social and emotional aspects of learning (seal)...

Social and Emotional Aspects of Learning (SEAL) Year 9 Theme 1

Resource sheets

First published in 2008 Ref: 00258-2008DWO-EN-13

Social and Emotional Aspects of Learning (SEAL)

Year 9 Theme 1 Learning to be togetherResource sheets

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© Crown copyright 2008

1The National Strategies | Secondary SEAL: Year 9 Theme 1

00258-2008DWO-EN-13

Resource sheet 1.1.1 – Self-assessment sheet

Learning outcomes Not at all Always

I can take account of the thoughts and feelings of 1. other people even when different from my own. 1 2 3 4 5

I can empathise with people who are very different 2. from me. 1 2 3 4 5

I show respect for people and groups of people 3. from other backgrounds and ages. 1 2 3 4 5

I can try to improve the dynamic of a group to 4. ensure it is effective. 1 2 3 4 5

I can support my team to recognise and learn from 5. our failures and mistakes. 1 2 3 4 5

I can take on different roles in a group to ensure that 6. it works well, including leadership. 1 2 3 4 5

I can evaluate the strategies that I know to resolve 7. conflict in terms of how effective and appropriate they are, both in the long- and short-term,

1 2 3 4 5

I can negotiate for myself and for others.8. 1 2 3 4 5

I can stand up for my own beliefs even if they are 9. different from those of the rest of my group. 1 2 3 4 5

I know how I might help resolve a conflict between 10. my group and another group. 1 2 3 4 5

I can have different types of friend and manage the 11. interactions of my friendships. 1 2 3 4 5

I know some of the things that can go wrong in a 12. relationship, and how to avoid them. 1 2 3 4 5

2 The National Strategies | Secondary SEAL: Year 9 Theme 1

© Crown copyright 200800258-2008DWO-EN-13

Resource sheet 1.1.2 – The letterThe attached letter arrives at the local school.

This letter was shown to pupils in Year 9 who decided to do something about it. They looked at the specifications in the letter and realised that if they wanted to access the money they would need to take over the present playground as well as taking over Red’s Patch. When they contacted the council they were told that it was unclear who owns Red’s Patch but that the council would support the development of the present play area and Red’s Patch as long as the rules set out by The Richmond Wallis Trust (RWT) were met.

To whom it might concern:

The Richmond Wallis Trust (RWT) has identified your area as an area that would benefit from some support for redevelopment. The Trust is willing to fund the development of a leisure and recreation facility. Funds will be made available providing the following conditions are met:

All 1. members of the community that adjoin the leisure facility should agree on how the money is spent.

The money should be spent on one of the following:2.

a skateboard ramp; –

an all-purpose sports surface; –

a carefully constructed flower garden with benches and peaceful rest areas. –

Applications for funding should be brought to the RWT office in town. The request should be in 3. the form of a personal presentation to the Board.

The request should explain how decisions were made in a fair and inclusive way. It should show 4. how the project as a whole will meet all the aims of the RWT. These are stated below:

Aims of the RWTTo promote positive relationships within the community.1.

To develop mutual trust between people of all ages and from all backgrounds.2.

To develop the knowledge, skills and understanding of all people of all ages from all backgrounds.3.

To ensure that all points of view within the community are represented and expressed in a non-4. confrontational way.

The Trustees

Richmond Wallis Trust



00258-2008DWO-EN-13

Resource sheet 1.1.3 – Red’s Patch

In the local community there is a piece of land called Red’s Patch. As far as anyone

can remember it has always been an empty space. No one is quite sure why it is

called Red’s Patch. No one has really cared for it. It is overgrown with brambles and

covered in rubbish that tends to be tipped there.

In the summer the nettles grow and there are some wild flowers that attract

butterflies.

On one side of the Patch is a small row of three houses backing on to the patch.

These are inhabited by Mr and Mrs Kahn, Mr Thomas, and Bob Grainger, Lynn Smith

and their baby, Kelly.

On the other side of the patch is an old tarmac playground. It has a dilapidated and

broken fence round it.

Small children used to play there but they find it scary as the older kids hang round

on it and it is covered in glass.

There is a small stream that has only a trickle of water in it running along one side. It

is full of rubbish now.



Map of Red's Patch



00258-2008DWO-EN-13

Resource sheet 1.2.1 – The Getting Support challenge

Dear project team

I am so pleased that you have taken on this project on behalf of the school. I hope you are aware that it will not be easy. I know you have carried out a vote to find out what the children at the school would like. Unfortunately, this was not unanimous. Only a third of people voted for the all-purpose sports surface.

I cannot allow you to present to the Trust until you have the full support of the school community for your chosen project. If some people feel that their views are not represented then I am worried that there may be jealousy, resentment and vandalism.

It is essential that you spend time trying to explain the benefits of the chosen project. You have resources to develop a persuasive pamphlet for the pupils.

