Social and Emotional Aspects of Learning (SEAL) Whole School Inset Press here for the staff development activities you will need for this presentation

Programme Session 1: Setting the scene What is SEAL and what’s in it for our school? Session 2: Where are we now? Building on our existing practice Session 3: Implementation Developing our vision for the way forward Getting Started with Secondary SEAL - Whole School Inset: Getting Started with SEAL Programme 9:00 Session 1: Setting the scene What is SEAL? (10 mins). PowerPoint introduction and warm up activity 1.3.2 Why embark on SEAL? (30 mins). Considering the importance of social and emotional skills in learning and behaviour. The Year 7 resource – introductory booklet page 9 Activity 2 Where are our Year 7 pupils now? (30 mins). Developing an understanding of Primary SEAL and the levels of skill new pupils could be bringing to the school. 1.3.3 An inventory of skills (20mins). Clarifying what social and emotional skills are and reflecting on our own social and emotional skills 10:30 Coffee break 11:00 Session 2: Where are we now? 2.12.1 Emotional health and well-being and SEAL (20mins). Considering the difference between EHWB and SEAL 1.4.2 Finding out about social and emotional skills in our school (30 mins). Reflecting on the current provision in school and emphasising the aspects in school life there are to build upon 1.4.3 Carrying out an audit (30 mins). Identifying the current climate for SEAL implementation in the school 12:30 Lunch 1:30 Session 3: Implementation 2.10.2 SEAL and ECM Outcomes (20 mins – Warm-up task). Considering how SEAL contributes to the ECM outcomes for children 3.1.2 The impact of the whole-school approach: a pupil’s point of view (30 mins). Considering how the whole school environment has an impact on social and emotional skills 3.2.2 The part that the school environment plays in SEAL (30 mins). Considering the existing learning, social, and physical school climate for learning 3.4.3 Creating our vision (30 mins). Developing a shared vision of the school with SEAL implemented Next steps 3:30 Close

Aims To have an understanding of the Social and Emotional Aspects of Learning (SEAL) To have considered the schools current position in relation to SEAL To consider opportunities for the implementation of SEAL in our school

Definition of SEAL (Secondary Core Guidance) Secondary 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. It is based on the notion that the skills will be most effectively learned through: direct and focused learning opportunities (during tutor time and across the curriculum); creating the climate and conditions for learning that implicitly promote the skills and allow these to be practised and consolidated; using learning and teaching approaches that support students to learn new skills and consolidate those already learned.

Warm-up Take your card with one of the 5 social and emotional aspects of learning. Find a partner and talk to them in the manner of the aspect of learning. When you both think you have identified their aspect record it and move on to someone new. The aim is to guess each person’s aspect of learning. This activity is optional but if you think your group will respond positively use it. You will need cards with one of each of the 5 aspects of learning on them with one card per participant.

Session 1: Setting the scene What is SEAL and what’s in it for our school? 9:00 Session 1: Setting the scene What is SEAL? (10 mins). Power Point introduction and warm up activity 1.3.2 Why embark on SEAL? (30 mins). Considering the importance of social and emotional skills in learning and behaviour. The Year 7 resource – Introductory booklet page 9 Activity 2 Where are our Year 7 pupils now? (30 mins). Developing an understanding of Primary SEAL and the levels of skill new pupils could be bringing to the school 1.3.3 An inventory of skills (20mins). Clarifying what social and emotional skills are and reflecting on our own social and emotional skills

Why promote social and emotional learning? Think of Year 7 students and those that have given you a cause for concern. Individually, jot down on a piece of paper the attributes of these students that you are concerned about. Get into pairs or threes and agree the ten most important behaviours of concern. Record these one on each sticky note. 1.3.2 Why embark on SEAL? (30 mins). Considering the importance of social and emotional skills in learning and behaviour. Resources Paper and pens Sticky notes Flipchart divided into six sections that have been labelled: ‘self-awareness’, ‘managing feelings’, ‘motivation’, ‘empathy’, ‘social skills’ and ‘other’.

Why promote social and emotional skills? Talk to a partner: For each behaviour of concern identify the alternative opposite behaviour. Write them on a sticky note. Throw away the behaviours of concern. Ask participants to throw the behaviours of concern in the bin and explain that the positive behaviours will be those things that we want to see in the school. Suggest that if we teach these that learning in school will improve. These are the social and emotional skills in SEAL.

SOCIAL AND EMOTIONAL ASPECTS OF LEARNING Self-awareness Managing feelings Empathy Motivation Social skills Explain that this lists the social and emotional aspects of learning identified in SEAL. Ask participants to identify which of their alternative positive behaviours fit with which social and emotional aspect of learning - next slide.

Why SEAL? Cont. Consider how the behaviours identified link with the five aspects of learning. Now look at the learning outcomes. The participants should stick the positive behaviours on the flipchart under the most appropriate heading. It is anticipated that most of the attributes will fit within the 5 aspects.

Where are our Year 7 pupils now? Watch the video clip of the Year 6 lesson. Consider the children’s level of skill. Consider what the adults do to promote social and emotional skills that is not so effective. The Year 7 resource – Introductory booklet page 9 Activity 2: Where are our Year 7 pupils now? (30 mins). Developing an understanding of Primary SEAL and the levels of skill new pupils could be bringing to the school Resources Getting Started with SEAL DVD (Year 6 lesson) video clip A list of the primary schools where most of the students will be coming from with those doing SEAL identified

Where are our Year 7 pupils now? (cont.) As a group reflect on a. If the children were more skilled than you expected b. If the children were less skilled than you expected c. What the adults did that you felt promoted social and emotional skills effectively d. What the adults did that you think was not effective Explain to the group that you have a record of which feeder schools and therefore which pupils have participated in Primary SEAL. This should inform their planning.

