1. Healthy Respect & Partners Network
Waverley Gate, NHS Lothian
Thursday 17 March 2016
This is a front cover page and can only be used once. Use the corresponding green internal and back pages if you are using this page. You may add a title and a subtitle if needed only. Do not add anything else or move elements around.

2. Bereavement/loss/change Consent Parenthood
This is a front cover page and can only be used once. Use the corresponding green internal and back pages if you are using this page. You may add a title and a subtitle if needed only. Do not add anything else or move elements around.

3. Relationships, Sexual Health and Parenthood Programmes
(RSHP) in School Young People — Sexual Health & Wellbeing, NHS Greater Glasgow and Clyde (2014)
This is an internal page in green and can be duplicated to create additional pages. Always keep the heading and footer as shown. Use the corresponding green front and back pages if you are using this page.

4. This is an internal page in green and can be duplicated to create additional pages. Always keep the heading and footer as shown. Use the corresponding green front and back pages if you are using this page.

5. This is an internal page in green and can be duplicated to create additional pages. Always keep the heading and footer as shown. Use the corresponding green front and back pages if you are using this page.

6. This is an internal page in green and can be duplicated to create additional pages. Always keep the heading and footer as shown. Use the corresponding green front and back pages if you are using this page.

7. This is an internal page in green and can be duplicated to create additional pages. Always keep the heading and footer as shown. Use the corresponding green front and back pages if you are using this page.

8. This is an internal page in green and can be duplicated to create additional pages. Always keep the heading and footer as shown. Use the corresponding green front and back pages if you are using this page.

9. What are significant aspects of learning?
They are specific (specialist) knowledge, skills, attributes and capabilities that learners should ‘know’ and be able to ‘do’ at each level
An effective tool to inform assessment of progression within a level, and achievement of a level
They are common to all levels from Early to Fourth

10. Can they in familiar and unfamiliar?
Professional judgement
Can they?
Or can’t they?
Can they consistently?
Can they in familiar and unfamiliar?
How much and how well?

11. For learners to demonstrate that their progress is secure – Learners need opportunities to show they have achieved a breadth of learning across the Experiences/Outcomes (Es/Os) Learners can respond to the level of challenge set out in the Es/Os and move forward to more challenging aspects of learning Learners can apply the knowledge and skills they have learned to new and unfamiliar situations
They don’t have to be secure at any one level – evidence
Experience it at every level.

12. ‘Indicators of achievement’ at each level to support professional judgement
A framework with ‘indicators of achievement’ for each SAoL from Early – Fourth level
Over the year this gives a building and clear picture of learners achieving aspects of work, and of their progression related to the year plan (as amended on an on-going basis).

13. Think about one young person you work with this year
Activity 1
Think about one young person you work with this year
Using the indicators of achievement, share your professional judgement of ‘how much and how well’ they are achieving thus far, and what their next steps might be
How do you know?