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Introduction

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What is the guidance and who is it for?

The guidance booklet is written for all those who are involved with, or who have an interest in, Secondary SEAL, and will be essential reading for all school leaders, including those leading on the programme. It might also be used by those from Children's Services and other external agencies who are involved in supporting work in school.

The Secondary SEAL guidance booklet provides an overview of SEAL and how it links to a wide range of initiatives and educational developments. The guidance booklet is organised under the main headings from the website, which are:

Section 1: Introduction

• 1.1 What is the guidance and who is it for?
• 1.2 What is SEAL?
• 1.3 What are the social and emotional skills and aspects of learning that SEAL is trying to develop?
• 1.4 What is new about SEAL and how does it build on what is already in place?

Section 2: Background

• 2.1 Why is there an interest in SEAL?
• 2.2 Why are social and emotional skills central to school improvement?
• 2.3 What role does SEAL play in learning?
• 2.4 What is the relationship between SEAL and work to improve behaviour?
• 2.5 What role does SEAL play in work to improve attendance?
• 2.6 Why are social and emotional skills essential in the workplace?
• 2.7 How does SEAL support inclusion?
• 2.8 How does Secondary SEAL build on work in primary schools including Primary SEAL?
• 2.9 How does SEAL link with other initiatives?
• 2.10 How does SEAL support the Every Child Matters agenda?
• 2.11 How does SEAL contribute to PSHE?
• 2.12 How does SEAL contribute to the National Healthy Schools Programme?
• 2.13 How can SEAL contribute to the work schools are doing to reduce bullying?

Section 3: Implementation

• 3.1 What is a whole-school approach?
• 3.2 What is the link between school culture, environment and SEAL?
• 3.3 What is the role of leadership and management?
• 3.4 How do we implement SEAL?
• 3.5 How can we involve all pupils?
• 3.6 How can we involve parents/carers?
• 3.7 What role can members of the wider community play?
• 3.8 How can we tell what we are doing already and identify our first steps?
• 3.9 How might we monitor and evaluate our progress?

Section 4: Professional Development

• 4.1 What is the importance of SEAL for adults?
• 4.2 What professional development do we need?
• 4.3 How can we use professional development within SEAL?

Section 5: Learning and Teaching

• 5.1 What helps us learn social and emotional skills effectively?
• 5.2 How does SEAL contribute to personalised learning?
• 5.3 How might we plan our curriculum provision to promote SEAL?
• 5.4 How might we teach SEAL through discrete learning opportunities?
• 5.5 How might we teach SEAL across the school?
• 5.6 How might we support pupils with additional needs?

Section 6: Appendices

• Appendix 1: SEAL learning outcomes
• Appendix 2: The resource and how it is organised

Section 7: Curriculum resource

• Introductory theme: A place to learn.
• Theme 1: Learning to be together (social skills and empathy).
• Theme 2: Keep on learning (motivation).
• Theme 3: Learning about me (understanding and managing feelings).
• Resources to use across all themes.