions taken may have legal
consequences.
§ Learners need to be able to:
§ (from Progression step 1 onwards)
§ identify and manage risks when making
decisions
§ make safe decisions in a variety of situations and
environments
§ take steps to support their own health and
well-being and that of others
§ respond appropriately in harmful or unsafe
situations
§ make decisions when using technology which support
their health and well-being and that of others
§ contribute constructively when making decisions as
part of a group
§ take responsibility for their actions, and identify
and reflect on the effects of their decisions in order to evaluate
them and improve future decision-making
§ engage with ethical considerations and the effects
on others when making decisions
§ (from Progression step 2 onwards)
§ make financial decisions which support their own
health and well-being and that of others
§ make reasoned and informed decisions about their
learning and career pathways
§ (from Progression step 3 onwards)
§ set short-term and long-term goals in a variety of
contexts, and make decisions that support the achievement of these
goals
§ critically engage with a range of information and
experiences to make informed decisions that they can
justify.
§ Progression step 5
§ Experiences, knowledge and skills
§ Learners need to experience:
§ (from Progression step 1 onwards)
§ opportunities to reflect on personal beliefs and
values, and to consider their effect on
decision-making
§ overcoming challenges by considering the
consequences of decisions and responding to them
§ taking measured risks in a safe
environment
§ making decisions outside their comfort
zone
§ contributing to collective decisions
§ (from Progression step 4 onwards)
§ real-life work situations.
§ Learners need to know:
§ (from Progression step 1 onwards)
§ how decisions can affect our health and well-being
and impact on the health and well-being of others
§ how collective decisions can be supported by a fair
process
§ that there are many factors that influence
decision‑making
§ where and how to seek support and information to aid
decision-making and personal safety
§ that there is a wide range of voluntary and paid
roles that they can choose to follow
§ (from Progression step 2 onwards)
§ that some behaviours are addictive and can influence
the decisions they make
§ that there are rules and laws to regulate and
support decision-making, and that decisions taken may have legal
consequences.
§ Learners need to be able to:
§ (from Progression step 1 onwards)
§ identify and manage risks when making
decisions
§ make safe decisions in a variety of situations and
environments
§ take steps to support their own health and
well-being and that of others
§ respond appropriately in harmful or unsafe
situations
§ make decisions when using technology which support
their health and well-being and that of others
§ contribute constructively when making decisions as
part of a group
§ take responsibility for their actions, and identify
and reflect on the effects of their decisions in order to evaluate
them and improve future decision-making
§ engage with ethical considerations and the effects
on others when making decisions
§ (from Progression step 2 onwards)
§ make financial decisions which support their own
health and well-being and that of others
§ make reasoned and informed decisions about their
learning and career pathways
§ (from Progression step 3 onwards)
§ set short-term and long-term goals in a variety of
contexts, and make decisions that support the achievement of these
goals
§ critically engage with a range of information and
experiences to make informed decisions that they can
justify.
§ All our children and young people will
be:
§ ambitious, capable learners who:
§ set themselves high standards and seek and enjoy
challenge
§ are building up a body of knowledge and have the
skills to connect and apply that knowledge in different
contexts
§ are questioning and enjoy solving
problems
§ can communicate effectively in different forms and
settings, using both Welsh and English
§ can explain the ideas and concepts they are learning
about
§ can use number effectively in different contexts
– understand how to interpret data and apply mathematical
concepts
§ use digital technologies creatively to communicate,
find and analyse information
§ undertake research and evaluate critically what they
find
§ and are ready to learn throughout their
lives
§ enterprising, creative contributors who:
§ connect and apply their knowledge and skills to
create ideas and products
§ think creatively to reframe and solve
problems
§ identify and grasp opportunities
§ take measured risks
§ lead and play different roles in teams effectively
and responsibly
§ express ideas and emotions through different
media
§ give of their energy and skills so that other people
will benefit
§ and are ready to play a full part in life and
work
§ ethical, informed citizens who:
§ find, evaluate and use evidence in forming
views
§ engage with contemporary issues based upon their
knowledge and values
§ understand and exercise their human and democratic
responsibilities and rights
§ understand and consider the impact of their actions
when making choices and acting
§ are knowledgeable about their culture, community,
society and the world, now and in the past
§ respect the needs and rights of others, as a member
of a diverse society
§ show their commitment to the sustainability of the
planet
§ and are ready to be citizens of Wales and the
world
§ healthy, confident individuals who:
§ have secure values and are establishing their
spiritual and ethical beliefs
§ are building their mental and emotional well-being
by developing confidence, resilience and empathy
§ apply knowledge about the impact of diet and
exercise on physical and mental health in their daily
lives
§ know how to find the information and support to keep
safe and well
§ take part in physical activity
§ take measured decisions about lifestyle and manage
risk
§ have the confidence to participate in
performance
§ form positive relationships based upon trust and
mutual respect
§ face and overcome challenge
§ have the skills and knowledge to manage everyday
life as independently as they can
§ and are ready to lead fulfilling lives as valued
members of society.
