Social and Emotional Aspects
of Learning
For Pupils, Parents, Teachers and
Teacher Trainers!
What is SEAL?
• Social and Emotional Aspects of Learning
– non statutory element of primary and
secondary curriculum from 2007
• Underpins learning in all other curriculum
areas
• Primary and Secondary Set
• http://nationalstrategies.standards.dcsf.go
v.uk/primary/publications/banda/seal
Skills Based
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Self awareness
Managing feelings
Motivation
Empathy
Social skills
What makes up each of these
areas?
Carousel activity.
This project
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TDA funded
Across GONW
Supported by National Strategies
100 teachers / school staff
Evaluated baseline +
• ‘Practical SEAL skills for school
leadership’
Adult Learning Approach
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Experiential adult learning
Knowledge, skills and understanding
NLP techniques to embed
TA and EI to develop self awareness
Extensive support materials
Self Directed project to embed learning
(Boyatzis 1998) / Practitioner Action Research
(McNiff 1988)
• Process is the content
Premises
• 4 levels of learning: Individual, Inter
personal, Pedagogical, and Organisational
• Achieved through ‘Living the Theory’
(Whitehead 1989) and Modelling (Bandler
and Grindler 1979)
• Supported learning to ensure transfer of
learning
• Desired output – cultural change in
schools at all levels
Lets try some out…
DRAMA TRIANGLE
Rescuer
Persecutor
Victim
WINNERS TRIANGLE
Vulnerable not
victim
Responsive
not rescuer
Potent not
persecutor
EGO STATES
Parent
Adult
Child
EGO STATES
Critical Parent
Nurturing Parent
Adult
Adapted
Child
Free Child
Complementary Transactions
Crossed Transactions
Ulterior Transactions
How are these 3 models
useful to you?
The Evaluation Findings
RESOURCES
ACTIVITIES
DISCUSSION
CONCEPT
INSIGHT
UNDERSTANDING
PERCEIVED
RELEVANCE
APPLICATION
Supporting Evidence
• “through exceptionally clear resources and
experiential learning it succeeded in
putting ‘theory into context’. It guided
SEAL leaders towards understanding how
some theories drawn from transactional
analysis can be a practical tool for
teachers seeking to understand SEAL and
use it to shape and change the motivation,
behaviour, emotions of themselves, their
pupils and their school teams”
Challenges
• Accreditation completion was low
• Participants reported wanting a longer
overall timescale
• Acquiring + 6 months evaluation data
• Attendance at cluster meetings
• Intransient views of a minority of staff
towards SEAL
Conclusions
• “Despite the challenges, the programme
was overwhelmingly rated highly effective
and inspiring, and exceptionally well
designed and delivered, by almost every
participant, and favourably compared with
all other courses. The conversion of
‘concept to context’ was an outstanding
feature”.
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Kaz Stuart
University of Cumbria
SEPE
Rydal road
Ambleside
Cumbria
LA22 9BB
015394 30250 / 07950 039206
Karen.stuart@cumbria.ac.uk