SEAL Small group activities exemplar - Bradford...Theme planning and resources adapted and developed from the DCFS Primary Behaviour & Attendance Strategy: Excellence and Enjoyment:

Getting On and Falling Out

Key Stage 1 Silver set

Theme planning and resources adapted and developed from the DCFS Primary Behaviour & Attendance Strategy:

Excellence and Enjoyment: Social and Emotional Aspects of Learning (SEAL)

by the Social, Emotional and Behavioural Difficulties Team at Children’s Services, Future House, Bolling Road, Bradford

West Yorkshire BD4 7EB Tel: 01274 385500 Web: bso.bradford.gov.uk

SEAL Small group activities

exemplar Planning and resources

Index:

Page Page

1 Explanation: Use of beanies / objects for a ‘round’

25 Resource: Friendship Poster

1 Explanation: Use of dolls or puppets

26 Resource: Friendship tokens – Core Activity

2 Explanation: Whole Group Aims Working Skills Resource

27 Resource: Friendship tokens – Plans for the coming week

3 Resource: Group Aims Working Skills master – Our group can…

28 Resource: Relaxation – Melting in the Sun

4 Resource: Group Aims Working Skills – Smiley face target tokens

29 Resource: Relaxation – Melting in the Sun Visual

5 Explanation: Scaling resource 30 Planning: Session 2

6 Planning: Introductory Session 34 Resource: It’s a compliment

10 Resource: Check in visual and Resource: Check in card

35 Planning: Session 3

11 Resource: Key Vocabulary 39 Resource: ‘When we fall out we might be feeling…’

12 Resource: Working Together 40 Resource: A good friend could help them feel better by…

13 Resource: Group name 41 Resource: I can stand in someone else’s shoes’

14 Resource: Our saying 'Hello' pen picture

42 Resource: Scaling activity - I can stand in someone else’s shoes’

15 Resource: Group Aims self-review checklist – ‘Working Together’ 1

44 Planning: Session 4

16 Resource: Group Aims self-review checklist – ‘Working Together’ 2

47 Resource: Our saying 'Goodbye' pen picture

17 Resource: Relaxation script – The Mysterious Shoppe

48 Resource: Certificate for Groupwork Achievement

18 Planning: Session 1 49 Resource: Blank Planning Proforma for Group-Work Intervention

22 Resource: Warm-up activity – Where are you? 1

52 Resource: Blank Planning Proforma for Group-Work Session

Page 1

Explanation: Use of beanies /objects for a ‘round’ Choose a small ‘beanie’ toy or an interesting object such as a shell or marked card for use during circle time ‘round’ activities so that people who hold the object know it is their chance to talk and other’s chance to listen.

Explanation: Use of dolls or puppets You will need two large dolls or puppets. Ideally they will be representative of the ethnic mix of the school. We suggest that you name them yourself, but for the purpose of this planning we have called them ‘Zotty’ and ‘Zeb’.

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Explanation: Whole Group Aims Working Skills Resource

Whole Group Aims Working Skills Resource What does it look like? There are 2 sheets in the resource: 1. Resource: Group Aims Working Skills master – Our group can… 2. Resource: Group Aims Working Skills – Smiley face target tokens What is it for? The Whole Group Aims Working Skills System has been developed by the team as an ‘on the spot’ reward’ for individuals within the group to help reinforce and embed the Whole Group Aims and so remind children how we behave towards each other. They are also a useful tool to help the group to be able to reflect on areas they have done well in and those which they may wish to focus on in future sessions. How to use The statements on the Resource: Group Aims Working Skills Master – Our Group Can…have been colour coded to correspond with the colour smiley faces. When you notice a child using skills that fulfil the Group Aims they are awarded the appropriate colour smiley face. The faces can be printed in colour and laminated or printed in black and white onto the corresponding coloured paper / card.

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Resource: Group Aims Working Skills master – Our group can…

Page 4

Resource: Group Aims Working Skills – Smiley face target tokens Colour coordinated to match the statements on Resource: Group Aims Working Skills master – Our group can…

Blank for you to copy and print onto coloured paper to match the statements on Resource: Group Aims Working Skills master – Our group can…

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Explanation: Scaling resource

Scaling Resource What do they look like? Example 1 Example 2 What is it for? Scaling resources are used as a tool used to assess progress. How to use The scaling resource can be used:

• at the beginning or end of the session • as a group or individually

The participants should consider where they feel they are on the scale in relation to the ‘learning intention’ or ‘I can…’ statement. Extension The scaling resource may be used to set targets for the coming week. The scaling task results may indicate pupils who are not achieving the ‘I can’ statements, so indicating a need for further planned intervention to support their learning.

