COUNCIL OF EUROPE

1. COUNCIL OF EUROPE VIOLENCE PREVENTION SOCIAL AND EMOTIONAL SKILLS Deborah Michel

2. Session 1Who am I and why am I here? • Parent • Grandparent • Teacher • Educational psychologist • Former national programme lead for SEAL, for National Strategies … and you?

3. Being healthy Achieving economic well-being Staying safe Making a positive contribution Enjoying and achieving

4. Violence reduction in schools • A safe school — how do schools gather and analyse information to improve their safety; • Involving pupils and their families — open communications, supporting individuals and groups; • Curriculum — developing the social and emotional skills of pupils; • School organisation — the routines and responsibilities which give the community confidence; • Travel and school surroundings — within the legal limits how schools work to create safe travel routes.

5. Thinking about violence Think about children or young people who you think will be involved in violence (victim or perpetrator) • What are the behaviours of those children that would worry you? • In pairs write these down one on each sticky note. Think about child behaviours!

6. Thinking about violence • For each of your words write the opposite but positive behaviour on another sticky note Thinking about child behaviour

7. SOCIAL AND EMOTIONAL ASPECTS OF LEARNING • Reasoning • Evaluation • Creativity • Enquiry • Problem solving • Information processing • Self awareness • Managing feelings • Motivation • Empathy • Social skills

8. Some core skills • Self-awareness - feeling good about myself – strengths, weaknesses, gifts and talents • Managing feelings - understanding, recognising and managing feelings (focus - anxiety, anger) • Motivation – goal setting, learning and resilience, locus of control, optimism • Empathy • Social skills – friendship and getting along, working in teams, assertiveness, building a community Making wise choices – problem solving

9. What is SEAL SEAL is a comprehensive approach to promoting the social and emotional skills that underpin effective learning, positive behaviour and emotional health and well-being in schools.

10. What is SEAL It is based on the notion that the skills will be most effectively learnt through: • A whole school approach to creating the climate and conditions for learning that implicitly promote the skills and allow these to be practiced and consolidated; • Direct and focused learning opportunities (during tutor time and across the curriculum); • Using learning and teaching approaches that support students to learn new skills and consolidate those already learnt • Staff development

11. enjoy and achieve, safe, healthy, economic wellbeing, positive contribution Student participation Personal-isation and inclusion Staff development Engaging parents /carers Managing feelings Policy other Self awareness confident individuals, responsible citizens, successful learners Pedagogy Climate and ethos Social skills Motivation Assess-ment Empathy Curriculum Extended schools Leader- ship Environ-ment

12. … so our aims permeate through all aspects of school life

13. Social and Emotional Aspects of Learning (SEAL)

14. Social and emotional aspects of learning (SEAL) Council of Europe Seminar Violence reduction in schools

15. Social and emotional aspects of learning (SEAL) – part 2

16. Where are we? • Considered some of the background and international evidence with Katherine • Explored social and emotional skills and came to some common understandings • Listened to some children about what they thought about the importance of social and emotional learning.

17. What are we going to do now? • Outline what we provide for the schools in England to support schools • Consider social and emotional skills in more detail and think about what you have to build upon. • Look at one of the skills in more detail and explore how this might be promoted

19. THEMES

20. Primary SEAL • Guidance Manual and whole school resources. • Seven sets of activities, each set around a ‘Theme’: • Theme overview • A scripted assembly + 6 variations • Activity Sets: Ideas for each age-range Red Set (Foundation Stage) Blue 5 Set (Y1 and Y2) Yellow Set (Y3 & Y4) Green Set (Y5 & Y6) Gold Set (family) Silver Set (small group) Purple Set (staff room) Family SEAL OHT 2.4

21. Secondary SEAL • Guidance booklet • CPD activities – awareness raising, developing skills, whole school implementation • Further reading • Profiling, monitoring and evaluation • Curriculum resource – introductory booklet that includes CPD activities – 4 themes for year 7 and 3 for year 8 and 9 • Subject examples

22. Primary SEAL Themes • New beginnings • Getting on and falling out • Say no to bullying • Going for goals • Good to be me • Relationships • Changes

23. Secondary SEAL Themes • A Place to Learn - Introductory theme • Learning to be together (social skills and empathy) • Keep on learning (Motivation and self-awareness) • Learning about me (self-awareness and managing feelings)

24. What are you doing now to promote social and emotional skills?

25. Three key questions 1 What are we trying to achieve? 2 How do we organise learning? 3 How well are we achieving our aims? T Self-awareness and managing feelings Social Skills and empathy Motivation and self-awareness • STEP 1 • Exploration and development of understanding for each theme STEP 2 Identification of learning and teaching approach and subject area STEP 3 Development of learning opportunities STEP 4 Trying out the learning opportunities – review and reflection Learning outcomes for pupils and enhanced understanding for staff. T Self-awareness and managing feelings T Self-awareness and managing feelings

26. Some of the core ‘skills’ • Belonging • Managing worry • Making wise choices • Peaceful problem solving • Locus of control • Positive self-talk • Working towards goals • Emotional hijack – fight flight

27. What is a learning opportunity? • A detailed description of an idea for promoting social and emotional skills. • Outlines the learning and teaching approach to be used • Includes intended learning outcomes

28. A virtuous cycle? Focus on learning social and emotional skills Children learn skills together Adults learn skills as they explore how to promote skills and reflect upon the process Changes are planned to enhance the environment and improve learning and teaching. Changed environment, climate and ethos Improved relationships