§ How we engage
with different social influences shapes who we are and our health
and well-being.
§ Supporting information to aid practitioners with the
design and development of curricula in settings and
schools.
§ Expand all
§ Close all
§ Links within this area of learning and
experience
§ This section suggests where learning can be enriched
through drawing links between other what matters statements across
the Health and Well-being Area of Learning and Experience. It also
suggests where different elements of learning could be considered
together in order to support more holistic learning.
§ Developing physical health and well-being has
lifelong benefits.
§ The impact of social influences on behaviours
that affect physical health.
§ How social attitudes and norms can impact on
physical self-image and identity.
§ The interaction of social influences and team sports
and team dynamics.
§ How we process and respond to our experiences
affects our mental health and emotional well-being.
§ The role of self-regulation in engaging critically
with social influences.
§ The impact of social influences on experiences and
mental and emotional health, and perceptions of
them.
§ Our decision-making impacts on the quality of our
lives and the lives of others.
§ Understanding social influences on decision-making
(including financial).
§ The impact of decisions on wider social groups and
situations.
§ Healthy relationships are fundamental to our sense
of belonging and well-being.
§ Understanding how social attitudes and norms can
impact on relationships, recognising that these can be positive
and/or harmful.
§ Understanding how different social groups and
societies present norms of different relationships.
§ Developing relationships within different social
groups.
§ Links with other areas of learning and
experience
§ This section suggests where learning can be enriched
through drawing links between other what matters statements across
all the areas of learning and experience. It also suggests where
different elements of learning could be considered together in
order to support more holistic learning.
§
Expressive Arts
§ The importance of the Expressive Arts and related
pedagogies in exploring social influences.
§
Humanities
§ How citizenship is linked to and impacted by social
influences.
§ How the values and norms of individuals form
a collective identity and collective values.
§
Languages, Literacy and
Communication
§ Exploring social influences as presented in and
through different literature.
§
Mathematics and
Numeracy
§ Critically engaging with social norms in
respect of money to support financial literacy.
§
Science and
Technology
§ Critically engaging with social norms and influences
in respect of technology, and in an online context.
§ Progression step 1
§ Experiences, knowledge and skills
§ Learners need to experience:
§ interaction with a range of social groups, both
familiar and unfamiliar
§ situations and contexts that provoke reflection on
social influences and their consequences
§ the demands of different social
situations
§ opportunities to explore and evaluate the
consequences of different responses to rules and norms.
§ Learners need to know:
§ that different social groups and situations have
their own rules and norms
§ the different rules and norms of the social groups
and situations of which they are part.
§ Learners need to be able to:
§ recognise the rules, norms, attitudes and values of
different social groups
§ adapt their behaviour in response to the
expectations and norms of a variety of contexts.
§ Progression step 2
§ Experiences, knowledge and skills
§ Learners need to experience:
§ (from Progression step 1 onwards)
§ interaction with a range of social groups, both
familiar and unfamiliar
§ situations and contexts that provoke reflection on
social influences and their consequences
§ the demands of different social
situations
§ opportunities to explore and evaluate the
consequences of different responses to rules and norms.
§ Learners need to know:
§ (from Progression step 1 onwards)
§ that different social groups and situations have
their own rules and norms
§ the different rules and norms of the social groups
and situations of which they are part
§ (from Progression step 2 onwards)
§ how social norms, rules, values and
attitudes of different social groups can influence our own values,
health and well-being
§ the influence that media and the online world can
have on well-being, attitudes and values.
§ Learners need to be able to:
§ (from Progression step 1 onwards)
§ recognise the rules, norms, attitudes and values of
different social groups
§ adapt their behaviour in response to the
expectations and norms of a variety of contexts
§ (from Progression step 2 onwards)
§ follow and promote positive rules, norms, attitudes
and values in different social groups
§ develop awareness of how their own identity, values,
attitudes and behaviours are being shaped by the situations and
social groups to which they belong and in which they
function
§ understand and respect the identity, values,
attitudes and behaviours of other people are shaped by their social
groups
§ critically evaluate the content of different types
of media and the online world, recognising the impact that it has
on attitude, values and well-being.
