Get Pro
Menu

S2 Health and wellbeing (Third level / Fourth level): What to Teach (Scotland)

Your Teacher Information Pack for S2 Health and wellbeing (Third level / Fourth level) in Scotland: the curriculum structure, our short summaries with links to the official wording, and key dates.

Learn how – Teacher Information Packs: watch the 2-minute video · print (PDF) · also Year Planner setup

Country
Scotland
Stage
S2
Level
Third level
Ages
12–13
Source
Curriculum for Excellence – experiences and outcomes (broad general education)
Last checked
2026-10-20

Usually S1–S3 (third and fourth levels are both covered in S1–S3) (a guide, not a fixed year group). Roughly US Grades 7–9 (approximate).

Curriculum for Excellence levels are a guide, not year groups: learners move through levels at their own pace.

Plan the whole year: open this course in the Year Planner – every lesson dated around your term dates, with a coverage check. Free.

Track your class against these statements with Classfern Pro. What's in Pro Join Classfern Pro

What to teach

Below are the experiences and outcomes with their official codes, in our own short summaries. Each code links to the official document.

Third level

Mental and emotional wellbeing

  • HWB 3-01a Expressing feelings and developing the ability to talk about them.
  • HWB 3-02a Everyone has varied thoughts and emotions; learning to manage them.
  • HWB 3-03a Knowing who to talk to and how to get practical and emotional support.
  • HWB 3-04a Feelings change with circumstances, helping explain behaviour, mine and others'.
  • HWB 3-05a Friendship, caring, fairness and respect underpin positive relationships.
  • HWB 3-06a Mental wellbeing is built through coping skills and relationships; support exists when it dips.
  • HWB 3-07a Learning strategies for difficult times, especially change and loss.
  • HWB 3-08a Recognising loneliness and exclusion, and offering appropriate support.

Official wording

Social wellbeing

  • HWB 3-09a Using rights appropriately, accepting responsibilities, and respecting others' rights.
  • HWB 3-10a Valuing each person's unique abilities and helping make the school welcoming.
  • HWB 3-11a Making good use of learning opportunities and encouraging others' learning.
  • HWB 3-12a Representing class, school or community builds self-worth and confidence.
  • HWB 3-13a Contributing views and time to bring about positive change.
  • HWB 3-14a Valuing chances to make friends and belong to groups.

Official wording

Physical wellbeing

  • HWB 3-15a Understanding the human body to maintain and improve health.
  • HWB 3-16a Assessing and managing risk to protect self and others.
  • HWB 3-17a Keeping self and others safe and responding to emergencies.
  • HWB 3-18a Travelling safely, whether on foot, by bike, vehicle or public transport.

Official wording

Planning for choices and changes

  • HWB 3-19a Building skills for learning and work, and seeing relevance to future options.
  • HWB 3-20a Investigating careers, ways of working and learning and training paths.

Official wording

Physical education: Movement skills, competencies and concepts

  • HWB 3-21a Selecting and adapting movement skills and strategies with accuracy and control.
  • HWB 3-22a Practising and refining skills while sustaining fitness.

Official wording

Physical education: Cooperation and competition

  • HWB 3-23a Leading groups and using knowledge of strengths and group tactics.

Official wording

Physical education: Evaluating and appreciating

  • HWB 3-24a Analysing work, noting strengths and areas for improvement.

Official wording

Physical activity and sport

  • HWB 3-25a Enjoying daily energetic activities of choice, including outdoor learning.
  • HWB 3-26a Exploring sport's role and the opportunities to take part and improve.

Official wording

Physical activity and health

  • HWB 3-27a Explaining the need for daily activity and a balance of activity, sleep and rest.
  • HWB 3-28a Linking energy used in activity, food eaten, and health and wellbeing.

Official wording

Food and health: Nutrition

  • HWB 3-29a Enjoying a variety of foods in a range of social situations.
  • HWB 3-30a Preparing healthy foods to meet identified needs, following current advice.
  • HWB 3-31a Identifying key nutrients, their sources and functions, and links to energy and health.
  • HWB 3-32a Developing understanding of nutritional needs for people with different conditions.

Official wording

Food and health: Safe and hygienic practices

  • HWB 3-33a Applying food safety when buying, storing, preparing, cooking and eating food.

Official wording

Food and health: Food and the consumer

  • HWB 3-34a Discussing how issues affecting food choice could impact an individual's health.
  • HWB 3-36a Evaluating packaging information to make informed choices for healthy cooking.

