Transcript Document

Secondary Social and Emotional
Aspects for Learning (SSEAL)
Sharing effective practice
network
Aims for the afternoon




Introduce the SSEAL / Behaviours for Learning
framework and establish its links to assessment for
learning
Explore the use of the STEM qualification to develop
social, emotional and leadership skills
Share practice from a primary network and ‘lead’
SSEAL schools
Identify process for schools interested in
implementing SSEAL from September 2008
SEAL: Implementing and embedding




Using a whole school approach to create the climate and
conditions that implicitly promote the skills and allow these to
be practised and consolidated
Direct and focused learning opportunities for whole classes
(during tutor time, across the curriculum,and outside formal
lessons) and as part of focus group work
Using learning and teaching approaches that support pupils to
learn social and emotional skills and consolidate those
already learnt
Continuing professional development for the whole staff of a
school
2003…
Each learner to develop a range of
strategies to support their behaviour,
learning and personal development.
This will be achieved in the context of:
 the curriculum
 whole school activities
 community links
2008….2009….beyond…
Behaviours for Learning
Links to…




Personal, Learning & Thinking Skills
Social, Emotional Aspects of Learning
PSHE
Learning to Learn
Citizenship
Metacognition
Personal development
Personalisation
Thinking skills
Emotional Literacy
Learning Power-learnacy
Assessment for Learning







Questioning ‘what’s important for me’
Knowing where ‘you’re at’
Setting learning goals
Defining criteria for success
Reviewing learning and activity
Assessing & judging – self, peer, teacher
Understanding the ‘what next for me’
An ethos of personalising learning…
Assessment through ‘talk’…
Taking an objective
Breaking it down
Considering a 3 step process:
Give examples, describe & explain, identify
STEM Leadership Qualification
Accrediting achievement at a national level
Leader
Collaborator
Tenacity,
Communication, Social
Intelligence, Teamwork
Thinker
Creativity, Critical
Thinking, Problem
Solving, Self
Management
Self Believer
Positive Self Image
Self Confidence
Self Motivation
* The Personal Capabilities research by CSE/SHU shows clearly the skills and characteristics (PCs) and how these
correlate into three underpinning themes that define young leadership
14-19 Webfolio
Designing an interactive e-portfolio, through which
youngsters can:
-
-
take personal responsibility for their own learning and development
see the behaviours they aim to develop
set goals and action plan
map their progress, inserting evidence and experience logs
see how their achievements link to a range of qualifications
receive feedback and support
allow external access for accreditation purposes
Behaviours for Learning
A Manchester Initiative
- the primary BIP
Lynne Bianchi – Sheffield Hallam University
Claire Golding, Baguley Hall Primary School
Sonia Peacock, Barlow Hall Primary School
Claire Golding, Baguley Hall Primary School
Involvement since September 2007…2008… ongoing…
'Visibility' in the curriculum
Being explicit: using posters, choosing shared objectives, talking
about them, developing working walls
Embedding: making relevant to learning & behaviour, integrating
into subjects, lunchtimes
Reviewing learning: using self and peer assessment, interviews
with children to provide monitored teacher assessment data to
track progress, evidence through working walls
Next steps…
Challenging & extending: having focus and progression within year
groups, across schools, extending learning
Behaviours for Learning
A Manchester Initiative
- the primary BIP
Sonia Peacock, Barlow Hall Primary School
Involvement since September 2007…2008… ongoing…

Working in partnership within a cluster (working party of around 3-4
is ideal, no more)

CPD…how necessary it is! For all – teachers, senior management,
teaching assistants, LOs

On going external mentoring, focused discussions, (support from
Lynne and MEP)

Collaborative dissemination… DVD… externally done to allow
teachers time to focus on what’s needed in school
Next steps…
Greater focus on Assessment for Learning in the context of BfL…
Sharing effective practice: Case Studies



Baguley Hall, Clair Goulding & Barlow Hall,
Sonia Peacock
Cedar Mount, Alan Drever
Chorlton High, Sarah Wickstead
Break
Sharing effective practice: Case Studies




Abraham Moss, Pete Garside
Melland, Jill Cinan
Newall Green, Jenny Hopwood
Whalley Range, Jane Townsend
Next steps






Consider links with other aspects of Emotional wellbeing, e.g. mental health schools programme, UK
Resiliency, teenage pregnancy
School self-evaluation - consider capacity and priorities
for school for developing SSEAL
Link to outcomes, discuss with SLT and identify in
INSUP
Potential joint SEO, CAMHS and B&A strategic lead visit
September 2008
District and city-wide networks
Ongoing work – other opportunities!
 Development groups
Websites and contacts
www.bandapilot.org.uk
www.mewan.net
Jill Tordoff: 07930 407378
Questions
? ? ?
? ?
Please complete
an
evaluation sheet