Transcript Slide 1
CHILDREN’S SERVICES Getting started with SEAL • Consider the roll out of SEAL across the school • Discuss strategies for involving all staff in Primary SEAL • Identify key points for action and raise awareness of audit tools CHILDREN’S SERVICES Understanding our feelings • extending our vocabulary of feelings, understanding how we express our feelings • understanding how we respond when we feel threatened, responding with the thinking part of our brain or with the impulsive, feeling part of our brain • how feelings might build up, being overwhelmed by our feelings CHILDREN’S SERVICES Why SEAL? • What is SEAL • What is already happening • How can SEAL add to this? CHILDREN’S SERVICES Social & emotional aspects of learning • • • • • self-awareness managing feelings motivation empathy social skills 7 Self awareness Managing feelings Motivat ion CHILDREN’S SERVICES What is the SEAL resource? What is in it? • an explicit, structure, whole-curriculum framework • resource for teaching social, emotional and behavioural skills to all pupils – spiral curriculum – Assembly materials – flexible lessons – explicit links & ideas for the theme to be developed across the curriculum CHILDREN’S SERVICES Primary SEAL themes New beginnings Getting on and falling out Say no to bullying Going for Goals! Good to be me Relationships Changes CHILDREN’S SERVICES What can the resource add to what we are doing already? • Whole school process embracing the curriculum ethos and practice • Whole school focus • Clarity of aims • Structured and spiral curriculum • provides a way of parents developing skills and a model for schools and parents working together differently • Cross-curricular approach • Explicit and pro-active • Developmental for staff • Increases child’s voice CHILDREN’S SERVICES What are the principles of effective SEAL programmes? • whole-school approach. • build on the good work the school is already doing • adapt to fit in with the school’s own unique character. • the skills and attitudes are demonstrated by all staff through the way they relate to children and through the teaching styles they use CHILDREN’S SERVICES The ‘Waves’ model Quality first teaching of social, emotional & behavioural skills to all children Effective whole-school or setting policies & frameworks for promoting emotional health and well-being Small-group intervention for children who need additional help in developing skills, & for their families Individual intervention CHILDREN’S SERVICES Danger zones • • • • • badly designed tasks limited whole school approach lack of visual reminders cultural mores … CHILDREN’S SERVICES Conditions for learning • emphasis on relationships • staff work well together and staff morale is high • staff work together to solve problems • well-being of staff and children is taken seriously • environment is welcoming • children have opportunities to give their views and to be listened to • staff recognise the impact of what they say and do on the children and model appropriate social, emotional and behavioural skills CHILDREN’S SERVICES Implications for planning Consider • the match between these approaches and the unique approach to learning and teaching that your school provides • which approaches your colleagues will find easier • which one fits with the direction the school is taking in developing learning and teaching approaches • what might be the implications for staff professional development CHILDREN’S SERVICES Success factors • support from above (head, management, governors, parents fully aware of benefits) • critical mass of staff understanding and supporting rationale for undertaking the work • clear, negotiated aims for what we are trying to achieve (children who can …); priorities will vary according to school circumstances • careful strategic planning to mesh the resource with what is already going on in the school and ‘make it your own’ CHILDREN’S SERVICES Email [email protected] Forums http://www.medway.gov.uk/schoolforums/