1. Social and Emotional Aspects of Learning SEAL as a Resource

2. Conditions for learning Learning to learning skills Improving behaviour: Improving learning Affective aspects Social and Emotional Aspects of Learning Social and emotional aspects of learning Reasoning Evaluation Creativity Enquiry Problem solving Information processing Communication

3. Conditions for learning Learning to learning skills Improving behaviour: Improving learning Affective aspects Social and Emotional Aspects of Learning The ‘Waves’ model Quality first teaching of social, emotional and behavioural skills to all children Effective whole-school or setting policies and frameworks for promoting emotional health and well- being Small-group intervention for children who need additional help in developing skills, and for their families Individual intervention

4. Conditions for learning Learning to learning skills Improving behaviour: Improving learning Affective aspects Social and Emotional Aspects of Learning SEAL 1.Guidance Book – very useful resource 2.Seven sets of activities, each set around a ‘Theme’ - Theme overview card - A scripted assembly + 6 variations - Activity sets: Ideas for each age range Red Set (Foundation Stage) Blue 5 Set(Y1 and Y2) Yellow Set(Y3 and Y4) Green Set(Y5 and Y6) Silver set small group activities -Staff activity booklet for each theme -Joint activities for child and parents for each theme Wave 1 Wave 2

5. Conditions for learning Learning to learning skills Improving behaviour: Improving learning Affective aspects Social and Emotional Aspects of Learning

6. Conditions for learning Learning to learning skills Improving behaviour: Improving learning Affective aspects Social and Emotional Aspects of Learning

7. Conditions for learning Learning to learning skills Improving behaviour: Improving learning Affective aspects Social and Emotional Aspects of Learning

8. Conditions for learning Learning to learning skills Improving behaviour: Improving learning Affective aspects Social and Emotional Aspects of Learning

9. Conditions for learning Learning to learning skills Improving behaviour: Improving learning Affective aspects Social and Emotional Aspects of Learning When should it be run? And how does it fit together? Themes and structure Theme number Time of year Theme title (Assembly and associated curriculum work) Key SEBS domain addressed 1. Autumn Term: first half term 2. Autumn Term: second half term 3. Spring term: January 4. Spring term : February/March New beginnings Getting on and falling out Going for goals! Good to be me Empathy Self-awareness Self-motivation Social skills Managing feelings Empathy Social skills Self-motivation Self-awareness Managing feelings Empathy

10. Conditions for learning Learning to learning skills Improving behaviour: Improving learning Affective aspects Social and Emotional Aspects of Learning When should it be run? And how does it fit together? Themes and structure Theme number Time of year Theme title (Assembly and associated curriculum work) Key SEBS domain addressed 5. Spring term or early summer term (March/April) 6. Summer term: second half term 7. At any time but a good time would be anti- bullying week in November Relationships Changes Bullying Self-awareness Managing feelings Empathy Self motivation Social skills Managing feelings Empathy Self-awareness Social skills

11. Conditions for learning Learning to learning skills Improving behaviour: Improving learning Affective aspects Social and Emotional Aspects of Learning Next Steps – 2006/2007 Funding available to extend the work – Equivalent of 2 days supply Can be used for: workshops or courses, visits to Leading Practice Schools, (suggested question sheet in pack) work on SEAL curriculum in school Full details in pack with Whole school tracking sheet and School self evaluation grid