Official wording

Substance misuse

  • HWB 3-38a Understanding both the positive effects and the serious consequences of substance misuse.
  • HWB 3-39a Recognising how culture, media, peers and personal values shape attitudes to substances.
  • HWB 3-40a Developing strategies for informed decisions in stressful situations or under peer pressure.
  • HWB 3-40b Knowing how to access information and support for substance-related issues.
  • HWB 3-41a Identifying safe and unsafe behaviours after weighing options and consequences.
  • HWB 3-41b Understanding how substances can affect behaviour and decisions about relationships and sexual health.
  • HWB 3-42a Knowing what action to take in substance-related incidents and emergencies.
  • HWB 3-43a Understanding how ongoing misuse affects health, future choices and options.
  • HWB 3-43b Reflecting on substance misuse issues in the local community and how they are addressed.

Official wording

Relationships, sexual health and parenthood

  • HWB 3-44a Understanding the importance of caring for others and being cared for.
  • HWB 3-44b Demonstrating the qualities and skills needed to sustain different relationships.
  • HWB 3-44c Explaining the role of commitment, trust and respect in loving and sexual relationships.
  • HWB 3-45a Recognising that power in relationships can be used positively or negatively.
  • HWB 3-45b Respecting personal space and boundaries and responding to verbal and non-verbal cues.
  • HWB 3-46a Reflecting on how attitudes, values and beliefs influence relationship decisions.
  • HWB 3-46b Recognising how media and peer pressure influence self-image and actions.
  • HWB 3-46c Developing decision-making skills for challenging relationship situations.
  • HWB 3-47a Understanding one's own body's uniqueness and developing sexuality.
  • HWB 3-47b Making informed decisions that promote and protect sexual health and wellbeing.
  • HWB 3-48a Accessing sexual health services and understanding one's rights and responsibilities.
  • HWB 3-49a Managing sexual health situations and understanding appropriate sexual behaviour.
  • HWB 3-49b Knowing where to get help with abuse and the laws that protect against it.
  • HWB 3-51a Explaining the lasting responsibility of parenthood and its impact on life choices.
  • HWB 3-51b Explaining the support needed to nurture children through the stages of childhood.

Official wording

Fourth level

Mental and emotional wellbeing

  • HWB 4-01a Expressing feelings and developing the ability to talk about them.
  • HWB 4-02a Everyone has varied thoughts and emotions; learning to manage them.
  • HWB 4-03a Knowing who to talk to and how to get practical and emotional support.
  • HWB 4-04a Feelings change with circumstances, helping explain behaviour, mine and others'.
  • HWB 4-05a Friendship, caring, fairness and respect underpin positive relationships.
  • HWB 4-06a Mental wellbeing is built through coping skills and relationships; support exists when it dips.
  • HWB 4-07a Learning strategies for difficult times, especially change and loss.
  • HWB 4-08a Recognising loneliness and exclusion, and offering appropriate support.

Official wording

Social wellbeing

  • HWB 4-09a Using rights appropriately, accepting responsibilities, and respecting others' rights.
  • HWB 4-10a Valuing each person's unique abilities and helping make the school welcoming.
  • HWB 4-11a Making good use of learning opportunities and encouraging others' learning.
  • HWB 4-12a Representing class, school or community builds self-worth and confidence.
  • HWB 4-13a Contributing views and time to bring about positive change.
  • HWB 4-14a Valuing chances to make friends and belong to groups.

Official wording

Physical wellbeing

  • HWB 4-15a Understanding the human body to maintain and improve health.
  • HWB 4-16a Assessing and managing risk to protect self and others.
  • HWB 4-17a Keeping self and others safe and responding to emergencies.
  • HWB 4-18a Travelling safely, whether on foot, by bike, vehicle or public transport.

Official wording

Planning for choices and changes

  • HWB 4-19a Setting realistic goals and informed choices based on strengths and preferences.
  • HWB 4-20a Investigating careers, ways of working and learning and training paths.

Official wording

Physical education: Movement skills, competencies and concepts

  • HWB 4-21a Applying a wide range of complex skills consistently and with control.
  • HWB 4-22a Organising practice to reach top performance and all-round fitness.

Official wording

Physical education: Cooperation and competition

  • HWB 4-23a Taking leadership roles, supporting inclusion and demonstrating fair play.

Official wording

Physical education: Evaluating and appreciating

  • HWB 4-24a Analysing performance closely and taking responsibility for improving it.

Official wording

Physical activity and sport

  • HWB 4-25a Taking daily moderate to vigorous activity and understanding its benefits.
  • HWB 4-26a Explaining sport's cultural role and pathways to extend sporting experience.