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Planning: Introductory Session

PROFORMA FOR GROUP-WORK SESSION

SEAL theme: Getting On and Falling Out, silver set, KS1

Session no.: Introductory session Date: Group:

Class teacher: Facilitators:

Resources:

• Digital camera (use throughout session to record the group working well together for group’s display)

• Coloured pens

• White sticky labels

• Shell

• Zotty and Zeb puppets

• Resource: Our saying 'Hello' pen picture

• Mysterious Shop relaxation resources

• Resource: Working together sheet (printed A4 or A3)

• Resource: Group Name’ sheet (printed A4 or A3)

• Resource: Group Aims self-review checklist – ‘Working Together’ (use either example)

Group aims (these are also referred to as the group rules): As this is the first session they have not been established yet. They will include a close variation of the following: Remind children about how we behave towards each other:

• We can listen to others in a group

• We can work cooperatively in a group

• We can look and sound friendly to others in a group

• We can share with others in a group

• We can take turns in a group N.B. The Group aims working skills resource will be used routinely in the sessions to reinforce these aims (See Page 2) These may be phrased as ‘We can…’ statements for the group. The ‘ground rules’ for the session will also be the group aims.

Intended learning outcomes: ‘I can….’ statement(s)

• I can work in a group with other children

• I can listen well when other people are talking. One or more ‘I can…’ statement(s) will be focused on in each session, linking with the whole-class curriculum materials.

Key vocabulary: Session

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working together taking turns listening friend General compliment fall out make up get on angry conflict point of view apologise solution cooperation peaceful problem solving The key vocabulary focused on each session, relating to the theme.

Welcome and check-in:

• Each child is introduced and welcomed by the facilitators and given a white sticky label to write their name on

• Each member of the group has the opportunity to ‘Check in’ and talk about what’s uppermost in their mind that day. Use Check in resource as visual prompt and pass around Check in card asking everyone to answer the following questions when they have the Check in card in their hand and it is their turn to speak: What kind of day have you had so far? What are you hoping for from the session today? Allow children to pass but go back and give second opportunity to contribute (resources below)

• Orientate the group. Discuss the purpose of the group, what will happen during the group (use a visual timetable if appropriate) when they will meet, where they will be meet and for how many weeks they will meet

• Discuss confidentiality – explain it is ok to talk with other group members about what is said in the group but not with others outside the group

Each child is welcomed by the facilitators. Each member of the group has the opportunity to talk about what’s uppermost in their mind that day.

Warm-up activities: Secret writing (page 19, silver set, years 1 & 2) Just using a finger, each partner draws a shape or writes a simple letter / word on the others’ back or hand. The other has to guess what it is. Rounds (page 18, silver set, years 1 & 2) Pass round a shell and when each child has it in their hand ask them to say ‘hello’ and tell the group something they like doing in school Chosen from the ideas in this booklet, or your own ideas. The children may develop a favoured routine for these.

Reminder of group aims (these are also referred to as the group rules): As it is the introductory session, the group aims have not yet been established. See below for introduction to establishing the group aims. A reminder about how we behave towards each other.

Review of previous week: (As it is the introductory session there is nothing yet to review)

This includes the follow-up actions agreed and progress with last week’s ‘I can….’ statements.

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This is a time to enjoy the successes of the last week and to apply a solution-focused approach to exploring any difficulties that may have arisen.

Plan for today’s session: Share the ‘I can ‘ intended learning outcomes for the session:


• We can listen well to other people when they are talking Introduce the General key vocabulary to the group (use Resource: Key Vocabulary - General) and then highlight the key vocabulary for this session: working together taking turns listening friend

This is the introduction you will give, including introducing the intended learning outcomes (‘I can…’ statements) and deciding together some group aims for the session.

Core activity 1: (adapted from page 31, silver set, years 1 & 2) Introduce Zotty and Zeb. Give Zotty and Zeb a sticky label badge with their names on. Pass round the shell to each child and ask them (when they are holding the shell) to tell Zotty and Zeb the name of the person to their right and what that person likes doing at school. Identifying group aims / rules Say that Zotty and Zeb have come to join our group. Today they would like to learn how we all work together. Say that Zotty and Zeb have noticed how the children each took turns to talk and listened to each other when they were saying hello. Zotty and Zeb would like to know about all the other things that help us to work together. Pass the shell around the group again asking the children to say what they think helps a group work well together. Scribe their ideas on the ‘Resource: Working Together’ sheet. Their list should cover the following aims:


• We can follow the rules of a group




• We can take turns in a group Remind the children that they have just shown Zotty and Zeb how to do all these things in a group. If they don’t identify all of these, use Zotty and Zeb to help remind them e.g. “Do you remember when you smiled at ‘Joe’ and used a quiet voice? That would make a good group aim / rule. How can we write that? Now put the group aims sheet up on the wall for the children to see and say this will stay up to help Zotty, Zeb and all of the group remember what helps us when we are working together. Show children the Group aims working skills ‘Our Group Can’ chart. Explain how the children can ‘earn’ tokens throughout the session when they are seen achieving the group aims

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(resources below). Give a token to any child you noticed following the group aims during that part of the session. See Appendix C for explanation of the ‘Our Group Can’ chart. Group name Tell children they need to think of a name for their group. Encourage problem solving skills e.g. voting, compromising, talking etc. to help decide on one together. Write on Group Name sheet and display. Saying ‘hello’ pen pictures Explain to the children that the group is going to make a special drawing together. Each person in the group has a different coloured pen and the paper is in the centre of the group. The group creates the picture together. Zotty and Zeb can help. Say to the children that when their pen touches someone else’s pen, to say hello to that person. Give praise for this. When the picture is completed, put it on the wall and say that this is our special group picture. Praise the children for all the ways they worked well together during the activity. This activity will focus on meeting the intended learning outcomes for the session, including the specific ‘I can…’statement(s). Chosen from the ideas in this booklet or your own ideas.