§ Progression step 3
§ Experiences, knowledge and skills
§ Learners need to experience:
§ (from Progression step 1 onwards)
§ interaction with a range of social groups, both
familiar and unfamiliar
§ situations and contexts that provoke reflection on
social influences and their consequences
§ the demands of different social
situations
§ opportunities to explore and evaluate the
consequences of different responses to rules and norms.
§ Learners need to know:
§ (from Progression step 1 onwards)
§ that different social groups and situations have
their own rules and norms
§ the different rules and norms of the social groups
and situations of which they are part
§ (from Progression step 2 onwards)
§ how social norms, rules, values and
attitudes of different social groups can influence our own values,
health and well-being
§ the influence that media and the online world can
have on well-being, attitudes and values.
§ Learners need to be able to:
§ (from Progression step 1 onwards)
§ recognise the rules, norms, attitudes and values of
different social groups
§ adapt their behaviour in response to the
expectations and norms of a variety of contexts
§ (from Progression step 2 onwards)
§ follow and promote positive rules, norms, attitudes
and values in different social groups
§ develop awareness of how their own identity, values,
attitudes and behaviours are being shaped by the situations and
social groups to which they belong and in which they
function
§ understand and respect the identity, values,
attitudes and behaviours of other people are shaped by their social
groups
§ critically evaluate the content of different types
of media and the online world, recognising the impact that it has
on attitude, values and well-being.
§ (from Progression step 3 onwards)
§ reject and challenge harmful rules, norms,
attitudes, values, stereotypes and prejudices in various social
groups.
§ Progression step 4
§ Experiences, knowledge and skills
§ Learners need to experience:
§ (from Progression step 1 onwards)
§ interaction with a range of social groups, both
familiar and unfamiliar
§ situations and contexts that provoke reflection on
social influences and their consequences
§ the demands of different social
situations
§ opportunities to explore and evaluate the
consequences of different responses to rules and norms.
§ Learners need to know:
§ (from Progression step 1 onwards)
§ that different social groups and situations have
their own rules and norms
§ the different rules and norms of the social groups
and situations of which they are part
§ (from Progression step 2 onwards)
§ how social norms, rules, values and
attitudes of different social groups can influence our own values,
health and well-being
§ the influence that media and the online world can
have on well-being, attitudes and values
§ (from Progression step 4 onwards)
§ the biases in thinking and behaviours that
can arise from being in a social group.
§ Learners need to be able to:
§ (from Progression step 1 onwards)
§ recognise the rules, norms, attitudes and values of
different social groups
§ adapt their behaviour in response to the
expectations and norms of a variety of contexts
§ (from Progression step 2 onwards)
§ follow and promote positive rules, norms, attitudes
and values in different social groups
§ develop awareness of how their own identity, values,
attitudes and behaviours are being shaped by the situations and
social groups to which they belong and in which they
function
§ understand and respect the identity, values,
attitudes and behaviours of other people are shaped by their social
groups
§ critically evaluate the content of different types
of media and the online world, recognising the impact that it has
on attitude, values and well-being
§ (from Progression step 3 onwards)
§ reject and challenge harmful rules, norms,
attitudes, values, stereotypes and prejudices in various social
groups.
§ Progression step 5
§ Experiences, knowledge and skills
§ Learners need to experience:
§ (from Progression step 1 onwards)
§ interaction with a range of social groups, both
familiar and unfamiliar
§ situations and contexts that provoke reflection on
social influences and their consequences
§ the demands of different social
situations
§ opportunities to explore and evaluate the
consequences of different responses to rules and norms.
§ Learners need to know:
§ (from Progression step 1 onwards)
§ that different social groups and situations have
their own rules and norms
§ the different rules and norms of the social groups
and situations of which they are part
§ (from Progression step 2 onwards)
§ how social norms, rules, values and
attitudes of different social groups can influence our own values,
health and well-being
§ the influence that media and the online world can
have on well-being, attitudes and values
§ (from Progression step 4 onwards)
§ the biases in thinking and behaviours that
can arise from being in a social group.
