A curriculum model for a healthier school environment

As educators, our ultimate goal is to create a learning environment that fosters student growth, wellbeing and academic success. The curriculum we design and deliver has a significant impact on the overall health of the school environment and the students and staff within it. To build a curriculum model that prioritises student and staff wellbeing, it is essential to consider the latest research, best practices, and the specific needs of the school and its community.

Key considerations

In designing a curriculum model with a focus on wellbeing, there are several factors to consider. Whilst sharing a common goal, the needs of staff and students differ in this approach.

For staff

The workload of teaching staff should be taken into account when constructing a curriculum and timetable. It is important to ensure that they are not overburdened with excessive marking, preparation, and planning, as this can lead to burnout and decreased job satisfaction. This applies not only to providing non-contact time but also to the distribution of classes across the year groups. For example, a staff member teaching across five or six different year groups is going to have a significantly increased workload compared to a teacher working across two, especially when reports, examinations, and parent-teacher meetings are considered.

Furthermore, the allocation of duties (break/lunch and before/after school) need to be made with the timetable in mind - giving a staff member a breaktime duty when they're teaching the whole morning doesn't support them in having downtime to pause, to get a drink, or even go to the toilet.

A balanced workload, with adequate planning and preparation time, is crucial for their wellbeing and, in turn, the quality of their teaching. 

For students

In terms of student wellbeing, it's essential to create a timetable that provides students with sufficient time for physical activity, relaxation, and extracurricular pursuits. This can help to reduce stress and improve overall mental health, leading to a more positive and productive learning experience. Additionally, incorporating a diverse range of subjects and activities into the curriculum can cater to the interests and abilities of all students, promoting engagement and motivation.

Another key aspect of student wellbeing is ensuring opportunity for adequate rest and sleep. A timetable that allows students to finish school at a reasonable time, enable them to engage in after-school extracurricular activities, complete any homework and/or review activities whilst still able to get the recommended amount of sleep and reduce fatigue is going to provide happier, more engaged students. When looking at the shape of the school day, providing students with regular breaks can also help to maintain their energy levels and increase focus.

For all

It is important to take into consideration the overall wellbeing of our school community. A school culture that promotes positivity, resilience, and support can help to create a safe and inclusive environment for all. This can be achieved through providing opportunities for social interaction, promoting positive relationships between staff and students, and creating a supportive and nurturing environment for all members of the school community.

Promoting wellbeing by design

• Embedding emotional and mental health education into the curriculum: This can be achieved through the inclusion of subjects such as Personal, Social and Health Education (PSHE), and the teaching of coping strategies and mindfulness practices.
• Providing opportunities for physical activity: Regular physical education classes and opportunities for outdoor play can help promote active lifestyles and physical health.
• Encouraging healthy habits and lifestyle choices: This can be achieved through the inclusion of topics such as nutrition, hygiene, and sleep hygiene within the curriculum. Including these as topics for assemblies and parental workshops can help ensure that the whole community is moving collectively in support of wellbeing.
• Addressing environmental issues: By educating students about environmental issues and sustainability, they can develop a sense of responsibility and a desire to make positive changes, which will have a positive impact on their health and wellbeing. Providing opportunity for students to take positive action within the community, with the support of the school, can also support the development of non-academic soft skills which are equally important for students in their future careers.
• Engaging staff in wellbeing activities: This can include providing regular opportunities for staff training and development on wellbeing topics, as well as encouraging staff to participate in activities such as meditation, mindfulness, and physical exercise. By building this into the calendar for staff as a regular occurrence, including this as part of weekly options for non-work activities, CPD sessions, and staff goals, these are less likely to be viewed as additional and recognised instead as a valuable part of professional life in the school.
• Making a public commitment on wellbeing: Publishing a Wellbeing policy, shared with staff, students, and parents, allows all members of the community to understand the value of wellbeing and how this is built into the decisions made as a school. This acts as a reminder of how wellbeing will be influence decisions across the school, including the delivery of the curriculum. This should include a statement or charter, akin to the Education Staff Wellbeing Charter, that states the expectations and responsibilities for delivering wellbeing with the school community.

Conclusion

Building a curriculum model that prioritises student and staff wellbeing requires a multi-faceted approach that takes into account the diverse needs of the school and its community. By embedding emotional and mental health education, promoting physical activity, encouraging healthy habits and lifestyle choices, addressing environmental issues and engaging staff in wellbeing activities, we can create a healthier and more supportive school environment that benefits all members of the school community.

Supporting schools

Making your curriculum model work to promote wellbeing may seem like a daunting task. The shape of the day, curriculum allocations, duties, annual calendars, and teaching loads all play a part and need planning collectively. TempusEd can help - we've worked with schools before to develop and restructure the shape of the school day to balance curriculum need and wellbeing. We've also built calendars that incorporate reporting, assessment and parental engagement to minimise the impact on staff wellbeing.

If you'd like to explore the options more with us, please get in touch or arrange a no-obligation online conversation at a time that suits you.

We look forward to hearing from you!

References

• Department for Education (2021) Education Staff Wellbeing Charter. [online] Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1034032/DfE_Education_Workforce_Welbeing_Charter_Nov21.pdf [Accessed 2 February 2023].
• Mental Health Foundation (2021) A good work-life balance. [online] Available at: https://www.mentalhealth.org.uk/explore-mental-health/a-z-topics/work-life-balance [Accessed 2 February 2023].
• The PSHE Association (2023) PSHE Teaching Resources. [online] Available at: https://pshe-association.org.uk/resources-landing [Accessed 2 February 2023].
• Votruba, N. and Thornicroft, G. (2016) “Sustainable development goals and mental health: learnings from the contribution of the FundaMentalSDG global initiative,” Global Mental Health, Cambridge University Press, 3, p. e26. Available at https://doi.org/10.1017/gmh.2016.20 [Accessed 2 February 2023].