Review and reflection on intended learning outcomes and group aims (these are also referred to as the group rules): Group Aims self-review checklist Use the Group Aims Self Review Checklist to review what you have done and what they have achieved in the session against the ‘I can’ intended learning outcomes statements and the group aims. The group reviews and reflects on the process and outcomes of the session.

Plans for coming week: Ask the children to look out during the week for times when they work well together, especially when they listened to each other and took turns. Follow-up actions are agreed for the coming week, for individuals and the group as a whole

Relaxation: The mysterious Shoppe (adapted from page 33, silver set, years 1 & 2) Use the picture as a visual cue and read the passage to relax the group

This may be guided relaxation or a quiet time.

Approaches to incorporate into session: Use of peaceful problem solving when deciding upon a group name and scaling resources for reflection on group aims during self-review Examples: Peaceful problem-solving approach, emotional barometer

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Resource: Check in visual

�--------------------------------------------------------------------------------------- Resource: Check in card

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Resource: Key Vocabulary

General (for all sessions)

compliment fall out make up get on angry conflict friend point of view apologise solution smile cooperation taking turns listening working together smile sorry calm down peaceful problem solving

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Resource: Working Together

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Resource: Group name

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Resource: Our saying 'Hello' pen picture

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Resource: Group Aims self-review checklist – ‘Working Together’ 1

Group Aims Self-Review Checklist

- ‘Working together’

How well did we do?

1 not very well 5 ok excellent 10

Did we listen to others?

1 2 3 4 5 6 7 8 9 10

Did we work cooperatively?

1 2 3 4 5 6 7 8 9 10

Did we look and sound friendly?

1 2 3 4 5 6 7 8 9 10

Did we share with others in the group?

1 2 3 4 5 6 7 8 9 10

Did we take turns? 1 2 3 4 5 6 7 8 9 10

Did we follow our group rules?

1 2 3 4 5 6 7 8 9 10

How well did we do with our ‘I can’ statements?

1 2 3 4 5 6 7 8 9 10

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1

Resource: Group Aims self-review checklist – ‘Working Together’ 2

Did we listen to others?

Did we work cooperatively?

Did we look and sound

friendly?

Did we share with others?

Did we take turns?

Did we follow our

group aims / rules?

Did we achieve our

‘I can’ statements

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Resource: Relaxation script – The Mysterious Shoppe

‘You are going down to your local town centre. It a cold, windy but bright day. You notice a very strange old shop that you have never, ever seen before. You walk inside to have a look around. It has large dusty shelves full of old and interesting things. As you look around you spy a shelf in a dark corner. At the back of it you spot something of yours that you have not seen for a long time. You pick it up and immediately remember how it felt, how it smelt, and how heavy it was. The shopkeeper smiles at you and says “You can take it for free”. He wraps it for you carefully in lots of brown paper and you carry it out of the shop. You take it home and put it in a special place. When you look at it you remember the happy times that it gave you. Now hold that feeling in your head, slowly open your eyes and

smile at the other people in the group.’

The Mysterious Shoppe

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Planning: Session 1



Session no.: 1 Date: Group:


Resources:

• Resource: Warm-up activity - Where are you? statements printed and cut out

• Long rope or piece of string

• Zotty and Zeb puppets – placed sitting on a chair holding hands

• Resource: Friendship Poster

• Resource: Friendship tokens – Core Activity (print and cut out individually 2 per person)

• Resource: Friendship tokens – Plans for the coming week (5 tokens per person)

• Resource: Key Vocabulary – General sheet from previous week

• Resource: Melting in the sun visuals

• Resource: Group Aims self-review checklist – ‘Working Together’ (use either example)

Group aims (these are also referred to as the group rules): Remind children about how we behave towards each other:





• We can take turns in a group Use Group aims working skills resource to reinforce these aims routinely in the group (See Page 2) These may be phrased as ‘We can…’ statements for the group. The ‘ground rules’ for the session will also be the group aims.


• I can see the way I am similar and different to others

• I know how to look and sound friendly to someone.

• I can work in a group with other children. One or more ‘I can…’ statement(s) will be focused on in each session, linking with the whole-class curriculum materials.

Key vocabulary: Session friend smile working together taking turns listening

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General compliment fall out make up get on angry conflict point of view apologise solution cooperation peaceful problem-solving The key vocabulary focused on each session, relating to the theme.