§ Learners need to be able to:
§ (from Progression step 1 onwards)
§ recognise the rules, norms, attitudes and values of
different social groups
§ adapt their behaviour in response to the
expectations and norms of a variety of contexts
§ (from Progression step 2 onwards)
§ follow and promote positive rules, norms, attitudes
and values in different social groups
§ develop awareness of how their own identity, values,
attitudes and behaviours are being shaped by the situations and
social groups to which they belong and in which they
function
§ understand and respect the identity, values,
attitudes and behaviours of other people are shaped by their social
groups
§ critically evaluate the content of different types
of media and the online world, recognising the impact that it has
on attitude, values and well-being
§ (from Progression step 3 onwards)
§ reject and challenge harmful rules, norms,
attitudes, values, stereotypes and prejudices in various social
groups.
§ All our children and young people will
be:
§ ambitious, capable learners who:
§ set themselves high standards and seek and enjoy
challenge
§ are building up a body of knowledge and have the
skills to connect and apply that knowledge in different
contexts
§ are questioning and enjoy solving
problems
§ can communicate effectively in different forms and
settings, using both Welsh and English
§ can explain the ideas and concepts they are learning
about
§ can use number effectively in different contexts
– understand how to interpret data and apply mathematical
concepts
§ use digital technologies creatively to communicate,
find and analyse information
§ undertake research and evaluate critically what they
find
§ and are ready to learn throughout their
lives
§ enterprising, creative contributors who:
§ connect and apply their knowledge and skills to
create ideas and products
§ think creatively to reframe and solve
problems
§ identify and grasp opportunities
§ take measured risks
§ lead and play different roles in teams effectively
and responsibly
§ express ideas and emotions through different
media
§ give of their energy and skills so that other people
will benefit
§ and are ready to play a full part in life and
work
§ ethical, informed citizens who:
§ find, evaluate and use evidence in forming
views
§ engage with contemporary issues based upon their
knowledge and values
§ understand and exercise their human and democratic
responsibilities and rights
§ understand and consider the impact of their actions
when making choices and acting
§ are knowledgeable about their culture, community,
society and the world, now and in the past
§ respect the needs and rights of others, as a member
of a diverse society
§ show their commitment to the sustainability of the
planet
§ and are ready to be citizens of Wales and the
world
§ healthy, confident individuals who:
§ have secure values and are establishing their
spiritual and ethical beliefs
§ are building their mental and emotional well-being
by developing confidence, resilience and empathy
§ apply knowledge about the impact of diet and
exercise on physical and mental health in their daily
lives
§ know how to find the information and support to keep
safe and well
§ take part in physical activity
§ take measured decisions about lifestyle and manage
risk
§ have the confidence to participate in
performance
§ form positive relationships based upon trust and
mutual respect
§ face and overcome challenge
§ have the skills and knowledge to manage everyday
life as independently as they can
§ and are ready to lead fulfilling lives as valued
members of society.
§ Healthy
relationships are fundamental to our sense of belonging and
well-being.
Information on the progression steps and
experiences, knowledge and skills that learners contained in the
‘how we process and respond to our experiences affects our
mental health and emotional well-being’ element is attached
at Annexe A.
4.
Assembly activity
The
Children Young People and Education Committee (CYPE) published the
report of its inquiry into children and young people’s
emotional and mental health, Mind
over Matter [PDF 3.4KB], in
April 2018. The key recommendation was:
that the Welsh Government makes the emotional
and mental well-being and resilience of our children and young
people a stated national priority.
The report was wide-ranging but there was a strong
focus on preventative and early intervention services, focusing in
particular on schools and how they can work more effectively
together with health services to build emotional resilience in
children and young people.
The Committee were not satisfied that the
Welsh Government’s initial response [PDF 1.2KB] met the
Committee’s report recommendations. During the plenary debate
on 4 July 2018, the Chair of the Committee Lynne Neagle AM
said:
I and the committee are deeply disappointed
with the Welsh Government’s response to our recommendations.
[…] the Government’s response does not meet our
expectation of, and demand for, a step change in approach. As a
committee, we reject this response; it is not good enough.
The Ministers for Health and Social Services and
Education subsequently
announced their intention to form a ‘Ministerial
Task and Finish Group’ and a ‘Stakeholder Reference
group’, in response to the Committee’s and Assembly
Members’ concerns.