I know some of you might not like the idea of a sports surface but you will have to put your feelings on one side while you complete the project. Your leaflet will need to persuade all the groups who voted, including those who wanted a sports surface, those who wanted the other options and those who did not vote.

I want to see creative ways of communicating and something that will encourage all members of the school community to be involved.

You will need to take your responsibilities seriously.

Marjory Penrose

Chair of Governors and Clerk to the RWT Board of Trustees



Resource sheet 1.2.2 – Scaling sheetDate:

Place a cross on the arrow to show how well you are able to meet the outcomes.

Learning outcome 1:

not able to do this able to do this well

Learning outcome 2:


Learning outcome 3:


Learning outcome 4:




00258-2008DWO-EN-13

Resource sheet 1.3.1 – Approaches cards

Aggressive Submissive

Assertive Manipulative



Resource sheet 1.3.2 – Householder profiles 1

Mr and Mrs Kahn moved into this house five years ago. They have a large family who visit every Saturday. They tend to keep themselves to themselves. They speak Gujarati to each other.

They are generous to people who are collecting for charity.

Mr Kahn is particularly keen on his garden. The front is really beautiful and full of flowers all through the summer.

A few months ago Mrs Kahn complained to the school about all the litter in the street.

Mr Thomas is very old. He was born in the house by Red’s Patch. Every morning he takes Eddie, his Jack Russell, for a walk. He often stops by the playground to see what is going on. He will talk to everyone but most people are in a hurry these days and anyway they have all heard his stories already. He goes food shopping on Tuesdays and Thursdays.

When Mr Thomas was younger he used to grow vegetables in his garden but now he has arthritis and his garden is becoming untended.

Bob Grainger and Lynn Smith have always lived on the nearby estate. They have a four-month-old baby, Kelly. When they moved into the house last year it was in a terrible state. They are renovating it so that they can sell it and buy something bigger. Lynn is rather disappointed as she thought that Bob, who is a builder, would have finished it already.

Lynn looks after Kelly during the day and has a good network of friends who come round or she visits. In the summer they quite often have barbecues with friends.



00258-2008DWO-EN-13

Reso

urce

shee

t 1.3

.3 –

Pla

nnin

g sh

eet

Info

rmat

ion

I will

pro

vide

Wha

t I w

ill sa

yH

ow I

will

reco

gnis

e m

y fe

elin

gs (s

uch

as a

nxie

ty

and

wor

ry) a

nd m

anag

e th

em

How

I w

ill re

cogn

ise

and

deal

with

the

feel

ings

of

the

hous

ehol

ders

(suc

h as

an

xiet

ies a

nd w

orrie

s)



Resource sheet 1.4.1 – Householder profiles 2

Mr and Mrs Kahn

Mr and Mrs Kahn love their little house near Red’s Patch. It is so much nicer than where they lived when they first moved to England. There they had some problem with local kids giving them hassle. In a way that is why they moved, though they tell people it is because their children grew up. They are very proud of their three children and grandchildren.

When Mrs Kahn found that litter was being dropped over her garden wall, she thought the school children were picking on her again. It took a lot of courage to go into school to complain. Sometimes Mr Kahn finds it a bit too quiet and

misses the sound of children. He doesn’t like the fact that Red’s Patch is derelict – all the weeds that grow there seem to come into his garden.

They worry that if there is a sports facility there will be more children and young people about and are afraid that they might be hassled again. They believe that if only kids had things to do then they wouldn’t get into trouble.

Mr Thomas

Mr Thomas isn’t used to visitors and he was afraid when the project team knocked on his door. He nearly didn’t answer it. He was married once, but his wife died when she was quite young and then his son, Marty, was killed in a road accident when he was only 16.

When Mr Thomas was young, he loved football. If you take the time listen to him, he will tell you that he had national trials. He and his son loved football and often went to matches together. For a long time he found it hard to listen to children playing on the playground because it made him feel sad. Now he likes it as it helps him to remember Marty.

Mr Thomas is probably the only person who knows why Red’s Patch is called Red’s Patch. He hasn’t had a chance to tell anybody the story for a long time. He feels that people have stopped listening to him.

If Red’s Patch goes so might the memories and knowledge of the past.



00258-2008DWO-EN-13

Bob Grainger and Lynn Smith

Bob and Lynn’s baby is teething and needs peace and quiet to get to sleep. The last thing that Lynn wants is kids ringing the door bell when the baby has just dozed off!

When Bob and Lynn discussed the project, they didn’t know what to think. They know that the rough patch will not make the house easy to sell, but don't know if people want a sports facility either. They are not sure and, of course, if they stay there, it will be great for when the baby is a bit older.



Reso

urce

shee

t 1.4

.2 –

Rol

e-pl

ay p

repa

rati

on sh

eet

Char

acte

r:

Que

stio

nsW

hat m

ight

they

thin

k an

d fe

el?

Wha

t mig

ht th

ey s

ay o

r do

that

sho

ws t

his?

