Acknowledgements

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Acknowledgements

• SEN Working Group
• Rachel Boyt Yewstock Sch, Dorset
• Denise Youngs Mountjoy Sch, Dorset
• Jackie Burgess Winchelsea Sch, Poole
• James Franzen Langside Sch, Poole

• Key Stage One Working Group
• Jane Clarke Henbury View Sch, Dorset
• Jane Delany Chickerell Sch, Dorset

• Key Stage Two Working Group
• Fiona Locke Branksome Heath Middle School,
  Poole
• Alison Chant Buckland Newton Sch, Dorset
• Jane Delany Chickerell Sch, Dorset

• Foundation Stage Working Group
• Marie Harris- EY Consultant, Dorset
• Louise Young Old Town First Sch, Poole
• Lorraine Llewellyn- Chickerell Sch, Dorset
• Lyn Wise Noahs Ark Pre-sch, Dorset

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Acknowledgements

• Rights, Respecting Schools Lessons and Initial
  Cover Design Debbie Brown
• Bridport Sch, Dorset
• Additional Lesson plan work
• Alison Baker Poole Healthy Schools

• Administrative Work
• Kim Downton Dorset Primary Team
• Initial Desktop Publishing -
• Lynn Alford, Poole LA
• Resource Lists/Health events calendar/Helplines
• Hilary Moody Bournemouth and Poole Teaching
  Primary Care Trust
• Print and Design work
• Andrea Todd and Lorna Ward, Borough of Poole

• Related Aspects Page based on work by- Jane
  Clarke, Henbury View, Dorset
• Assessment Work adapted from work at
• Frome Valley First School, Dorset
• Chickerell Primary, Dorset

• Support from all three LAs especially
• Mike Hillary Senior Inspector , Dorset
• Graham Davies Principal Educational
  Psychologist, Bournemouth

Co-ordination, editing and proofing Sue Cribb
Independent Consultant for PSHE, Healthy Schools
and Drugs Education
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Integrating SEAL and PSHCEAt Key stages F, 1
2

• Can we? Should we?

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The context and rationale for Rainbow
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E.C.MEvery Child Matters

• Safety
• Health
• Enjoy and Achieve
• Economic well-being
• Participation

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• Extended Schools Agenda the whole child
• SEF and Ofsted
• -A focus on personal development and well-being
• Individual School Improvement Plans
• Premise
• Socially and emotionally literate children access
  learning better

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National Curriculum Framework (non-Statutory) for
PSHCE (2000)KS1?4

• Developing confidence and responsibility and
  making the most of their abilities
• Citizenship (Statutory at KS3 4)
• Healthy, safer lifestyles
• Developing good relationships and respecting the
  differences between people
• Learning outcomes for each theme
• End of KS statements

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UnicefRights Respecting Schools
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SEALSocial, Emotional Aspects of Learning

• Pilot Primary Materials (2003)
• Year 7 units (2007)
• Expectation for Secondary Schools (Yr7 2007, Y8
  Y9 2008)
• Learning Outcomes
• Foundation ? KS3
• Year 8/9 materials now available for schools

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So if children learn better when they are
socially and emotionally literate, then lets make
them just that
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How do we adapt the SEAL resources for our Pupils?

• How can we fit it all into the curriculum?

How do we find time for yet more planning?
Is it just another initiative??
Is it taught or caught?
What about the cross curricular nature of this?
But whats the problem?
Who teaches it?
Can we expect PSHCE /SEAL to permeate the
curriculum and the rest of the childs whole
experience at school?
How do we monitor, manage, assess?
What about Sex and relationships and
Drugs/Alcohol education?
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Our Primary Curriculum Model
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Foundation ? Yr6 Project (Poole, Bournemouth,
Dorset)

• A comprehensive scheme of work that is based on
  and uses SEAL
• AND
• Integrates the PSHCE learning outcomes NOT
  covered in SEAL e.g. SRE/Drug Education
• AND
• Integrates the UNICEF Rights Respecting Schools,
  Healthy Schools and ECM outcomes
• INCLUSIVE FOR ALL CHILDREN
• with specific SEN section throughout

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• Core Universal
• Curriculum
• Provision

• New Beginnings
• Getting on and Falling Out
• Say No to Bullying
• Going for Goals
• Good to be Me
• Relationships
• Changes

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Supported by
Weekly focus and Celebrations
Theme weeks Eg. Say no to bullying
Partnership with parents and Family SEAL
SEAL Assemblies
Cross-curricular approaches
School ethos, modelling and shared language
Award Schemes Eg. RRS
Inclusion Policy Behaviour policy
Wave two intervention Small group work
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Contents of Rainbow
Related Aspects
Overview of Six lessons
Six lesson plans with resources
Weekly Focus
For Each Theme
Booklist for the theme
Appendix with Additional Guidance
SEN p1i- NC1a Learning intentions/ suggested
activities
Local and National Resources/contacts/ helplines
Assessment task With Assessment Tracking sheet
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Next Steps

• Receive Rainbow Folders Foundation Y4
• Still to come
• - Rainbow Folders Y5/Y6
• - Master CD Rom
• Disseminate and use within own school settings
• Further training opportunities Autumn Term
• Power point available for use in schools

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We offer sincere thanks and appreciation on
behalf of all the teachers whose lives will be
made easier by Rainbow and all the children who
will be touched and supported by this work.Our
hope is that Rainbow will enable us to SEAL a
brighter future for the children of Bournemouth,
Dorset and Poole
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