Cross Phase SEAL Network

1. Cross Phase SEAL Network Summer

2. People will forget what you say, People will forget what you do, But people will never forget the way you made them feel…

3. Agenda: please note that the afternoon session will be divided into Primary and Secondary.

4. INTRODUCTION JG

5. Starter Why should SEAL be central to school improvement?

6. Snowballing Benefits of this technique: Individual and group work Allows those who are struggling with a topic to learn from others without exposure Encourages the quiet to speak in groups Focuses the group on the most important points Drawbacks Some teachers will worry about ‘snowballs’ being thrown – adapt to pass the parcel type activity- e.g. folded paper passed around until teacher indicates Names or not on the papers – how does teacher assess learning?

7. UPDATES CW

8. Updates • SEAL Team Changes • Family SEAL DVD • Spectrum – KS3 PSHEE and SEAL Resource • Attendance • Exclusions

9. Spectrum • Dorset, Poole, Bournemouth and Wiltshire Project • Based on and a continuation from Rainbow • PSHEE and SEAL scheme of work which includes lesson plans and resources • PSHEE, SEAL, ECM, Mapped • Launch Date – October 2009

10. Themes • Personal Identities • Relationships • Diversity • EWBFC • Healthy lifestyles • Risk

11. Spectrum– Related Aspects – Year 7 PSHEE Key Concept – Healthy Lifestyles Theme of module – Body image – Teen magazine production

12. Reflective learners Assess themselves and others, identifying opportunities and achievements

13. SEF 6: Leadership and management All staff in school understand SEAL and the pedagogical and whole school approaches to learning

14. SEF 5: The quality of provision Staff consider the emotional needs of the wider community

15. SEF 3:Achivement and standards Evidence (both hard and soft) is used to determine the impact of SEAL…….

16. Plenary

17. SEAL and the competency curriculum Delivering the habits of success Jason Goddard

18. Starter Allow three minutes for students to join up numbers in sequence on their own. After three minutes blow the whistle and ask how the got on. Repeat the exercise with them working in pairs. How many improved? Relate this to teamwork.

19. SEAL (Social and Emotional Aspects of Learning) ‘The most important thing to have happened in education this century’ Andrew Curran, Consultant Neuro-scientist Successful learners Developing the habits of learning how to learn Confident Individuals Developing the habits of emotional intelligence Responsible Citizens Developing the habits of social intelligence Successful learners Confident Individuals Responsible citizens

20. Changing view of social and emotional education Traditional view For young children Responsibility of the home Special needs/ those with problems Trouble shooting prevention Bolt on extra/low status activity Holistic view Everyone including adults Everywhere e.g. secondary schools, workplaces All of us, including ‘without problems’(?) Positives e.g. wellness, growth, strengths, Central to educational goals – learning and behaviour

21. ‘Spoonfed students can’t cope with degrees’ Telegraph The illiterate of the 21st century are those that can’t learn how to learn Addicted to praise – wafer thin confidence – D weck 50% employers are worried about literacy and numeracy but 70% are more worried about lack of emotional intelligence More suicides, more depression, more self harm ‘Affluenza’ If you have to try hard you must be thick!

22. Wanted: Resilient, independent learners who have flexible skills and competencies; who can work well in teams and lead themselves and others to perform up to and beyond their potential. For the 21st century Learning School

23. What are the habits of the best learners? ..\videos\advise from pupils to teachers about SEAL.wmv

24. Cultivating resilience in the brightest? To encourage performance – what would you do? Tell him you still think he is brilliant Tell him he didn’t get it because he didn’t deserve it Tell him worse things happen at sea and it’s not the end of the world Tell him he has such talent that he definitely has a fantastic future Tell him he was robbed

25. Truth or Myth? Praise of able students fosters effort Belief in own high levels of intelligence fosters enterprise and creativity High ability students love working hard and don’t want easy work Kids that have to try hard will not achieve as much as those who find it easy

26. You believe…. Intelligence is fixed: You need to be able to do it quickly and easily to prove you are clever You need to out perform others – always Only thick people have to work hard to get good grades Avoid: having to try too hard, high performing peers, setbacks and mistakes Intelligence is cultivated through learning: You can become more clever the harder you try It’s smart to engage fully with tasks, apply skills, make mistakes, make a big effort Its better to avoid easy stuff – the harder and more impossible, the more it will grow your brain Feeling unsure and out of your comfort zone is exciting OR

27. Get the habit of success………..\EQ\10 habits for success.ppt Take responsibility for yourself Have a target or goal Plan and prioritise – be disciplined and grow your willpower Work together to achieve more Believe in yourself Be persistent and resilient Listen to and learn from others Be optimistic Maintain your mind and body - keep learning! Have courage to make changes

28. Learning to learn – what is it? Developing a set of skills and habits that facilitate a self-awareness and resilience in learning. Being able to transfer skills and learning from one context to another Understanding how you as an individual learn best and knowing how to use this effectively HOW? Using metacognition (thinking about learning) to develop the above as part of the school experience Excellence is not an art but a habit - Aristotle

29. SEAL and PLTs

30. Our mission…. To develop a modern world class curriculum that will inspire, challenge all learners and prepare them for their future. ‘We are entering the most dramatic paradigm shift in education history’ Mark Treadwell

31. Aims of the new curriculum CREATE Successful learners Confident Individuals Responsible citizens Integrate the PLTS Team working Independent enquiry Self management Reflective learning Effective participation Creative thinking

32. Before: Compartmentalised: Assessment of Subject Levels After: Cohesive, connected Focus on learning, skills and processes, ECM across the curriculum English Art PE Maths Citizen PSHE ICT Geog RE D & T History Science Music MFL

33. Project-based learning SEAL

34. How do we measure progress? Developing, progressing, mastery ..\Training courses ITL\wiifm project\Assessment of PLTS progress.doc ..\competency based curriculum\neale wade feedback example.doc

35. A new pedagogy? Good? Fount of knowledge ‘filling empty vessels’ Didactic – teacher guides students Teacher questions Outcome focus Intelligence is fixed Teacher talks Outstanding Facilitator Student centred activity Students construct questions/challenges Students co-designers Students judge success, self correcting Creative opportunities Success and failure equal partners for learning Reflection/ metacognition Develops habits/dispositions Language for learning

36. Leadership EQ competencies Self- management Self control Transparency Adaptability Achievement Initiative Optimism ..\videos\seal_deb_michel_school_improvement_800k.wmv How do you rate yourself?

37. Leadership EQ competencies Relationship Management Inspiration Influence Developing others Change catalyst Conflict management Teamwork and collaboration The biggest challenge as Heads??

38. The Learning School What matters?

39. Planning: Your time..\videos\maths and SEAL collaborative.wmv ..\videos\collaborative planningme.wmv