Wha

t mak

es th

em c

onte

nted

?

Wha

t mak

es th

em sa

d?

Wha

t mak

es th

em fe

el se

cure

and

safe

?

Wha

t mak

es th

em fe

el in

secu

re a

nd u

nsaf

e?

Wha

t is r

eally

impo

rtan

t to

them

abo

ut w

here

th

ey li

ve?

And

why

?

Wha

t do

they

thin

k of

you

ng p

eopl

e an

d es

peci

ally

you

ng p

eopl

e fr

om th

e sc

hool

?

And

why

?

Why

mig

ht th

ey th

ink

the

spor

ts su

rfac

e is

a

good

idea

?

Why

mig

ht th

ey th

ink

the

spor

ts su

rfac

e is

not

a

good

idea

?



00258-2008DWO-EN-13

Resource sheet 1.5.1 – Feedback and reflection sheet

Question What we saw

What did the young people do to make you feel at ease?

How did the young people address your worries and anxieties?

What positive things did the young people say about the project?

How did the young people stand or present themselves when they came to your door?

Did you feel at all threatened by the group?

Do you think your character would have supported the project after this visit? Why?



Resource sheet 1.6.1 – Presentation challengeGuidance for presentations to the Board of Trustees of the Richmond Wallis Trust

All presentations must keep to the allotted time of five minutes. ●

Presentations will need to be lively and interesting – members of the Board are ●

easily bored!

Board members like to both see and hear things! ●

Board members like to have to think about presentations – they respect it when ●

it seems that the project team have thought about what they are doing.

Presentations must show that they have met the required criteria to receive any ●

funding.

Criteria1. They have shown that they have the agreement of all members of the

community that adjoin/will use the leisure facility.

2. They can explain clearly how they arrived at the decision on whether the money should be spent on one of the following:

a skateboard ramp; –

an all-purpose sports surface; –

a carefully constructed flower garden with benches and peaceful rest areas. –

3. They can show how they have met the aims of the Richmond Wallis Trust that were outlined in the letter:

To promote positive relationships within the community. ●

To develop mutual trust between people of all ages and from all backgrounds. ●

To develop the knowledge, skills and understanding of all people of all ages and ●

from all backgrounds.

To ensure that all points of view within the community are represented and ●

expressed in a non-confrontational way.



00258-2008DWO-EN-13

Resource sheet 1.7.1 – Mapping our understanding

Peer conformity

Peer pressure



Reso

urce

shee

t 1.7

.2 –

Me

to th

em

Scen

ario

The

outc

ome

– w

hat I

do

me

them

Whe

re I

go a

nd w

hat I

do

at lu

ncht

ime.

1.

Wha

t do

I wat

ch o

n TV

so I

can

be p

art o

f con

vers

atio

ns o

n th

e bu

s?

2.

Wha

t do

I adm

it to

wat

chin

g an

d lik

ing?

A g

roup

has

ask

ed m

e to

shop

lift t

o sh

ow h

ow c

ool

3.

I am

. Wha

t do

I do?

The

teac

hers

hav

e as

ked

us to

arr

ive

at o

ur le

sson

s in

good

tim

e.4.

Ever

ybod

y pu

shes

the

way

they

wea

r our

scho

ol u

nifo

rm to

the

5.

boun

darie

s with

the

teac

hers

. H

ow d

o I w

ear m

y un

iform

, for

exa

mpl

e, m

y tie

?

I am

att

ract

ed to

som

eone

. How

do

I act

tow

ards

them

in a

gro

up?

6.

The

way

I sp

eak

and

the

phra

ses I

use

in a

gro

up.

7.

The

teac

her a

sks a

que

stio

n. I

know

the

answ

er, b

ut n

ot m

any

othe

r 8.

pe

ople

do.

Do

I put

my

hand

up?

My

frie

nds a

re sa

ying

they

don

’t lik

e a

less

on a

nd

9.

a te

ache

r. I d

isag

ree

– sh

ould

I sa

y so

?

My

frie

nds a

re e

xpre

ssin

g th

ough

ts th

at I

thin

k ar

e ra

cist

– sh

ould

I 10

. keep

qui

et?

We

are

talk

ing

abou

t rel

igio

n. I

hold

cer

tain

bel

iefs

. Sho

uld

I exp

ress

11

. my

own

thou

ghts

and

bel

iefs

alth

ough

I kn

ow th

ey a

re d

iffer

ent

from

som

e of

my

frie

nds?

Som

eone

off

ers m

e a

ciga

rett

e/dr

ink/

pill

at a

par

ty –

shou

ld I

take

it?

12.

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You can download this publication and obtain further information at: www.bandapilot.org.uk/secondary

Audience: Headteachers, teachers and practitioners in secondary schools, middle schools, special schools, and local authority and Children’s Services staff

Date of issue: 06-2008

Please quote ref: 00258-2008DWO-EN-13

© Crown copyright 2008 Published by the Department for Children, Schools and Families

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