• Welcome the children and facilitator to the group e.g. “Welcome back to the ‘Soooo Good Skills Group’.

• Each member of the group has the opportunity to ‘Check in’ and talk about what’s uppermost in their mind that day. Use Check in resource as visual prompt and pass around Check in card asking everyone to answer the following questions when they have the Check in card in their hand and it is their turn to speak: What kind of week / day have you had so far? What are you hoping for from the session today? Allow children to pass but go back and give second opportunity to contribute (resources as for Introductory Session)

• Remind children about confidentiality – explain it is ok to talk with other group members about what is said in the group but not with others outside the group


Warm-up activities: Where are you? (adapted from page 5, blue book, years 1 & 2) Stretch the rope along the floor. Read out the statements and put the two opposing statements at either end. Ask the children to stand on the line at one end or the other (or somewhere in the middle) according to where they think they are on the scale. Statements: I eat anything ———————— I’m very choosy about what I eat I’m tidy —————————— I’m untidy I watch TV all the time ————- I never watch TV I never argue ———————— I’m always arguing I like PE —————————— I don’t like PE I like drawing ———————— I don’t like drawing Emphasise that there are no ‘right’ answers – we are all similar in some ways and different in others. Draw out how boring it would be if we all liked, or were good at, the same things. Chosen from the ideas in this booklet, or your own ideas. The children may develop a favoured routine for these.

Reminder of group aims (these are also referred to as the group rules): Remind children about how we behave towards each other:





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• We can take turns in a group Use Group aims working skills resource to reinforce these aims routinely in the group (See Page 2) A reminder about how we behave towards each other.

Review of previous week: Any difficulties from last week? How did you deal with that? Did anyone spot children in the group working well together? Listening to each other? Taking turns? If they tried to practice this skills and were not successful, why?

This includes the follow-up actions agreed and progress with last week’s ‘I can….’ statements. This is a time to enjoy the successes of the last week and to apply a solution-focused approach to exploring any difficulties that may have arisen.




• I can work in a group with other children.

Introduce the key vocabulary to the group for this session, highlighting it on the Resource: Key Vocabulary – General sheet from previous week: friend smile working together taking turns listening This is the introduction you will give, including introducing the intended learning outcomes (‘I can…’ statements) and deciding together some group aims for the session.

Core activity 2: (adapted from page 23, silver set, years 1 & 2) Place Zotty and Zeb sitting together on a chair and holding hands. Say to the children that Zotty and Zeb are friends. Ask the children how we would all know that Zotty and Zeb are friends. What would we see them doing with each other? Show children the Resource: Friendship Poster for ideas. Pass round the shell and ask each child for an idea for how we can know that Zotty and Zeb are friends. During this round, praise the children for taking turns and listening to each other, hand out smiley face target tokens for good working skills where appropriate. Write down each of the ideas onto a Friendship Token (see Resource: Friendship Token below). Put all the cards in the middle of the group. Ask each child to pick a card and to ask Zotty and Zeb to show how they do this with each other e.g. they ‘pat each other on the back’, they say ‘well done’, ‘they smile’. Show Zotty and Zeb doing these things or ask the children to show you through role-play. Say that all these things are ‘friendship tokens’ and remind the children that they have talked about these before, in assembly and in their class. When the ‘friendship’ tokens have been demonstrated by the puppets invite the children to attach them to the display as a reminder. Say that you know the children are good at giving each other ‘friendship tokens’, just like Zotty and Zeb and that friendship tokens can be given verbally and using hand gestures such a smile

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or a ‘thumbs up’. Go round the group and ask each child and adult to give a ‘friendship token’ to the person sitting next to them. This activity will focus on meeting the intended learning outcomes for the session, including the specific ‘I can…’statement(s). Chosen from the ideas in this booklet or your own ideas.

Review and reflection on intended learning outcomes and group aims (these are also referred to as the group rules): Children complete Group Aims self-review checklist – ‘Working Together’ (use either example) - do scaling activity based on I can statements and group aims The group reviews and reflects on the process and outcomes of the session.

Plans for coming week: Ask the children to be friendly to others in the group during the week. Pair the children up and suggest they particularly ‘buddy’ this person over the coming week and give them 5 ‘friendship tokens’ each (see Resource: Friendship tokens – Plans for the coming week). They must ‘spend’ these tokens before the next session by smiling and saying hello to their ‘buddy’ each morning at school. class teacher will need to know about the pairings and talk to the children over the week about how well the ‘buddying’ is going. Follow-up actions are agreed for the coming week, for individuals and the group as a whole

Relaxation: Melting in the sun (page 32, silver set, years 1 & 2) Paint an accessible verbal picture of the group lying in the sun. This could be lying in the playground or on the sand on holiday. Point out that imaginary sun-bathing is healthier than risking sunburn! ‘…the sun is heating up your body. You can feel it warming you up through your clothes, through your skin… it’s warming you right through to your muscles. Even your bones are getting hot. Your body starts to feel soft and loose. Feel your face become softer. Your jaw relaxes, slightly open. You can feel your muscles start to slip off your bones. Feel your legs melting. Your arms are slowly melting into the floor …’ After a few minutes, start bringing the children back to reality, for example saying: ‘A cloud covers the sun and you start to cool, but you still keep the warmth inside you. Feel the hard floor underneath you and your own body being strong but still relaxed. In your own time open your eyes, see where you are and slowly sit up and smile at the others in the room.’ This may be guided relaxation or a quiet time.

