Social and Emotional Aspects of Learning

Introduction to SEAL Curriculum Materials Diary Dates 2005-2006 Contacts

Introduction to SEAL

Social Emotional Aspects of Learning (SEAL) focuses on both, creating positive conditions for learning and developing children’s Social, Emotional and Behavioural Skills (SEBS) through a whole school component and a spiral curriculum.

Evidence suggests that these two components are equally important as the teaching is more effective within a supportive whole school context than as a stand alone curriculum.

SEBS underlie almost every aspect of school, home and community life, including effective learning, and getting on with other people. They are fundamental to school improvement.

A range of terms are used nationally and internationally to describe SEBS, including: personal and social development, emotional literacy, emotional intelligence and social and emotional competence.

This curriculum resource aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning.

It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills.

We know that emotions such as anger, anxiety, excitement and fear can inhibit learning.

However, there are positive emotional states that can promote learning e.g. having confidence and feeling safe and calm support better engagement with learning.

Sometimes it is possible to move ourselves into these positive states and we can help children to learn how to do this when they need to.

All learning has an emotional base, and thinking, feeling and behaviour are intertwined.

What do SEBS impact on?

• Academic achievement;
• Self esteem;
• Personal responsibility;
• Tolerance of difference;
• Workplace effectiveness;
• Classroom/school behaviour;
• Increased inclusion;
• Improvements to mental health.

As well as improving learning, SEBS impact upon other aspects of school life.

Taught SEBS on its own will not have an impact.

The environment and beliefs underpinning the teaching need to be consistent with what is taught.

Every school has its own unique character and will want to find its own way into and way of using resource materials.

If this approach to SEAL is to be successful it is essential for the following to be in place:

• Support from above (head, management, governors, parents fully aware of benefits) ;
• Critical mass of staff understanding/supporting rationale for undertaking the work;
• Clear, negotiated aims for what you are trying to achieve. (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’.

Fig 2. The Continuum

SEAL recognises the universal entitlement of all children, to access quality teaching and learning, that supports the development of SEBS.

The work on SEBS represents a continuum, it offers something of benefit to all children but some will need increased differentiation through small group work and 1:1 support.

For those children who need additional support, this will best be achieved within a whole school context.

This should relate their specific needs to the whole learning process. Similarly work with parents is most likely to be effective if it links in as part of the whole community’s response to developing children’s skills.

SEAL Curriculum Materials

Introduction to SEAL

43KB

The materials help children develop skills such as understanding another’s point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries.

They build on effective work already in place in the many primary schools who pay systematic attention to the social and emotional aspects of learning through whole-school ethos, initiatives such as circle time or buddy schemes, and the taught PSHE and Citizenship curriculum.

The materials are organised into seven themes:

New Beginnings, Getting on and falling out, Say no to bullying, Going for goals!, Good to be me, Relationships and Changes.

Each theme is designed for a whole-school approach and includes a whole school assembly and suggested follow-up activities in all areas of the curriculum.

The colour-coded resources are organized at four levels: Foundation Stage, Years 1 and 2, Years 3 and 4 and Years 5 and 6.

Pupil reference material and photocopiable teacher reference material accompany each theme.

There is a whole-school pack for the staffroom, a year-group pack with the same materials organised into a set of booklets for each year group from early Foundation Stage through to Y6, and a resource file of photographs and posters.

To view the SEAL materials and guidance go to:

www.standards.dfes.gov.uk/primary/publications Adobe PDF file from the Behaviour and attendance pilot website

SEAL Diary Dates 2005-2006

The following training and meetings related to SEAL will be available through the SIS programme 2005/06:

(This section will be updated when changes are made.)

Additional training linked to this initiative and a school’s individual needs may be arranged.

Possible topics might include:

Playtimes and Lunchtimes
Positive Behaviour and the Learning Environment
Relationships in the classroom
Responding Effectively to Inappropriate Behaviour
Working with Individuals
Consequences
Promoting Attendance and punctuality

Contacts

For more information about SEAL, plese contact:

Gloria Reid, Primary Strategy Manager
Tel: (01482) 392408
E-mail: gloria.reid@eastriding.gov.uk

Gill Askew, SEAL (Social and Emotional Aspects of Learning) Project Manager
Tel: (01482) 392151
E-mail: gill.askew@eastriding.gov.uk

Claire Monteith, SEAL (Social and Emotional Aspects of Learning) Project Manager
Tel: (01482) 392151
E-mail: Claire.Monteith@eastriding.gov.uk