My social and emotional skills Individually complete the inventory of skills. You may wish to discuss this during coffee break. Activity 1.3.3 An inventory of skills (20 mins). Clarifying what SEAL is and reflecting on our own social and emotional skills Resources Resource 1.3.3: An inventory of my own social and emotional skills - one copy per participant This will be sensitive for some participants, express that this is for their own reflection and will not be collected. Allow a little time at the beginning of the next session for feedback on session 1 as a whole.

Session 2: Where are we now? Considering the difference between EHWB and SEAL. Reflecting on what we are already doing to promote the Social and Emotional Aspects of Learning. Provide sometime for feedback from session 1. 11:00 Session 2: Where are we now? 2.12.1 Emotional health and well-being and SEAL (20mins). Considering the difference between EHWB and SEAL 1.4.2 Finding out about social and emotional skills in our school (30 mins). Reflecting on the current provision in school and emphasising the aspects in school life there are to build upon 1.4.3 Carrying out an audit (30 mins). Identifying the current climate for SEAL implementation in the school 12:30 Lunch

What is the difference between SEAL and EHWB? Emotional Health and Well-being is a state. Social and emotional skills are the skills people need to take a full and active part in life. They need these skills to ensure that they remain emotionally healthy. It is only possible to learn if we have a reasonable level of emotional health and well-being. Explain that there is often confusion between EHWB and SEAL they are often talked about as the same thing. To be effective there needs to be clarity about what they are – they do overlap and they are co-dependent. 2.12.1 Emotional health and well-being and SEAL (20mins). Considering the difference between EHWB and SEAL Resources Resource sheet a & b Social and emotional skills or emotional health and well-being?

What are we already doing to promote social and emotional skills? Consider the social and emotional aspect of learning that is written on your sheet of paper. Record everything the school is currently doing to promote this aspect. 1.4.2 Finding out about social and emotional skills in our school (30 mins). Reflecting on the current provision in school and emphasising the aspects in school life there are to build upon. Resources 5 pieces of flipchart paper – write one of the Social and Emotional Aspects of Learning on each one. Flipchart pens of several colours

Where are we now? Complete the audit individually Answer Yes or No to each question, Then respond to the follow–up question: Very, Reasonably, Partially or Not at all. Add any additional comments in the final column. You might like to indicate for example: whether you think this is an important issue for your school or irrelevant to your needs; whether you have any plans for change; what is helping or hindering this in your school. 1.4.3 Carrying out an audit (30 mins). Identifying the current climate for SEAL implementation in the school Resources Resource 1.4.3 SEAL audit Explain to the participants they can change the wording to be more suitable to their school.

Where are we now? (cont.) As a group Look at what you marked Very or Reasonably. How did you achieve this success? What can you learn from this? How might you celebrate it? Look at what you marked Poor or Not at all, identify: Which of these matter to you? How might you develop them? What have you got to build on? What is getting in the way and how might you shift it? Record issues arising on a flipchart 1.4.3 Carrying out an audit (30 mins). Identifying the current climate for SEAL implementation in the school cont. Ask the groups to answer the questions and record them on a flipchart. They might display their flipcharts over lunch where they can be viewed

Session 3: Implementation Meeting the outcomes for young people through SEAL The whole-school approach The school environment Our vision 1:30 Session 3: Implementation 2.10.2 SEAL and ECM Outcomes (20 mins – Warm-up task). Considering how SEAL contributes to the ECM outcomes for children 3.1.2 The impact of the whole-school approach: a pupil’s point of view (30 mins). Considering how the whole school environment has an impact on social and emotional skills 3.2.2 The part that the school environment plays in SEAL (30 mins). Considering the existing learning, social, and physical school climate for learning 3.4.3 Creating our vision (30 mins). Developing a shared vision of the school with SEAL implemented Next steps 3:30 Close

Every Child Matters As a group consider each SEAL skill and place it under the ECM outcome you feel it best fits. Record any debates you have to feedback to the whole group. 2.10.2 SEAL and ECM Outcomes (20 mins – Warm up task). Considering how SEAL contributes to the ECM outcomes for children Resources Resource 2.10.2 a-e: ECM outcomes – Place each of the five outcomes and its subheadings onto a sheet of paper/flipchart Resource 2.10.2 f: SEAL skills – cut into sets of cards for each theme (You may wish to enlarge these first.) Further reading 2.10.1 SEAL and the five outcomes for children

Whole-school approach Read the case study individually. In pairs or threes discuss the questions posed. Identify one priority for action. 3:1:2: The impact of the whole-school approach: a pupil’s point of view (30 mins). Considering how the whole school environment has an impact on social and emotional skills Resources Resource 3.1.2: Case Study: The impact of the whole school: a pupil’s point of view

School climate Complete the audit ‘School climate and SEAL’ individually. As a group identify 3 things the school does well 3 areas for development. Record these on a flipchart. 3.2.2 The part that the school environment plays in SEAL (30 mins). Considering the existing learning, social, and physical school climate for learning. Resources Resource 3.2.2: School climate and SEAL Flipchart

Our Vision Read your case study. Look at Resource 7: ECM outcomes Consider as a school what interventions did you do/could you have done to change the outcomes for the child. 3.4.3 Creating our vision (30 mins). Developing a shared vision of the school with SEAL implemented Resources Further reading 1.3.1 The Social and Emotional Aspects of Learning, skills and outcomes

Our Vision (cont.) Reflect on everything you have heard, seen and learnt today. What should our vision be for all pupils and SEAL?

Next steps What are your next steps?