exploring the explicit curriculum resources: new beginnings

Exploring the explicit curriculum resources: New Beginnings

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A taste of SEAL

1. Two teams…2. When given the signal, line

up in birthday date and month order as quickly as 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 interesting fact about yourself with the person standing next to you…

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What resources are there to support the primary SEAL curriculum? (English and Welsh Medium)

1. Guidance Manual2. 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, each

related to the whole-school theme (includes learning outcomes for each age-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 for

working with parents in small groups at school (Family SEAL)

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Content of Theme 1New beginnings…

• Belonging to a community • Self-awareness: Feeling valued• Emotions: happy, sad, excited,

scared • Managing the feelings associated

with doing something new – stress, worry, anxiety, fear (calming down)

• Social skills: Sharing, taking turns, playing with others, welcoming and valuing others

What do we already do? How would SEAL fit with that?

Class charters Circle Games

Paper-Chains Welcome packs Secret

friends Name Games Quizzes Group challenges Home group flags Calming down posters Songs – ‘Consider

Yourself’

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Some examples of work from Theme 1:New Beginnings : Belonging

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Feeling valued

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Classroom charters

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Welcoming others…

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The structure of the curriculum booklets: Primary • Introduction • Intended learning outcomes • Links to:

– Personal and Social Development, Well-being and Cultural Diversity or Personal and social education 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 for

noticing and celebrating achievement (application of SEAL)

• Activities (starters, learning opportunities)

• Resource sheets to support activities• Ideas for ongoing activities, questions

for 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 focus SEAL skills across the school…

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Activity: Exploring the theme• Take some time to look at the

theme and consider• How does it fit with what we do

already? • How can it enhance, and bring

together 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: Working

together self-review

checklist

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What do the children say about the impact?

‘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 control themselves’,

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‘When I go outside I see little kids and big kids playing together’,

‘It helps you know how other people feel – like you might think it’s just a game but they are really upset’,

‘The playground is better, like if you say ‘It worries me’ they’ll stop doing something.’

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What do staff say about children?

They take responsibility, help each other, exercise choice.

They can see when another child is having difficulties and say things like ‘I can see you’re getting upset.’

They can organise themselves and say ‘I was a good learner because ....’

They can go for goals. All our Year 6 visualised the day they would get a Level 4 and wrote action plans to help themselves achieve it.

They use ‘I’ language – ‘When you look at me like that I don’t like it because I think you might be going to do something scary.’

They’ll say things things like ‘Can I give X a house point because he really 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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