Approaches to incorporate into session: Use of scaling during warm-up activities and for reflection on group aims during self-review Examples: Peaceful problem-solving approach, emotional barometer

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Resource: Warm-up activity – Where are you? 1

I eat anything

I’m very

choosy about

what I eat

I’m tidy

I’m untidy

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I watch TV

all the time

I hardly ever

watch TV

I never argue

I’m always

arguing

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I like P.E.

I don’t

like P.E.

I like drawing

I don’t like

drawing

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Resource: Friendship Poster

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Resource: Friendship tokens – Core Activity

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Resource: Friendship tokens – Plans for the coming week

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Resource: Relaxation – Melting in the Sun

Melting in the Sun Guided Relaxation

Paint an accessible verbal picture of the group lying in the sun. This could be lying in the playground or on the sand on holiday. Point out that imaginary sun-bathing is healthier than risking sunburn! After a few minutes, start bringing the children back to reality, for example by saying:

‘… The sun is heating up your body. You can feel it

warming you up through your clothes, through your skin… it’s warming you right through to your muscles. Even your bones are getting hot. Your body starts to feel soft

and loose.

Feel your face become softer. Your jaw relaxes, slightly open. You can feel your muscles start to slip off your bones. Feel your legs melting. Your arms are

slowly melting into the floor …’

“A cloud covers the sun and you start to cool, but you still keep the warmth inside you. Feel the hard floor underneath you and your own body being strong but still relaxed. In your own time open your eyes, see where you are and slowly sit up and smile at the others in the room.”

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Resource: Relaxation – Melting in the Sun Visual

Melting in the Sun

Guided Relaxation Visual Cue

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Planning: Session 2





Resources:

• Resource: Friendship tokens – Core Activity completed from last week

• Resource: It’s a compliment (print on card and cut out)

• Pens


• Resource: Key Vocabulary – General sheet from previous week:









• I know how to give someone a compliment. One or more ‘I can…’ statement(s) will be focused on in each session, linking with the whole-class curriculum materials.

Key vocabulary: Put on display ‘Resource: Key Vocabulary General’ and highlight the session’s focus words Session friend smile compliment getting on General fall out make up angry conflict

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point of view solution cooperation peaceful problem-solving solution cooperation peaceful problem-solving The key vocabulary focused on each session, relating to the theme.






Warm-up activities: Walking around the room (page 20, silver set, years 1 & 2) Get the children to walk around the room. Notice and praise those who give each other space. Get them to practise freezing so they have a routine for stopping in a fun way. Then give them descriptions of how to walk, first concrete then according to feelings, which can be linked to the topic of the group. Examples might be:

• walking silently, sliding, stamping;

• walking as if you are feeling a little/quite/very: happy, sad, scared or angry;

• walking as if you are with good friends;

• walking as if you have fallen out with friends;

• walking as if you have just given someone a compliment;

• walking as if you have been given a compliment Chosen from the ideas in this booklet, or your own ideas. The children may develop a favoured routine for these.







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Review of previous week: Any difficulties from last week? How did you deal with that? Did anyone spot children giving friendship tokens? Was anyone given a friendship token? By someone in the group? Or someone else? Who? This includes the follow-up actions agreed and progress with last week’s ‘I can….’ statements. This is a time to enjoy the successes of the last week and to apply a solution-focused approach to exploring any difficulties that may have arisen.



• I know how to give someone a compliment.

Introduce the key vocabulary to the group for this session, highlighting it on the Resource: Key Vocabulary – General sheet from previous week:


Core activity 3: (adapted from page 23, silver set, years 1 & 2) Begin the session by reminding the children of all the things on the cards that show that Zotty and Zeb are friends to each other and that the children are friends to each other. These are ‘friendship tokens’. Say to the children that being a friend includes looking and sounding friendly to someone. Explain that saying nice things to someone is called giving a compliment. Point out to the children any friendship tokens that are compliments. Say that Zotty and Zeb are going to give each other compliments. Act this out with Zotty and Zeb. When Zotty and Zeb receive a compliment, have them say something like ‘Thank you, I’m happy you think that about me’. Ask each child to give Zotty or Zeb a compliment. Model Zotty and Zeb responding to the compliment appropriately. Record the compliments on a Resource: It’s a compliment card and display. Say that being friendly and giving compliments is all part of everybody getting on with each other. Go round the group and give each child, and the other adult, a compliment. Pick something that is special for that person. Ask the children to close their eyes and feel how it feels inside when someone says something nice to them and gives them a compliment. Ask them to say the words that describe how this feels inside. Ask the children to hold that feeling in their cupped hands (warm, glowey, soft ... feeling) and then put their hands on their tummy, so that the feeling is right there inside them. Say that they can close their eyes and feel that feeling and it will always be there inside them. This activity will focus on meeting the intended learning outcomes for the session, including the specific ‘I can…’statement(s). Chosen from the ideas in this booklet or your own ideas.

