Bill Moore describes a project that brought together Philosophy for Children and SEAL to improve learning

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An innovative project brought together vulnerable young people with learners from mainstream schools and the University of East Anglia. Dugald Ferguson reports

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It is vital that staff receive the training they need to teach SEAL effectively. Julie Casey describes how she helped schools in one LA to develop a SEAL CPD programme

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High-achieving Park View Community School has placed SEAL at the centre of its approach to the curriculum and pastoral system. Kim Cowie explains

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Deborah Michel investigates a new web-based staff-development resource to support children and young people with behavioural, social and emotional difficulties

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The transition between schools can be hard. Julie Roberts describes how an action research project on classroom dialogue has been used to explore and overcome some of the barriers to learning across the transition from KS2-3

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Boys and girls learn differently, as Steve Mynard discovered first hand when teaching five-year-old children. Here he explains how equal opportunities in school can be achieved by acknowledging gender differences in school

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Steve Mynard considers gender differences in schools by looking at the social, emotional, intellectual and physical contrasts to bear in mind when teaching boys and girls. He explains we may need to treat them differently in order to give equal opportunities in school to both sexes

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Fostering emotional literacy in teenage boys is that aim of the programme developed by educational psychologist Tina Rae and SENCo Lisa Pedersen. Here they describe it

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What are the social, emotional, intellectual and physical differences between early years boys and girls, and how does this affect their attainment in school? Reception teacher Steve Mynard discusses boys’ attainment and SEAL

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Supporting every child is an important concept in EYFS effective practice, and is explored within a range of practical ideas which underpin the information in the Early Years Foundation Stage Principles into Practice cards

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Does combining SEAL, Philosophy for Children (P4C) and thinking skills seem like a recipe for effective independent student learning? If so, read Kate Mawer’s description of William Parker School’s curriculum development for Year 7s

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Improvement in PE and sport can have cross curricular benefits across a pupil’s school career. Lisa Symonds looks at how a rejuvenated look at sport had a positive impact on SEN and G&T students, as well as on PSHE and self-confidence, at three schools across the UK

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The ASDAN curriculum offers pupils a unique opportunity to achieve recognition for personal and social development skills. Chief Executive Roger White charts the development and benefits of this curriculum framework and explains why it is as relevant today as when it started

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Working with SEAL we try to value people for who they are, not what they’ve done. That means we need to focus on internal validation, not just on external achievements says Julie Leoni

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Paying attention to pupils’ insecurities and social anxieties is very important, argues Robin Banerjee, lecturer at the University of Sussex

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Schools need to be redesigned with a focus on relationships in order to raise achievement, says policy adviser Charles Leadbeater

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Building links between a child’s school and home is an excellent way to approach their behaviour and emotional literacy, says Virginia Robinson

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A school environment of confidence and respect can raise achievement and emotional literacy. Hazel Pulley, headteacher of Caldecote Community Primary School in Leicester, discusses how she did this in an amalgamated school

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Social skills such as teamwork can be effectively demonstrated and taught using sport. Jody Specht discusses this cross-curricular method

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Emotional literacy is a skill much more innate in children than in adults. This means that, when teaching SEAL, we need to be in touch with our own emotions and needs, explains emotional literacy coordinator Julie Leoni

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The Life Project provides transformational tools and practical skills to parents, educators and teens in the areas of life, work and relationships. Erica Sosna, director of The Life Project, describes three of the facilitated exploration techiniques they use

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Teaching children to pursue happiness can have real effects. Director of SEN service Dr Ruth MacConville writes about the happiness curriculum she developed in the London Borough of Ealing

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The protection of older young people, particularly from the ages 16 to 18, can be overlooked. One serious case review of the suicide of a 16-year-old girl highlights the issues involved, explains Jenni Whitehead

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What is the role of personal and social development, or PSHE, in delivering national outcomes for children and young people? Marilyn Tew, chair of NSCoPSE discusses

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A resource developed by ECPAT UK raises pupil’s awareness of child trafficking and invites them to make an informed decision about joining a campaign

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What makes young people want to commit suicide, and, crucially, how can we prevent it? Jenni Whitehead looks at research and approaches to helping

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We’ve been collecting your stories about the inspiring and encouraging experiences you’ve had at work during 2008. Here is a collection of the SEAL themed responses you sent to the question, What has been your most positive experience at work this year?

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Would a project designed to help secondary students address their emotional needs and wellbeing benefit those at your school? Read on for former assistant headteacher Val Taylor’s experience at her school with Reaching Out

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SEAL can help young people develop values that will enable them to address challenges in life, says trainer, school improvement partner and former headteacher Jackie Beere

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When dealing with the feelings and behaviour of early years pupils, teachers should try looking at creative ways to approach and deal with problems says Anni McTavish

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Julie Leoni explains why she believes that ‘positive strokes’, or comfort and support, are key to making her a better educational professional and mother, and how students could benefit from similar encouragement

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What role does emotional intelligence play in children’s learning, and how can teachers use it to improve pupil’s behaviour?

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Emotional literacy coordinator Julie Leoni pays tribute to a late colleague, and reflects on what she learned from her about emotionally literate leadership

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Early Years Update focuses on the importance of health and well being with babies, toddlers and three- to five-year-old children. This is part of a range of practical ideas to underpin the information in the Early Years Foundation Stage Principles into Practice cards

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Crispin Andrews speaks to practitioners in order to examine the challenges and the opportunities for pupils with SEBD in PE

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Counselling services need to be made a normal part of school provision, as new research into UK school counselling shows

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The responsibility of SEAL and the development of emotional intelligence ultimately lies with the school, argues headteacher Neil Berry, and can have a real impact on school improvement read more

What does the Children’s Plan have to say about shaping up a more emotionally literate education system? read more

What can be achieved by SEAL over three years? Educational psychologist Cate Summers takes a look at results in the London Borough of Westminster read more

Julie Leoni, emotional literacy coordinator at The Marches School, explores how we help young people to understand the difference between aggressive power and positive power

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Primary learning mentor Ayub Malik explains why he is proud to be working with children experiencing barriers to learning

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Starting and changing schools are big transitions. Former headteacher Lynn Cousins shares advice on handling these and less common times of change that children experience read more

Is the pressure of school life too much for young children? Roger Smith investigates

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Julie Leoni, emotional literacy coordinator at the Marches School in Shropshire, reflects on the need for teachers to take risks if they are to encourage creative risk-taking in their students

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Do G&T children have more than their fair share of social-emotional difficulties? Kalliope Emmanouilidou looks into the research and challenges some stereotypical views

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The happiness programme at Wellington College in Berkshire is described by Anthony Seldon, the master, Ian Morris, head of philosophy, and two Year 12 students

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Susannah Temple uses concepts from transactional analysis to highlight an important psychological issue for teachers in developing their own identity as effective practitioners

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Three years after they first started practising Philosophy for Children, Year 6 children, one parent and two of their teachers recorded what the experience had meant for them. We publish below an edited excerpt from the resulting DVD read more