Social and Emotional Aspects of Learning (SEAL)...

The Coalition Government took office on 11 May 2010. This publication was published prior to thatdate and may not reflect current government policy. You may choose to use these materials,however you should also consult the Department for Education website www.education.gov.uk forupdated policy and resources.

Social and EmotionalAspects of Learning(SEAL) Year 8 Theme3Resource sheets

Social and Emotional Aspects of Learning (SEAL) Year 8 Theme 3

Resource sheets

First published in 2008 Ref: 00258-2008DWO-EN-12

Social and Emotional Aspects of Learning (SEAL)

Year 8 Theme 3 Learning about meResource sheets

Disclaimer

The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.

In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.

The websites referred to in these materials existed at the time of going to print.

Please check all website references carefully to see if they have changed and substitute other references where appropriate.

© Crown copyright 2008

1The National Strategies | Secondary SEAL: Year 8 Theme 3

00258-2008DWO-EN-12

Resource sheet 3.1.1 – Situation cards

looking after a baby or toddler in lessons learning

running a marathon taking part in a play playing football

out with friends in my family at work

watching a film painting a picture cooking a meal

going shopping driving a car group work

2 The National Strategies | Secondary SEAL: Year 8 Theme 3

© Crown copyright 200800258-2008DWO-EN-12

Resource sheet 3.2.1 – Strip cartoon



00258-2008DWO-EN-12

Reso

urce

shee

t 3.2

.2 –

Fee

lings

Hap

pyA

ngry

/ ha

tefu

lSa

dSc

ared

Stro

ngW

eak/

he

lple

ssLo

ving

/ ca

ring

Conf

used

Am

used

Blis

sful

Calm

Chee

rful

Com

fort

able

Del

ight

edEc

stat

icEl

ated

Ener

getic

Fine

Gla

dG

ood

Gre

atH

opef

ulJo

yful

Lovi

ngM

arve

llous

Out

rage

dPe

acef

ulPl

ayfu

lPl

easa

ntSa

tisfie

dSe

rene

Won

derf

ul

Agg

ress

ive

Ann

oyed

Cros

sD

isgr

untle

dEn

rage

dEn

viou

sFe

d up

Frus

trat

edFu

rious

Gre

edy

Hat

eful

Hos

tile

Hot

-tem

pere

dIn

dign

ant

Infu

riate

dIra

teIrr

itate

dJe

alou

sLi

vid

Mad

Out

rage

dRe

sent

men

t‘S

eein

g re

d’Se

ethi

ng

Defl

ated

Dej

ecte

dD

epre

ssed

Des

pairi

ngD

isap

poin

ted

Dis

trau

ght

Dis

tres

sed

Dow

nD

rear

yG

loom

yG

rievi

ngH

urt

Lone

lyLo

ssLo

wM

iser

able

Regr

etfu

lSo

rrow

ful

Unh

appy

Ups

etW

istf

ulW

oefu

l

Anx

ious

A

ppre

hens

ive

Fear

ful

Frig

hten

edH

orrifi

edIn

secu

reJu

mpy

Pani

cky

Petr

ified

Shak

ySt

unne

dTe

rrifi

edTh

reat

ened

Tim

idW

orrie

d

Abl

eA

ctiv

eA

sser

tive

Ass

ured

Capa

ble

Cert

ain

Confi

dent

Cour

ageo

usCu

rious

Det

erm

ined

Eage

rEm

pow

ered

Ener

getic

Enth

usia

stic

Faith

ful

Forc

eful

Hea

lthy

Inte

rest

edM

otiv

ated

Opt

imis

ticPo

sitiv

ePo

wer

ful

Prou

dRe

solv

edSa

feSe

cure

Trut

hful

Alie

nate

dA

path

etic

Ash

amed

Bash

ful

Bore

dD

efen

cele

ssEm

barr

asse

dEx

pose

dFa

scin

ated

Feeb

leFr

agile

Frai

lFr

ustr

ated

Gui

ltyH

umili

ated

Infe

rior

Leth

argi

cLi

stle

ssLo

nely

Path

etic

Pass

ive

Pow

erle

ssSe

lf-pi

tySt

upid

Una

ble

Unfi

tVu

lner

able

Ado

ring

Affe

ctio

nate

Bene

vole

ntCa

ring

Cher

ishi

ngCo

mpa

ssio

nate

Conc

erne

dD

esiri

ngD

eter

min

edEm

path

icEn

chan

ted

Fond

Forg

ivin

gFr

iend

lyG

ener

ous

Gen

tleH

opef

ulKi

ndLo

yal

Reas

sure

dRe

spec

tful

Shar

ing

Sym

path

etic

Tend

erU

nder

stan

ding

War

m

Ast

onis

hed

Awkw

ard

Baffl

edBe

mus

edBe

wild

ered

Dis

orga

nise

dD

isor

ient

ated

Dis

turb

edD

oubt

ful

Flus

tere

dH

aras

sed

Lost

Mix

ed u

pM

uddl

edN

onpl

usse

dPe

rple

xed

Puzz

led

Surp

rised

Unc

erta

inU

ndec

ided

Uns

ure

Vagu

e



Resource sheet 3.4.1 – Coping strategy cards

Acceptance:

resigning yourself to what has happened

Catastrophising:

seeing the situation in the worst possible way

Other-blame:

blaming others for the negative experience

Positive reappraisal:

attaching a positive meaning to the event in terms of personal growth – for example you might have learned something from the experience