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Plans for coming week: Ask the children to close their eyes and remember that warm, happy feeling inside them at least once every day. Suggest to the children that they give someone a compliment every day, at school and at home. Ask them to notice how the other person looks when they do this. They should explain to their class teacher what a compliment is and say that they are going to be trying to give compliments in school. The teacher will need to look out for times when they do this, and give them feedback. The teacher might also offer to swap a compliment with the children each day – giving the children one and receiving one in return. Follow-up actions are agreed for the coming week, for individuals and the group as a whole

Relaxation: Quiet Time Give children quiet time to think about the good feelings inside and about the people they might give a compliment to. This may be guided relaxation or a quiet time.

Approaches to incorporate into session: Use of emotional barometer during warm-up activities and scaling activity for reflection on group aims during self-review. Examples: Peaceful problem-solving approach, emotional barometer

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Resource: It’s a compliment

It’s a compliment…










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Planning: Session 3





Resources:


• Plain paper

• Pens

• Resource: ‘When we fall out we might be feeling…’

• Resource: A good friend could help them feel better by…

• Resource: I can stand in someone else’s shoes’

• Resource: Scaling – I can stand in someone else’s shoes to see their point of view

• Resource: Key Vocabulary – General sheet (from previous week).








• I can be a good friend to someone

• I can listen well to other people when they are talking

• I can ‘stand in someone else’s shoes’ and try to see a situation from their point of view. One or more ‘I can…’ statement(s) will be focused on in each session, linking with the whole-class curriculum materials.

Key vocabulary: Put on display ‘Resource: Key Vocabulary General’ and highlight the session’s focus words Session friend listening falling out point of view

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making up General fall out make up angry conflict point of view solution cooperation peaceful problem-solving solution cooperation apologise The key vocabulary focused on each session, relating to the theme.






Warm-up activities: Changing Places (Page 18, silver set, years 1 & 2) Use this game to encourage children to sit next to different neighbours: Change place if you… …are wearing black socks …had fruit at break time …walked to school …like playtimes …like sausages …have a sister …enjoy being on your own …like the colour red Chosen from the ideas in this booklet, or your own ideas. The children may develop a favoured routine for these.







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Review of previous week: How did the group get on with giving compliments last week? Did anyone notice how people responded to these? How did they look? How did you feel? Did you get any back from people who are not in our group? Did anyone try out the ‘happy feeling’ visualisation? This includes the follow-up actions agreed and progress with last week’s ‘I can….’ statements. This is a time to enjoy the successes of the last week and to apply a solution-focused approach to exploring any difficulties that may have arisen.


• • I can be a good friend to someone.

• • I can listen well to other people when they are talking.

• • I can ‘stand in someone else’s shoes’ and try to see a situation from their point of view.



Core activity 4 and 5: (adapted from page 25 and 26, silver set, years 1 & 2) Place Zeb on a chair sitting on his own. Say to the children that Zeb is feeling sad today. Ask the children to find out from Zeb why he is feeling sad. Zeb explains that he is feeling sad because he and Zotty have fallen out. They were playing together in the park and Zotty kicked Zeb’s ball over a fence into the lake, where they couldn’t get the ball back. Zeb shouted at Zotty that she was silly to have kicked the ball there and it was all her fault. Zotty said that Zeb was horrid and she didn’t want to play with him anymore. She went home leaving Zeb on his own. Zeb is now feeling lots of things. Ask the children what they imagine Zeb might be feeling and use Resource: ‘When we fall out we might be feeling…’ (resource overleaf) to record as a group or individually how we feel when we fall out. Agree with them that he is feeling angry with Zotty, sad that they have fallen out and sorry that he shouted at Zotty. Give the children some paper to draw a picture in pairs. Ask them to draw a picture of Zeb and Zotty and how they have fallen out with each other. Encourage them to find ways to show in the picture Zeb’s feelings and Zotty’s feelings when they fell out. Now ask the children for ideas of what they can do to help Zeb feel better and be a friend to him in this situation. List the children’s ideas on Resource: ‘A good friend could help them feel better by…’ (resource overleaf) Ask them to each say something to Zeb to make him feel better. Praise the children for being a good friend to Zeb and helping him feel better. Say that good friends care about each other and want to help them feel happy, as they want Zeb and Zotty to feel happy. Now bring Zotty in. She should say that she and Zeb have fallen out but that she would like to make friends with Zeb. Zeb also says to Zotty that he would like to make friends with her. Say to the children that Zotty and Zeb want to make up after their argument but they need the group’s help to do that. Say that it would help Zeb to see Zotty’s point of view and it would help Zotty to see Zeb’s point of view.