Official wording

Physical activity and health

  • HWB 4-28a Investigating factors affecting activity, food choices and population health.

Official wording

Food and health: Nutrition

  • HWB 4-29a Enjoying a variety of foods in a range of social situations.
  • HWB 4-30a Explaining how food policy and dietary law affect individuals, communities and work.
  • HWB 4-31a Applying nutrition knowledge and community needs to plan, cook and evaluate dishes.
  • HWB 4-32a Adapting and cooking recipes to suit diet-related conditions.
  • HWB 4-32b Explaining how lifestyle and life stages shape nutritional needs and how they are met.

Official wording

Food and health: Safe and hygienic practices

  • HWB 4-33a Using knowledge of bacterial growth to control food safety risks.

Official wording

Food and health: Food and the consumer

  • HWB 4-34a Discussing how issues affecting food choice could impact an individual's health.
  • HWB 4-35a Critically assessing the place of processed foods in a balanced diet.
  • HWB 4-36a Examining food packaging and the legal requirements placed on manufacturers.
  • HWB 4-37a Discussing how external sources can influence consumers.
  • HWB 4-37b Explaining consumers' basic legal rights and responsibilities and who can help.

Official wording

Substance misuse

  • HWB 4-38a Understanding both the positive effects and the serious consequences of substance misuse.
  • HWB 4-39a Explaining how images of substance use can influence people's behaviour.
  • HWB 4-40a Developing strategies for informed decisions in stressful situations or under peer pressure.
  • HWB 4-40b Knowing how to access information and support for substance-related issues.
  • HWB 4-41a Identifying safe and unsafe behaviours after weighing options and consequences.
  • HWB 4-41b Understanding how substances can affect behaviour and decisions about relationships and sexual health.
  • HWB 4-42a Knowing what action to take in substance-related incidents and emergencies.
  • HWB 4-43a Understanding how ongoing misuse affects health, future choices and options.
  • HWB 4-43b Comparing substance misuse impacts across communities nationally and internationally.
  • HWB 4-43c Understanding the local, national and international impact of substance misuse.

Official wording

Relationships, sexual health and parenthood

  • HWB 4-44a Understanding the importance of caring for others and being cared for.
  • HWB 4-44b Demonstrating the qualities and skills needed to sustain different relationships.
  • HWB 4-44c Explaining the role of commitment, trust and respect in loving and sexual relationships.
  • HWB 4-45a Recognising that power in relationships can be used positively or negatively.
  • HWB 4-45b Respecting personal space and boundaries and responding to verbal and non-verbal cues.
  • HWB 4-46a Reflecting on how attitudes, values and beliefs influence relationship decisions.
  • HWB 4-46b Recognising how media and peer pressure influence self-image and actions.
  • HWB 4-46c Developing decision-making skills for challenging relationship situations.
  • HWB 4-47a Understanding one's own body's uniqueness and developing sexuality.
  • HWB 4-47b Making informed decisions that promote and protect sexual health and wellbeing.
  • HWB 4-48a Accessing sexual health services and understanding one's rights and responsibilities.
  • HWB 4-49a Managing sexual health situations and understanding appropriate sexual behaviour.
  • HWB 4-49b Knowing where to get help with abuse and the laws that protect against it.
  • HWB 4-51a Explaining the lasting responsibility of parenthood and its impact on life choices.
  • HWB 4-51b Investigating the support available to parents and carers.

Official wording

Assessments and key dates

Qualifications Scotland exams 2027: Mon, 26 April 2027 to Thu, 3 June 2027 (timetable). There are no national tests of curriculum levels; teachers judge progress using the Benchmarks.

Trusted free resources

Links only: we don't copy their content and we aren't connected to these organisations.

More packs

Health and wellbeing – Early level · Health and wellbeing – First level · Health and wellbeing – Second level · Health and wellbeing – Third level · Health and wellbeing – Fourth level · P1 Health and wellbeing · P2 Health and wellbeing · P3 Health and wellbeing · All Scotland packs · Find another TIP

Codes and structure from Curriculum for Excellence experiences and outcomes and Benchmarks, Education Scotland (Crown copyright). Summaries are Classfern's own words – always read the official wording via the link.

No official wording is reproduced: codes and structure are facts, and the short descriptions are our own summaries. Always read the official wording via the links. Checked on 2026-10-20.

Classfern is not affiliated with or endorsed by Education Scotland, Qualifications Scotland (formerly SQA) or the Scottish Government.