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SEAL: Why a whole school approach?

SEAL: Why a whole school approach?. Check-in. What do we want children to be able to do?. In addition to good academic results, we all want children and young people who

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SEAL: Why a whole school approach?

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  1. SEAL: Why a whole school approach?

  2. Check-in

  3. What do we want children to be able to do? In addition to good academic results, we all want children and young people who ‘…..learn how to communicate their feelings, set themselves goals and work towards them, interact successfully with others, resolve conflicts peaceably, control their anger and negotiate their way through the many complex relationships in their lives today and tomorrow’. Adapted from Reva Klein, Defying Disaffection. http://nationalstrategies.standards.dcsf.gov.uk/search/results/%22Katherine%20Weare%20video%22

  4. A structured and progressive curricular and whole-school approach to helping children develop the social, emotional and behavioural skills that underpin effective learning, positive behaviour, relationships and success in its broadest sense. What is SEAL? From 3 – 16 years…

  5. So it underpins… • Effective learning • Positive behaviour and good attendance • Staff effectiveness • Emotional health and well-being • Positive relationships

  6. SEAL: A continuum of curricular provision within a positive environment Explicit teaching Staff CPD building skills and confidence Whole-school policies and practice. Additional highly personalised interventions Interactive learning and teaching strategies Small-group intervention for children who need additional help in developing skills, and for their families Family and community involvement Quality first teaching of social, emotional and behavioural skills to all children; THE ENVIRONMENT EHWB for all

  7. Self-awareness + self-valuing Managing feelings Motivation Goal setting and achieving Persistence and resilience Responsibility and autonomy Empathy Social skills Communication Assertiveness Problem-solving + conflict management SEAL: Gateways to learning

  8. Self-awareness

  9. Managing feelings

  10. Motivation

  11. Empathy

  12. Social Skills

  13. Some examples of SEAL Learning Outcomes Self-awareness 4. I recognise when I should feel pleased with, and proud of, myself and am able to accept praise from others. 9. I understand why feelings sometimes ‘take over’ or get out of control and know what makes me angry or upset Managing my feelings 17. I understand how health can be affected by emotions and know a range of ways to keep myself well and happy. Motivation 20. I can break a long-term goal into small, achievable steps. Empathy 31. I can work out how people are feeling through their words, body language, gestures and tone, and pay attention to them. Social Skills 39. I can communicate effectively with others, listening to what others say as well as expressing my own thoughts and feelings.

  14. Work with someone you don’t know Partner A: Ask partner B to spell a difficult word Partner B: Ask partner A to answer a mental arithmetic problem (without writing it down) A quick activity

  15. What feelings did you experience when tackling this task? How did you manage them? What social skills did you use in the discussion? Challenge! Are there any sorts of learning tasks that do not require emotional management and/or social skills? The social and emotional demands of cognitive activities

  16. Employers are looking for more than just technical skills and knowledge of a degree discipline. They particularly value skills such as communication, team working and problem solving. Job applicants who can demonstrate that they have developed these skills will have a real advantage. Digby Jones, Director-General, Confederation of British Industry SEAL: A whole school concern (1) Employers’ needs

  17. SEAL: A whole school concern (2)Skills for a changing society…

  18. SEAL: A whole school concern (2)Skills for a changing society…

  19. A changing society – a recognition that schools need to be part of the solution 1 in 10 young people between 5-15 suffers from a diagnosable mental health disorder (3 in every class) These children are more likely to have academic and interpersonal difficulties and to use drugs, alcohol and attempt suicide. (Green et al, 2005). In a school of 1000 pupils this means: 50 with depression 10 affected by eating disorders 100 experiencing ‘significant distress’ 10-20 with obsessive compulsive disorder 5-10 attempting suicide (www.youngminds.org.uk)

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