1. Exploring the explicit curriculum resources: New Beginnings

2. 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!

3. A taste of SEAL
Share one interesting fact about yourself with the person standing next to you…
Ask for volunteers to share their partner’s interesting fact.
Congratulate the group on being such a community of diverse skills and hidden talents, if appropriate!

4. What resources are there to support the primary SEAL curriculum
What resources are there to support the primary SEAL curriculum? (English and Welsh Medium)
Guidance Manual
Whole school resources (posters, photos, checklists etc.)
Staff development ideas (Purple booklet – one per theme)
Scripted, interactive assemblies + ideas for follow-up (Theme overview)
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)
Ideas for use at ‘Wave 2’ (small group work) (Silver booklet KS1)
Ideas for sending home to involve parents/families (Gold Set ) and for working with parents in small groups at school (Family SEAL)
OHT 2.4

5. Content of Theme 1 Class charters Circle Games Paper-Chains
New 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’

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

8. Feeling valued

9. Classroom charters

11. Welcoming others…

12. 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
This slide goes through the key elements of the materials for each theme.

13. Learning outcomes: Y1 and Y2

14. Key vocabulary: N, R, Y1 and Y2

15. Noticing and celebrating the application of focus SEAL skills across the school…

16. 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

17. Whole school resources needed
Foundation Phase
Feelings identikit
Photocards – happy, sad, scared, excited
Feelings detective posters
Feelings fan
Problem-solving poster
Are we ready for circle time? Poster
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

18. Whole school tools: Photocards

19. Whole-school tools: Posters

20. Feelings fans

21. Primary: The emotional barometer

23. Primary: Working together self-review checklist

24. 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’,

25. ‘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.’

26. What do staff say about children?
Staff report significant changes in the 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.’

27. Where can I find all this stuff?
See Handout: Accessing Resources: SEAL (Primary)