On
14th January 2019 the Health and Social Services Minister announced
£7.1 million, to support the Government in its work
following recommendations made by the Committee. The funding
is intended to protect, improve and support the mental health and
wellbeing of children and young people by further developing
services. The Minister said:
The £7.1m investment is in addition to
£1.4m being invested by the Welsh Government in a programme
of mental health in-reach support for schools to strengthen the
support from CAMHS [children and adolescent mental health services]
in schools in four pilot areas across Wales.
In May 2019,
the Ministers for Health and Social Services and Education provided
an update on the recommendations to the CYPE Committee. In
relation to teacher training, the Ministers said:
We will build on the work done in integrating
mental health and emotional wellbeing into Initial Teacher Training
(ITT), and commission bespoke training packages for teachers and
other school staff on mental health and wellbeing. These will be
available for teachers and other school staff as part of their
continuing professional development. We recognise that teachers and
wider school staff must underpin a whole school approach to mental
health and emotional wellbeing and that they must be supported to
enable them in turn to support children and young people.
Previous Petitions
The Committee considered two petitions,
Introduce Compulsory Mental Health Education in Secondary
Schools and
To Make Mental Health a Part of the National Curriculum in
2016. At that time, the Minister for Education said that as
part of the design of the new curriculum, the Health and well-being
AoLE would draw on mental, physical and emotional well-being.
As such, the Committee closed both petitions.
|
Every effort is made to ensure that the information
contained in this briefing is correct at the time of publication.
Readers should be aware that these briefings are not necessarily
updated or otherwise amended to reflect subsequent changes.
|
Annexe A: Progression steps and experiences,
knowledge and skills that learners contained in the ‘how we
process and respond to our experiences affects our mental health
and emotional well-being’
Progression step 1 (age
5)
§ Being aware of
perceptions and thoughts;
§ Being aware of
and communicating feelings;
§ Being aware
that thoughts and feelings change;
Progression step 2 (age
8)
§ Focusing
attention on my perceptions and thoughts;
§ Communicating
feelings;
§ Understanding
how and why my thoughts, feelings and actions change in response to
different experiences.
Progression step 3 (age
11)
§ Recognising the
benefits of being able to focus attention on perceptions and
thoughts and know self-awareness is being developed.
§ Having
developed strategies to self-regulate emotions in a healthy way and
can manage this with increasing independence and success.
§ Being able to
reflect on the way that past events and experiences have impacted
upon thoughts, feelings and actions.
§ Having
developed the ability to anticipate how future events may make me
and others feel.
Progression step 4 (age
14)
§ Independently
focus attention on perceptions, thoughts and feelings in order to
further develop self‑awareness.
§ Identify
different strategies to self-regulate my emotions in response to a
range of experiences.
§ Reflect and
learn from the past in order to anticipate and prepare for future
experiences.
§ Understand the
value of being able to empathise with others and how this leads to
actions which are compassionate and kind.
Progression step 5 (age
16)
§ Use
self-awareness to appreciate the complexity of my emotions and
apply strategies to self-regulate them in a healthy way and to
connect with others.
§ Reflect,
respond and learn from past and current experiences in order to
anticipate and prepare for future events.
§ Transfer these
skills in order to care about the feelings and thoughts of
others.
§ Empathise with
others which helps me to be compassionate and kind towards myself
and others.
Each What Matters statement includes details of the
Experiences, knowledge and skills that learners should gain.
For the how we process and respond to our experiences affects our
mental health and emotional well-being’ element these
include, at all progression steps:
Learners need to
experience:
§ opportunities
to turn an empathic feeling into an act of kindness and compassion
for themselves and others
§ opportunities
which promote reflection both individually and in a group, within a
supportive and protective environment
§ safe and
supportive discussions about experiences which affect mental health
and emotional well-being.
Learners need to
know:
§ that our mental
health and emotional state is susceptible to change
§ how self-image
impacts on mental health and well-being
§ about a range
of strategies which promote awareness of mental health and
well-being
§ how the brain
is interconnected with the rest of the body, which includes the
stress response system and physiological changes that occur
§ that they can
access a range of support to manage their mental health and
emotional well-being
§ that other
people’s mental health and emotional well-being may be
different from their own
§ about medical
conditions that may affect our mental health and emotional
well-being
§ that the
environment can impact upon our mental health and emotional
well-being.
Learners need to be able
to:
§ recognise and
articulate what they are perceiving, thinking and feeling in order
to develop their self-awareness and to understand their
emotions
§ reflect upon,
and anticipate how, experiences may affect them
§ develop
strategies to self-regulate without guidance from others
§ communicate how
they are feeling and ask for help when needed.