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Divide the group in half. One half of the group are going to think together about Zeb’s point of view. The other half of the group are going to think about Zotty’s point of view. . Blow up Resource: I can stand in someone else’s shoes’ and laminate. ‘Hot seat’ children by one group to take ‘Zotty’s shoes’ and stand in them and one group take ‘Zeb’s shoes’ and stand in them and say how they are feeling. Ask each group, with the support of an adult, to think of the key feeling words to describe Zeb’s, or Zotty’s, feelings and also what they were thinking. Ask them to agree a way to show and tell the other group. Each half of the group then tells the other half how Zeb or Zotty felt and thought, with Zeb and Zotty as part of this. After this, act out Zeb and Zotty talking with each other and saying that they now understand each other’s point of view and thanking each other for helping them to understand. Say to the children that listening and understanding each other’s points of view is very important in making up with a friend after falling out. This activity will focus on meeting the intended learning outcomes for the session, including the specific ‘I can…’statement(s). Chosen from the ideas in this booklet or your own ideas.


Plans for coming week: Ask the children to notice someone in their class who may look sad during this coming week, including anyone in the group. Suggest that, as a good friend, they try and make that child feel happier. Ask them to remember what they said and did that helped, to tell the group next week. Their class teacher should rehearse this with them. Follow-up actions are agreed for the coming week, for individuals and the group as a whole

Relaxation: Breathing by Numbers (Page 32, silver set, years 1 and 2) Get the children to try breathing by using their abdomens rather than by chest expansion. They can rest a hand on their chest to see the difference. You will need to model this before counting. Say ‘I want you to breathe in for four counts and out for six. In – one, two, three, four; out – one, two, three, four, five, six.’ Do this just five times at first. You can extend the exercise by encouraging the children to breathe in through the nose, and out slower and longer, through pursed lips. This may be guided relaxation or a quiet time.

Approaches to incorporate into session: Use of role play, visualisations and scaling to reflect upon group aims during self-review. Examples: Peaceful problem-solving approach, emotional barometer

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Resource: ‘When we fall out we might be feeling…’

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Resource: A good friend could help them feel better by…

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Resource: I can stand in someone else’s shoes’

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Resource: Scaling activity - I can stand in someone else’s shoes’

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Planning: Session 4





Resources:


• A3 plain paper

• Pens

• Resource: Our saying '’Goodbye' pen picture

• Resource: Certificate for Groupwork Achievement

• Resource: Key Vocabulary – General sheet (from previous week).








• I talk about what I have learned in a group

• I can talk about what I have enjoyed when in the group One or more ‘I can…’ statement(s) will be focused on in each session, linking with the whole-class curriculum materials.

Key vocabulary: Put on display ‘Resource: Key Vocabulary General’ and highlight the session’s focus words Session saying goodbye recap enjoyed friend General fall out make up angry conflict

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point of view solution cooperation peaceful problem-solving solution cooperation apologise The key vocabulary focused on each session, relating to the theme.






Warm-up activities: Guess Who (own idea) Choose a child and think of some positive attributes. Say: “The person I am thinking of has… and always…. Can you guess who it is? Use the shell in a round to enable everyone to have a turn. Ensure all the group have been included. Chosen from the ideas in this booklet, or your own ideas. The children may develop a favoured routine for these.







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Review of previous week: Did anyone notice anyone who was feeling sad? What did they do to try to make them feel happier? Ask them to remember what they said and if that helped. This includes the follow-up actions agreed and progress with last week’s ‘I can….’ statements. This is a time to enjoy the successes of the last week and to apply a solution-focused approach to exploring any difficulties that may have arisen.

Plan for today’s session: Tell the group that as this is the last session we will be looking back over all the learning we have been doing. Share the ‘I can ‘ intended learning outcomes for the session:


• I can talk about what I have enjoyed when in the group



Core activity: (own idea) Rounds Pass around the shell and ask children to complete the following rounds: I have enjoyed…. The most I have learnt about…. I think I might have changed in this way… What I have learned Give each child a piece of A3 paper and ask them to draw a picture to show all the things they have learned about in the group and the things they have enjoyed doing. If appropriate ask children to feedback their final ideas. Saying Goodbye Use the Resource: Our saying '’Goodbye' pen picture. Follow the Saying Hello format at the start of the session. Each child to use a different coloured pen and carefully take their pen for a walk. When their pen meets someone else’s they say ‘Goodbye’ and pay that person a compliment. Model this for them. Award Certificate Celebrate the group’s achievements and hard work by awarding each group member a certificate (Resource: Certificate for Groupwork Achievement). Present it, shake hands and take a photograph to mark the occasion. This activity will focus on meeting the intended learning outcomes for the session, including the specific ‘I can…’statement(s). Chosen from the ideas in this booklet or your own ideas.

