Thanks to Louise Vodi for this.
National resources
This paper reviews the international and national evidence on the impact of social and emotional learing.
This self-review is designed to support Social and Emotional Aspects of Learning (SEAL) implementation in schools by helping leaders to recognise what has already been achieved and identify future actions. It may be useful to highlight statements that describe systems and activities that are already in place. The self-review can be used as the focus for discussion between those leading on SEAL who should provide evidence to back up judgements before agreeing the next steps. Implementing SEAL effectively in a school should be seen as a journey of activity and reflection
This booklet outlines the ways in which social and emotional skills are linked to subjects both in general terms and more specifically within each of the National Curriculum programmes of study.
These checklists allow children to review how well they met success criteria for working well together in groups. There are checklists for KS1, Y3/4 and Y5/6. Each relates to learning opportunities and outcomes in the Getting on and Falling Out Theme.
This booklist for primary schools lists children's books that link to each of the SEAL Themes, along with teaching ideas
A primary SEAL resource to help children understand the links between feelings, thoughts and behaviour
A cut-out and assemble resource for children to show how they are feeling
This booklet This booklet is designed to support staff who are actively involved in running Year 7 SEAL sessions within tutor time or PSHE, and across the curriculum.
These documents suggest activities for working with small groups of secondary school pupils (perhaps with additional needs in the areas described). They contain guidance and activities for running small group sessions (similar to the 'silver set' in primary SEAL) in the following areas: - Becoming independent - Conflict resolution - developing positive relationships - Managing change - Managing strong feelings - problem solving - understanding myself - working together - peer mentoring. CAUTION: This activity booklet make reference to Resource Sheets which unfortunately were never made available by the national strategies.
This is a list of useful music for SEAL assemblies and lessons
This workshop helps parents/carers understand the school's work on SEAL and how they can support it.
This interactive text allows children to explore making choices and considering consequences. There are also blank templates for children to create their own scenarios.
This interactive text allows children to explore girl-on-girl bullying
This interactive text allows children to explore bullying from the perspectives of bully, victim and bystander
These documents suggest activities for working with small groups of secondary school pupils (perhaps with additional needs in the areas described). They contain guidance and activities for running small group sessions (similar to the 'silver set' in primary SEAL) in the following areas: - Becoming independent - Conflict resolution - developing positive relationships - Managing change - Managing strong feelings - problem solving - understanding myself - working together - peer mentoring.
Secondary SEAL manual for professional development.
This theme is the second of two focusing specifically on feelings. It explores feelings within the context of our important relationships including family and friends. The theme aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy. In addition, there is a focus throughout the theme on helping children understand the feelings associated with an experience that we all need to cope with at some time: that of loss – whether of a favourite possession, a friend, a family home, or a loved one.
This theme is the second of two focusing specifically on feelings. It explores feelings within the context of our important relationships including family and friends. The theme aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy. In addition, there is a focus throughout the theme on helping children understand the feelings associated with an experience that we all need to cope with at some time: that of loss – whether of a favourite possession, a friend, a family home, or a loved one.
The following activities are designed to be carried out in the staff room to help adults to tune in to the strands of the theme at an adult level, and to experience at first hand some off the activities that the children will be engaging with at different stages. These activities are designed to help you as a staff group to think about the issues involved in working with children on developing self awareness – understanding and managing feelings, understanding their own particular strengths, learning how to be assertive when they need to.
Primary SEAL family materials to accompany curriculum work in theme 5, Good to be me (for England). The gold set provides a set of activities for families to do together at home when undertaking Theme 5.
This theme is the first of two focusing specifically on feelings. It explores feelings in the context of the child as an individual, developing self-awareness and helping the child to realise that it really is ‘Good to be me’. The theme is about understanding our feelings as well as considering our strengths and weaknesses as learners. It aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy.
This theme is the first of two focusing specifically on feelings. It explores feelings in the context of the child as an individual, developing self-awareness and helping the child to realise that it really is ‘Good to be me’. The theme is about understanding our feelings as well as considering our strengths and weaknesses as learners. It aims to develop knowledge, understanding and skills in three key social and emotional aspects of learning: self-awareness, managing feelings and empathy.