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Cost of HE is challenging as is recruitment of staff. Recognition that the HE curriculum especially for senior phase doesnt promote healthy eating etc too much on cake craft etc

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time constraints on PTPS and staff to develop and amend according to context. Pressure of attainment means less focus often placed on HWB curriculum.

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Contact levels between staff in primary and ELC much more beneficial to understanding whole child and recognising changes etc. Less contact in secondary and role of PTPS can be barrier especially when caseload contact is limited due to size of caseload

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Need better coverage of this in ITE. Challenge in secondary settings where some staff overly reliant on PTPS role and fail to know own responsibility here - GTCS updated standard over COVID wasn't helpful and possibly didn't help messaging around updated standard

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Staffing, cost of the subject delivery, timetabling to allow sufficient time to cook and present dishes in the way it is intended. Organisation to do what is required in the given time.

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As we are engaged in the Planet Youth work, we are looking at Public Health Concerns but more in relation to substance misuse and mental health. The work looks at the links to physical activity and other positive choices to increase protective factors around young people.

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Our CLPL feedback tells us that there is a lack of confidence in the delivery of PE within Primary Schools. Within secondary schools, there needs to be greater emphasis on the RoA. To what extent are we assessing the delivery of this during ITE?

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There are a number of problematic factors in secondary. There is a lot of content to cover and very little time to do it in. There can be parent/carer pressures in relation to not viewing this as important, with the priority being on qualifications, particularly in the senior phase. Timetabling and therefore the staffing of classes can have a huge impact. Staff delivering need to genuinely care about this aspect of the curriculum, value it and deliver accordingly. There can be a reluctance from some practitioners to step outside the comfort zone of their subject. They feel that they have the depth of knowledge in their subject area having studied it for 4 years as opposed to brief CLPL inputs in relation to PSHE.

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It is naturally embedded with staff able to lace themes through the whole curriculum. There is a strong understanding by practitioners in Primary and ELC of the RoA as they see themselves as teachers of children/young people first as opposed to teachers of subjects.

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Cost, staffing and timetabling

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Young people need PE as a universal approach. If this isn't done well young people can't progress to pathways, clubs and won't understand the importance of activity and the development of gross and fine motor skills which help with every day living.

PE allows young people to develop skills to lead a healthy life in the future

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Prevalent in BGE but reports of differing models in the senior phase where content is needed most. Sometimes tick the box sessions or assemblies to communicate information

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The perception of PSE.

The lack of time for content.

The size of classes.

The differing needs of young people.

Staff not knowing young people.

No official qualification/training for staff to deliver

The breadth of information and the needs of young people changing so quickly in the ever changing world

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One person overseeing the curriculum and adapting to suit the individual needs of all.

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We worked with our ITE provider to raise the amount of PE pedagogy and skills being taught in the primary masters/ PGDE programme as it was minimal .

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We're currently work towards whole System Approach to health weight in the council. Whilst increasing activity is one of the 7 local levers to achieving this , it's not the most effective. Reviewing the New Scotgov physical health framework has been a good exercise, in seeing where the gaps may be in PE provision

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The pressures/ time constraints on guidance staff to be counsellors/ problem solvers and deliver curriculum is very real .Information is constantly evolving and it can be difficult to keep up to date with information

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The quantity of different classes that young people learn, less personalisation and choice due to teaching staff having less time with the child/young person.

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It is planned and delivered mainly by one class teacher who knows the child and family well. They know the needs of the child and where they are in their learning so can provide progressive learning for the children. Primary Schools have clear progression pathways and a strong understanding of standards and expectations of all areas of the curriculum. They competently bundle Es and Os to provide meaningful learning.

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Angus