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Review and reflection on intended learning outcomes and group aims (these are also referred to as the group rules): Already completed during Core activity. The group reviews and reflects on the process and outcomes of the session.

Plans for coming week: Children may wish to carry on giving each other friendship tokens and compliments. Supply resources if needed. Follow-up actions are agreed for the coming week, for individuals and the group as a whole

Relaxation: Quiet time Encourage relaxation to establish a sense of closure and safety at the end of the group session. Children may have their own cushion, blanket or towel to lie on. Ideally, the children should lie down comfortably, with their eyes either closed or covered, with the lights dimmed. Alternatively, they could stay in their seats This may be guided relaxation or a quiet time.

Approaches to incorporate into session: Use of reflection techniques to review previous work carried out. Examples: Peaceful problem-solving approach, emotional barometer

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Resource: Our saying '’Goodbye' pen picture

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Resource: Certificate for Groupwork Achievement

This Certificate confirms that

___________

has taken part brilliantly in

Group Work Sessions:


• I can listen well when other people are talking.



• I know how to give someone a compliment.

• I can be a good friend to someone

• I can ‘stand in someone else’s shoes’ and try to see a situation from their point of view.


• I can talk about what I have enjoyed when in the group Signed: Date:

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Resource: Blank Planning Proforma for Group-Work Intervention

PROFORMA FOR GROUP-WORK INTERVENTION

SEAL theme:

Planning team:

No. of Sessions:

Minimum of 6 sessions

Dates: Group:

Focus of Group:

The planning team will have decided the focus of the group work. This will have informed and been informed by the choice of the children to be part of the group.

Group aims These are the aims for the group as a whole, with planned outcomes by the end of the intervention. These link to the aims within the curriculum materials for this theme.

Intended learning outcomes: ‘I can …’ statements These are the ‘I can …’ statements that will be focused on in the intervention. These will link with the ‘I can …’ statements within the whole-class curriculum materials for the theme.

Key vocabulary for the intervention: This will link to the key vocabulary within the SEAL curriculum materials for this theme.

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Core activities chosen from the ideas in this booklet, or your own ideas Session 1 The beginning process – naming the group, overall purpose and structure of the intervention, getting to know each other, referring to class charter Focus: ‘I can ...’ ‘We can ...’ Core activity: Resources:

Session 2 Focus: ‘I can ...’ ‘We can ...’ Core activity: Resources:



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Session 5 Preparation for ending the intervention Focus: ‘I can ...’ ‘We can ...’ Core activity: Resources:

Session 6 The ending session of the intervention – summing up learning and achievements, planning to share learning with the rest of the class, agreeing ongoing support Focus: ‘I can ...’ ‘We can ...’ Core activity: Resources:

Post intervention review and planning The class teacher, group facilitators and inclusion leadership team review outcomes of group intervention and agree the next steps for the group and individuals. The leadership team consider any whole-school issues or planning implications that have been raised through the group-work intervention.

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Resource: Blank Planning Proforma for Group-Work Session


SEAL theme:

Session no.: Date: Group:


Resources:

•

•

•

•


• We can…

• We can…

• We can…

• We can… These may be phrased as ‘We can…’ statements for the group. The ‘ground rules’ for the session will also be the group aims.


• I can…

• I can…

• I can… One or more ‘I can…’ statement(s) will be focused on in each session, linking with the whole-class curriculum materials.

Key vocabulary: Session General The key vocabulary focused on each session, relating to the theme.

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Welcome and check-in: Each child is welcomed by the facilitators. Each member of the group has the opportunity to talk about what’s uppermost in their mind that day.

Warm-up activities:

Chosen from the ideas in this booklet, or your own ideas. The children may develop a favoured routine for these.


• We can …

• We can…

• We can…

• We can…

• We can… A reminder about how we behave towards each other.

Review of previous week:

This includes the follow-up actions agreed and progress with last week’s ‘I can….’ statements. This is a time to enjoy the successes of the last week and to apply a solution-focused approach to exploring any difficulties that may have arisen.


• I can…

• I can… Introduce the General key vocabulary to the group and then highlight the key vocabulary for this Session: ……………………………………………………………………………………………………………….. This is the introduction you will give, including introducing the intended learning outcomes (‘I can…’ statements) and deciding together some group aims for the session.

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Core activity …: (Page ………………………………………………….) This activity will focus on meeting the intended learning outcomes for the session, including the specific ‘I can…’statement(s). Chosen from the ideas in this booklet or your own ideas.

Review and reflection on intended learning outcomes and group aims (these are also referred to as the group rules): The group reviews and reflects on the process and outcomes of the session.

Plans for coming week: Follow-up actions are agreed for the coming week, for individuals and the group as a whole

Relaxation: This may be guided relaxation or a quiet time.

Approaches to incorporate into session: Examples: Peaceful problem-solving approach, emotional barometer

Documents

SEAL Small group activities exemplar - Bradford...Theme planning and resources adapted and developed from the DCFS Primary Behaviour & Attendance Strategy: Excellence and Enjoyment: