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National resources

A primary A3 colour poster for display in classrooms around the school to support pupils in resolving conflict with peers, staff or family members, as taught through the explicit SEAL Curriculum.  The poster is particularly usefully displayed where it can be seen from the playground, and in the dinner hall.  It is important that all staff (including dinner supervisors and teaching assistants, caretakers and administrative staff) are aware of the process and can support pupils in using it.

A primary A3 colour poster for display in classrooms around the school to support pupils in learning to resolve problems they are faced with, as taught through the explicit SEAL Curriculum.  The poster is particularly usefully displayed where it can be seen from the playground, and in the dinner hall.  It is important that all staff (including dinner supervisors and teaching assistants, caretakers and administrative staff) are aware of the process and can support pupils in using it.

A primary A3 colour poster for display in classrooms around the school to support pupils in using assertive behaviour  as taught through the explicit SEAL Curriculum, theme 6 ‘Relationships’.  The poster is particularly usefully displayed where it can be seen from the playground, and in the dinner hall.  It is important that all staff (including dinner supervisors and teaching assistants, caretakers and administrative staff) are aware of the process and can support pupils in using it.

Wave 2 of SEAL is the focus of this evaluation. This element of the programme involves small group interventions for children who are thought to require additional support to develop their social and emotional skills (DfES, 2006). The purposes of these brief, early interventions include helping children by:

  • facilitating their personal development
  • exploring key issues with them in more depth
  • allowing them to practice new skills in an environment in which they feel safe, can take risks and learn more about themselves
  • developing their ways of relating to others
  • promoting reflection (DfES, 2006).

Secondary SEAL Y7 Introductory theme: A place to learn (learning opportunities

Note that the handouts and other resources are within a separate booklet to this one, entitled 'A place to learn: Resource sheets'.

Note also that although this theme booklet is entitled 'Theme 1' it is actually the introductory, transition theme, subsequently renamed the introductory theme. Just to make it nice and simple!

Secondary SEAL Y7 Introductory theme: A place to learn (resource sheets)

Note that the learning activities that accompany these resource sheets are within a separate booklet to this one, entitled 'A place to learn'.

Note also that although this theme booklet is entitled 'theme 1' on the cover, it is actually the introductory, transition theme, subsequently renamed the introductory them. Not at all confusing.

Secondary SEAL Y7 Theme 2:Keep on learning (learning opportunities)

Note that the handouts and other resources are within a separate booklet, entitled 'Keep on learning (resource sheets)'.

Note also that although this theme booklet is entitled 'theme 3' on the cover, it is actually the theme that equates to Theme 2: keep on learning for Y8 and 9.

Secondary SEAL Y7 Theme 2:Keep on learning (resource sheets) Note that the learning opportunities (activities) for this theme are within a separate booklet, entitled 'Keep on learning (learning opportunities)'. Note also that although this theme booklet is entitled 'theme 3' on the cover, it is actually the theme that equates to Theme 2: keep on learning for Y8 and 9.

What is the guidance and who is it for?
This short guidance booklet is the essential starting point for SEAL and has three main
purposes:
• to provide a clear overview of the key aims, principles and essential component parts
of Secondary SEAL, and its potential to enhance learning and personal development;
• to signpost colleagues to the richness of the wide range of DfES resources that have
been produced as part of Secondary SEAL. These are listed in the box at the end of each
subsection with a reference number to allow easy access on the website or CD-ROM;
• to act as a quick reference document.
The guidance booklet is written for all those who are involved with, or who have an interest in,
Secondary SEAL, and will be essential reading for all school leaders, including those leading
on the programme. It might also be used by those from children’s services and other external
agencies who are involved in supporting work in school.
The guidance booklet is organised under a series of key questions that are organised in five
sections:
• Section 1 provides an introduction to the concepts underpinning SEAL;
• Section 2 describes the impact on educational outcomes and the links to key developments
in education;
• Section 3 is about the practicalities of implementing SEAL in school;
• Section 4 focuses on professional development;
• Section 5 focuses on learning and teaching.
At the end of each subsection there is a list of further readings, case studies and staff
development activities.

This theme aims to develop and revisit four of the key social and emotional aspects of learning covered in previous themes, through a focus on bullying – what it is; how it feels; why people bully; how we can prevent and respond to it; and how children can use their social, emotional and behavioural skills to tackle this crucial
problem. The four aspects of learning in which knowledge, skills and understanding are developed are self-awareness, empathy, managing feelings and social skills.

The overview contains scripted and interactive assemblies, as well as learning outcomes from nursery-Y6.

This theme aims to develop and revisit four of the key social and emotional aspects of learning covered in previous themes, through a focus on bullying – what it is; how it feels; why people bully; how we can prevent and respond to it; and how children can use their social, emotional and behavioural skills to tackle this crucial problem. The four aspects of learning in which knowledge, skills and understanding are developed are self-awareness, empathy, managing feelings and social skills.

This theme aims to develop and revisit four of the key social and emotional aspects of learning covered in previous themes, through a focus on bullying – what it is; how it feels; why people bully; how we can prevent and respond to it; and how children can use their social, emotional and behavioural skills to tackle this crucial problem. The four aspects of learning in which knowledge, skills and understanding are developed are self-awareness, empathy, managing feelings and social skills.

This theme aims to develop and revisit four of the key social and emotional aspects of learning covered in previous themes, through a focus on bullying – what it is; how it feels; why people bully; how we can prevent and respond to it; and how children can use their social, emotional and behavioural skills to tackle this crucial problem. The four aspects of learning in which knowledge, skills and understanding are developed are self-awareness, empathy, managing feelings and social skills.

This theme aims to develop and revisit four of the key social and emotional aspects of learning covered in previous themes through a focus on bullying – what it is; how it feels; why people bully; how we can prevent and respond to it; and how children can use their social,emotional and behavioural skills to tackle this crucial problem.

Primary SEAL family materials to accompany curriculum work in Theme 3, Say no to bullying (for England). The gold set provides a set of activities for families to do together at home when undertaking Theme 3.

The Saying no to bullying theme is structured differently from the other themes. It is intended that the work takes place over the period of a week or so, and that work in each subject area is focused on the aims of the theme as well as on subject-related objectives. Many schools have chosen to use the theme-related work to coincide with the national antibullying week in November.

This theme focuses primarily on the key aspect of motivation, with a subsidiary focus on self-awareness. It gives an important opportunity for all children’s abilities, qualities and strengths to be valued.