Exploring the explicit curriculumresources: New Beginnings
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A taste of SEAL
1. Two teams…
2. When given the signal, lineup in birthday date andmonth order as quicklyas you can (oh yes,without speaking!).
3. When your team is ready,put your hands in the air.Don’t go away!
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A taste of SEAL
•Share one interestingfact about yourselfwith the personstanding next to you…
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What resources are there to support the primarySEAL curriculum? (English and Welsh Medium)
1.Guidance Manual
2.Whole school resources (posters, photos, checklists etc.)
3.Staff development ideas (Purple booklet – one per theme)
4.Scripted, interactive assemblies + ideas for follow-up (Theme overview)
5.Seven sets of age-appropriate curriculum activities for use in class, eachrelated to the whole-school theme (includes learning outcomes for eachage-range)
Red booklet (Nursery and Reception)
Blue booklet (Y1 & Y2)Yellow booklet ( Y 3 & Y4)Green booklet (Y5 & Y6)
6.Ideas for use at ‘Wave 2’ (small group work) (Silver booklet KS1)
7.Ideas for sending home to involve parents/families (Gold Set ) and forworking with parents in small groups at school (Family SEAL)
OHT 2.4
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Content of Theme 1
New beginnings…
•Belonging to a community
•Self-awareness: Feeling valued
•Emotions: happy, sad, excited,scared
•Managing the feelings associatedwith doing something new – stress,worry, anxiety, fear (calming down)
•Social skills: Sharing, taking turns,playing with others, welcoming andvaluing others
What do we already do? Howwould SEAL fit with that?
Class charters CircleGames
Paper-Chains
Welcome packsSecret friends
Name Games
Quizzes
Group challenges
Home group flags
Calming downposters
Songs –‘ConsiderYourself’
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Some examples of work from Theme1:New Beginnings : Belonging
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Feeling valued
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Classroom charters
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Welcomingothers…
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The structure of the curriculum booklets:Primary
•Introduction
•Intended learning outcomes
•Links to:
–Personal and Social Development, Well-beingand Cultural Diversity or Personal and socialeducation framework for 7-19 year olds
–Skills framework for 3-19 year olds in Wales
•Key vocabulary
•Whole school resources needed
•Suggested whole-school focus fornoticing and celebrating achievement(application of SEAL)
•Activities (starters, learningopportunities)
•Resource sheets to support activities
•Ideas for ongoing activities, questionsfor reflection and enquiry, review
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Learning outcomes: Y1 and Y2
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Key vocabulary: N, R, Y1 and Y2
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Noticing and celebrating the application of focusSEAL skills across the school…
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Activity: Exploring the theme
•Take some time to look at thetheme and consider
•How does it fit with what we doalready?
•How can it enhance, and bringtogether what we do already?
•Feedback: 1 positive, 1 concern,any questions
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Whole school resources needed
Y 3 + 4
•Photocards (Frightened)
•Feeling detective poster
•Emotional barometer
•Working together self-review checklist
Yr 5 + 6
•Photocards
•Feelings detective posters
•Peaceful problem-solving poster
•Working together self-review check-list
•Emotional barometer
Foundation Phase
•Feelings identikit
•Photocards – happy, sad, scared,excited
•Feelings detective posters
•Feelings fan
•Problem-solving poster
•Are we ready for circle time? Poster
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Whole school tools: Photocards
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Whole-school tools: Posters
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Feelings fans
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Primary: The emotional barometer
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Primary:Workingtogether self-reviewchecklist
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What do the children say about theimpact?
‘It helps me learn’
‘It means there’s a good learning
atmosphere’,
‘It’s made me more happier’.
‘People sit down and are calm’,
‘We can talk about how we feel’,
‘People have learned how to controlthemselves’,
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‘When I go outside I see littlekids and big kids playingtogether’,
‘It helps you know how otherpeople feel – like you mightthink it’s just a game butthey are really upset’,
‘The playground is better, likeif you say ‘It worries me’they’ll stop doingsomething.’
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What do staff say about children?
They take responsibility,help each other, exercisechoice.
They can see when another child is havingdifficulties and say things like ‘I can see you’regetting upset.’
They can organise themselves andsay ‘I was a good learner because....’
They can go for goals. All our Year 6visualised the day they would get a Level 4and wrote action plans to help themselvesachieve it.
They use ‘I’ language – ‘When you look at me likethat I don’t like it because I think you might begoing to do something scary.’
They’ll say things things like ‘Can Igive X a house point because hereally helped me.’
•Staff report significant changes in the children.
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Where can I find all this stuff?
See Handout: Accessing Resources: SEAL (Primary)
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