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.

Slides:



Advertisements
Similar presentations
© PMB 2007 Personal Development and Mutual Understanding Unit 1 Rationale and Overview.
Advertisements

Healthy Schools, Healthy Children?
Emotional literacy: a whole school approach §Connect E.L. with the central concerns of education §Outline kind of holistic approaches we need to promote.
LISTENING TO THE SEN PUPIL VOICE Spring Term 2011 Leafy Lane School Presented by the SENCO.
Manager, Solihull SEMH Team
Aims of the module To introduce you to:
Bill Boylan Social and Emotional Development in the middle school years.
Staff Teamwork and Cooperation by Habeeb Quadri. “ The good Lord gave you a body that can stand most anything. It’s your mind you have to convince.” Vince.
Whose learning is it anyway?
Predicting and Avoiding Conflict & Nonviolent Conflict Resolution.
Social and Emotional Aspects of Learning Oldway Primary School NPD 3 rd September 2007.
Kodu Trials Celebration 11 December 2009 Evaluation of the Trials Ian Phillips, I & J Management Services.
Enfield Understanding how schools manage Special Educational Needs and Disability (SEND) 2 By the end of this session you will Understand what is meant.
Working Better Together: Provision Services Susan Marsh (FLESS Manager)
Chapter 5 Communications in Intimate Relationships.
Self-Esteem and Mental Health
What is SEAL? Social and Emotional Aspects of Learning Secondary SEAL – A Quick Guide.
Developing SEAL in your School
STUDENTS COUNSELLING SERVICE Rony Jose, M Sc. (Psychological Counseling)  M Phil  Assistant Professor, counsellor St. Claret College.
Thinking Actively in a Social Context T A S C.
Social and Emotional Aspects of Learning (SEAL) - Making it a success
Interpersonal Communication and Relationships Unit 2
Presentation to BESD IDP Leaders
Supporting Adults with Autism Mike MacCallam, Senior Commissioning Manager The creation of this material by Norton Radstock College has been financed by.
Legal capability within Curriculum for Excellence Seminar: Developing a strategic approach to building legal capability in Scotland Monday 27 th June 2011.
What are life skills? These are abilities for adaptive and positive behaviour that enable individuals to effectively deal effectively with the demands.
Advocating teaching PDHPE in Primary Schools. Teaching PDHPE in Primary Schools is Important Because it teaches students : Active lifestyle and physical.
© Crown copyright 2008 Social and Emotional Aspects of Learning (SEAL) Theme 1: Learning to be together Year 8.
Frances Blue. “Today’s young people are living in an exciting time, with an increasingly diverse society, new technologies and expanding opportunities.
Achieving a Healthy Work/life balance & the impact of Gender on Mental Health John Foster 2014 Carecall Queen’s University Belfast.
BUILDING A PROGRAM TO REDUCE ANTI-SOCIAL BEHAVIORS Nataša Privošnik and Greta Bratovš The Institute for Developing Personal Quality Ljubljana, Slovenia.
Essential Question How do I achieve optimal health and wellness ?
Mindfulness training to strengthen outstanding practice mindfulness for staff and pupils Sue Bolton.
Social & Emotional Development Carrie Simpson 2014.
Welcome! Please complete the Raffle challenge! Write your name on a post-it and 6 things beginning with S that you can wear on your feet. Place your entry.
ASSIST NOW, THE EAP DIVISION OF RECOVERY RESOURCES Shirin Boose, M.Ed., PC/CR.
Conflict in Team Environments – Part 2 Professional Year Program - Unit 6: Communicating in work teams to achieve professional goals.
Social & Emotional Development Carrie Simpson
Behaviours relating to establishing social networks and support.
Linking Ethos and Learning Dr Marilyn Tew NSCoPSE Conference 2012.
STEPP by STEPP: Implementing a STEPPS group in NHS Lanarkshire. Veronika Braunton, Cognitive Behavioural Therapist And Dr Alison Campbell, Clinical Psychologist.
Myth or Fact? A physically fit person is perfectly healthy.
Unit 4 Mental Health.  A person feels mentally healthy when it feels like everything is working well. You feel good about yourself, your relationships.
Social and Emotional Aspects of Learning SEAL as a Resource.
Making Healthful Choices Building Health Skills Chapter 2 – Lesson 1.
CHILDREN’S SERVICES Evaluating and using Primary SEAL Identify key links to the SEF Consider pupil assessments Identify opportunities to embed SEAL across.
Show commitment to healthy active lifestyle habits through involvement in PE, sport & physical activity as an integral part of life Outcomes of world leading.
Kilbarchan Primary School. Relationships, Sexual Health and Pregnacy Edcuation.
Getting Beneath the JSNA Jane Case – Knowsley Commissioning Officer.
Mental and Emotional Health Chapter 5. 7 th Grade Standards of Learning 7.1 The student will use knowledge of health concepts to make decisions related.
Approaches to Managing Children with Challenging Behaviours Presented by: Linda Foley and Katherine Osborne.
Introducing Personal and Social Capability. Victorian Curriculum F–10 Released in September 2015 as a central component of the Education State Provides.
This Is The Title Slide Learning from a whole family approach for parents with a mental illness and their children InterAct #GYCConference16 #awaretheycare.
Child & Young Person Development TDA 2.1 Session 2.
Social and Emotional Aspects of Learning for Secondary Schools Lancashire Secondary Strategy Managers Meetings 21 st and 22 nd June 2007.
A resource for academic staff in Higher Education STUDENT MENTAL HEALTH 1.
Behaviour & Attendance Strategy for Manchester An Introduction to Primary Social & Emotional Aspects of Learning.
Interpersonal Skills.
Exploring the Personal and Social Capability for Secondary schools.
Exploring the Personal and Social Capability for Primary schools.
Faculty Member: Safina Binte Enayet Psychosocial Counselor and Lecturer Counseling Unit BRAC University
Positive Education Programs: could they be the answer to filling the gap in our mainstream curriculum? Presenter – Lisa Taggart.
1. 2 SEAL The New Curriculum The Journey 3 4 SEAL in Devon - where are we now? Currently 10 pilot schools Ilfracombe Kevic Bideford Isca Teign QE Kings’
Unit 6: Work experience in health and social care
TFS PARENT AND CARER LEARNING
There are over 60 Health and Wellbeing outcomes at level 3
Predicting and Avoiding Conflict & Nonviolent Conflict Resolution
A policy perspective on school disaffection
Children’s Mental Health Week!
There are over 60 Health and Wellbeing outcomes at level 3
Presentation transcript:

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 ‘…..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.

What is SEAL? From 3 – 16 years… 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.

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

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

SEAL: Gateways to learning 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

Self-awareness

Managing feelings

Motivation

Empathy

Social Skills

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.

A quick activity 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)

The social and emotional demands of cognitive activities 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?

SEAL: A whole school concern ( 1) Employers’ needs 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 ( 2) Skills for a changing society…

 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’ with obsessive compulsive disorder 5-10 attempting suicide (