Putting into perspective:

thinking that the situation is not so serious compared to other things

Refocus on planning:

thinking about what steps to take in order to handle the negative event

Positive refocusing:

thinking about positive situations/issues instead of the negative event

Rumination:

thinking about the negative feelings associated with the situation

Self-blame:

blaming yourself for the negative experience



00258-2008DWO-EN-12

Resource sheet 3.4.2 – Catastrophe consequences

The problem:

Do you?A

Do you?B

Do you?C

Fold the page on the dotted lines to hide your ideas.

Person 4 should write here




Fold



Resource sheet 3.4.3 – Catastrophe quiz

The problem:

Do you?A

Do you?B

Do you?C



00258-2008DWO-EN-12

Resource sheet 3.7.1 – Did it really happen?

The first I knew he was calling my name was when Alex poked me. I heard the class 1. laughing and the teacher calling my name, ‘Izaan, the answer is …’ I had no idea!

It had always been my favourite subject until I went up a set. There was a group of girls 2. from my old school. At first they only made nasty comments or whispered about me. On that day the teacher was in a hurry and they stayed behind too. They held me down while they emptied my bag and tore pages out of my book. ‘Tell and you’re dead!’ they said as they left. I was shaking but said nothing.

It was so exciting. I was watching TV, eating beans on toast. Dad came running in waving a 3. ticket. We had got our visas and were leaving for Canada. He grabbed me and kissed me.

However much I looked at it I couldn’t find out what I had to do. Everyone else was busy 4. but I couldn’t even understand the instructions.

I’ll never forget standing in front of the whole school. The sound of applause was ringing 5. in my ears. I was dressed in my new red jeans with my guitar in my hand.

‘Stand up, and show them the mess you have just made.’ I wanted the floor to open but it 6. didn’t. Everyone laughed as I picked up the picture and turned it towards the class.

I was doing my maths homework. The TV was on in the background. I heard the name of 7. my favourite singer and saw his picture. He was dead. My hero, my first love – gone in an instant.



Resource sheet 3.8.1 – Scenario cards

Scenario 1Ben is playing in the school football team. The team lose after a hard match where they play well and dominate the game but just don’t seem to score. The team is a bit disheartened but the coach gees them up and they agree to go out to celebrate the way they played.

Scenario 2Jamima and her sister have decided to go into town after school. It is their mother’s birthday and they need to get her a present. There are a couple of boys from their class waiting for the bus. The bus is very late.

Scenario 3Patrick and Celeste are twins. They want to have a party for their birthday but their parents say they can only have a few friends and they will not go out and leave them to get on with it.



00258-2008DWO-EN-12

Resource sheet 3.8.2 – Feeling prompt cards

You see a friend you really like who you haven’t seen for ages.

You discover you have been selected for the football team – you have been trying to get into it for ages.

You have been dumped by your boyfriend or girlfriend.

Your mum has found out that you have broken her best vase.

You discover that you have left a silly picture out – it’s so embarrassing.



Resource sheet 3.9.1 – Review of the theme challenge

Dear students

We would like to send our twins to a school in the area and we don’t know which one to choose. You might have heard of us. We are very, very rich. We would like to visit your school and to find out a bit about it. We would like to be excited by what we see.

Next week we will come to see you and we want to know what you have been learning. We know that you have been focusing on the SEAL theme: Understanding and managing your feelings, and we want to know all about that – as well as all the other exciting things that you have been learning in Year 8.

You might say that you don’t care and can’t be bothered to tell us about your learning. Just remember, we are very rich and we would love our twins to go to a school that takes all the students away to somewhere exotic every year.

Of course we will pay for everyone!

Yours faithfully

Mr and Mrs Excessively Rich

Your challenge is to prepare a presentation that will convince these parents that you have learned a lot from the work that you have done in the theme. They will find this out from the presentation and from the way you work together. Your presentation should include:

something to look at; ●

something to think about; ●

show that you have understood and changed how you think, feel and behave as a result of your ●

learning.

Make sure that everyone in your group is involved in preparing and delivering the presentation.

This publication is printedon 75% recycled paper

When you have finished withthis publication please recycle it

75%

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-12

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

Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context.

The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.

For any other use please contact [email protected] www.opsi.gov.uk/click-use/index.htm

Social and Emotional Aspects of Learning (SEAL)...

Documents

Transcript of Social and Emotional Aspects of Learning (SEAL)...