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Section 2 Framework for Health Education The attainment outcome, strands and targets Attainment outcome The single attainment outcome, 'taking responsibility for health', provides a manageable means of organising what pupils should know and be able to do as a result of their learning in health education. Strands Within the outcome of `taking responsibility for health', three interrelated strands provide a helpful means of organising the scope of the outcome. Physical health, which is concerned with the knowledge, skills and attitudes that are needed to understand physical factors in relation to our health. Emotional health, which deals with the knowledge, skills and attitudes that are required to understand emotions and feelings and how they affect us. Social health, which develops an understanding of the interplay of knowledge, skills and attitudes that are needed to understand the interaction of the individual, the community and the environment in relation to health. It is important to recognise that the knowledge, skills and attitudes identified within the strands are best planned for and taught in ways that encourage learners to see them as inextricably linked. The strands offer a framework for progression that provides structure and complements the particular content planned by the school and teacher. More detailed advice on the range of topics and themes is provided in the Guide for Teachers and Managers. Attainment targets Attainment targets provide specific statements of what pupils should know and be able to do at each of six levels A to F for each of the strands. Level A: should be attainable in the course of P1-P3 by almost all pupils. Level B: should be attainable by some pupils in P3, or even earlier, but certainly by most in P4. Level C: should be attainable in the course of P4-P6 by most pupils. Level D: should be attainable by some pupils in P5-P6, or even earlier, but certainly by most in P7. Level E: should be attainable by some pupils in P7-S1, but certainly by most in S2. Level F: should be attainable in part by some pupils, and completed by a few pupils, in the course of P7-S2. It is important to recognise that this framework is a way of describing the curriculum and of identifying the desired outcomes of learning; it does not prescribe a particular approach to teaching. [RETURN TO 5-14 ONLINE] [BACK] [INDEX] [NEXT] © The 5-14 Curriculum (Scotland) Guidelines were produced by the Scottish Executive and Learning and Teaching Scotland and are reproduced with permission from the Queen's Printer for Scotland.