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2. 2 SEAL The New Curriculum The Journey

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4. 4 SEAL in Devon - where are we now? Currently 10 pilot schools Ilfracombe Kevic Bideford Isca Teign QE Kings’ Ottery Dawlish Clyst Vale Tiverton Regular Network meetings – share good practice – resources, funding and support Project groups - next phase - expressions of interest Where are the schools on their journey?

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8. 8 Guidance for the Development of SEAL develop and secure the vision (establish a working group) Identify starting points development phase 1 - STAFF review development phase 2 embedding practice

9. 9 ‘Students who are anxious, angry or depressed don’t learn…’ ‘As every teacher knows, in order to learn successfully, children must feel happy and secure within the school environment.’ Hellaby, L. ‘Walking the Talk…’ (London, Fulton 2004)

10. 10 ‘Students who are anxious, angry or depressed don’t learn…’

11. 11 Knowledge Attitudes Skills ? Or should it be Attitudes Skills Knowledge? Staff – Do staff model the behaviours and attitudes we want from our students?

12. 12 Do staff model the behaviours, attitudes and skills we would like our students to exhibit?

13. 13 ECM - Enjoy and achieve?

14. 14 Make a positive contribution?

15. 15 Healthy?

16. 16 Achieve economic well being – stay safe?

17. 17 What Knowledge Skills and Attitudes do we want our children to have?????

18. 18 "Since we cannot know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever needs to be learned.“ John Holt

19. 19 We want children 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.

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21. 21 2020 Vision Report of the Teaching and Learning in 2020 Review Group The basic skills are essential… but we also need young people who: can take responsibility and show initiative have good interpersonal skills.. can work in teams are flexible and adaptable have ability to solve problems and generate new ideas have a good mix of qualifications, practical skills and personal qualities December 2006

22. 22 SEAL and the New Curriculum 22 1 What are we trying to achieve? 2 How do we organise learning? 3 How do we know we have achieved our aims? ? Citizens ? Learners? Individuals

23. 23 Responsible citizens who are effective participants, team workers, have good social skills and demonstrate empathy Successful learners who are motivated, are creative thinkers, independent enquirers, reflective learners Confident individuals who are self aware, able to manage risk and can manage their feelings The curriculum aims to enable all young people to become 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning?

24. 24 Social and emotional aspects of learning Self-awareness Managing feelings motivation empathy Social skills

25. 25 Theme 1 Social Skills and empathy Theme 2 Motivation and self- awareness Theme 3 Self-awareness and managing feelings STEP 3 Development of learning opportunities STEP 1 Exploration and development of understanding for each theme STEP 2 Identification of learning and teaching approach and subject area Learning outcomes for pupils and enhanced understanding for staff. STEP 4 Trying out the learning opportunities – review and reflection Introductory theme Year 7 only Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning?

26. 26 Responsible citizens who are effective participants, team workers, have good social skills and demonstrate empathy Successful learners who are motivated, are creative thinkers, independent enquirers, reflective learners Confident individuals who are self aware, able to manage risk and can manage their feelings The curriculum aims to enable all young people to become 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning? Theme Motivation and self-awareness Theme Self-awareness and managing feelings STEP 3 Development of learning opportunities Learning outcomes for pupils and enhanced understanding for staff. STEP 4 Trying out the learning opportunities – review and reflection Introductory theme Year 7 only Social Skills and empathy

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29. 29 The New Curriculum Social and Emotional development form part of the Statutory Expectations “To meet the curriculum aims schools will need to place social and emotional learning at the heart of their curriculum and make it a key feature of the school’s curriculum design”. Mick Waters QCA

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31. 31 Curriculum Design 31 1 What are we trying to achieve? 2 How do we organise learning? 3 How do we know we have achieved our aims? ? Citizens ? Learners? Individuals The Curriculum

32. 32 Curriculum model – subject based. 32 2 How do we organise learning? English MathsScienceFrenchHistory Form Tutor Time

33. 33 Monday Tuesday Wednesday Thursday Friday Subject Project Subject How will these two curriculum models implicitly explicitly promote social and emotional skills given that it is a statutory expectation ?

34. 34 Should SEAL occur in the Curriculum in a structured way? Or should it be left open for staff to include as they see fit? Advantages and disadvantages?

35. 35 Social, emotional and behavioural skills: taught or caught? TAUGHT? Teaching social, emotional and behavioural skills to children makes a difference to their learning, behaviour and life outcomes. CAUGHT? Children need: practice in real-life situations a supportive organisational environment (where it is safe to try new things and take a risk) an emotionally positive environment where social, emotional and behavioural skills are modelled and coached routinely and consistently

36. 36 Bridge High School 11 – 16 West Midlands Learners NOT engaged or challenged by Curriculum Learning shallow Few developed skills to work independently Few could work co-operatively Few made links between Learning and lacked creativity in their approach to Learning Level 5 and above in KS3 tests Eng, Maths, Sci - below 50% in 2001 Five A*-C 33% in 2001

37. 37 Would you leave things as they are, do more of the same, and hope for a different outcome? Would you make changes which you believe will move things forward?

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45. 45 Bridge High School – Decided to Change - Focus more on Learning rather than coverage of programmes Staff drew up lists of the type of skills they wanted to develop and agreed where they might fit into the curriculum Changed when things did not develop as they had planned – longer lessons – extended study day Impact? 2006 KS3 Level5+ Eng68% Maths71% Sci78% Five A*-C 69%

46. 46 Grange School Dorset

47. 47 Ofsted on SEAL “ The programme was successful in schools that quickly saw the link between developing social, emotional and behavioural skills and effective teaching and learning.”

48. 48 What practical steps can you take in your school to promote Social and Emotional Skills? Vision? Develop Staff? Whole school? Within the curriculum? Within subjects?

49. 49 Theme 1 Social Skills and empathy Theme 2 Motivation and self- awareness Theme 3 Self-awareness and managing feelings STEP 3 Development of learning opportunities STEP 1 Exploration and development of understanding for each theme STEP 2 Identification of learning and teaching approach and subject area Learning outcomes for pupils and enhanced understanding for staff. STEP 4 Trying out the learning opportunities – review and reflection Introductory theme Year 7 only Three key questions 3 How well are we achieving our aims? 1 What are we trying to achieve? 2 How do we organise learning?

50. 50 What I want you to learn What I want you to do How I want you to do it A&D, CI, D&T, En, Ge, Hi, ICT, Ma, MFL, Mu, PE, PSHE, RE, Sc SEAL, PLTS Functional Skills LiL, L2L

51. 51 What I want you to learn What I want you to do How I want you to do it A&D, CI, D&T, En, Ge, Hi, ICT, Ma, MFL, Mu, PE, PSHE, RE, Sc SEAL, PLTS Functional Skills LiL, L2L Statements of attainment Assessing Pupil Progress Learning outcomes for SEAL PLTS 6 skill areas

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57. 57 What direction and route will your school take?