Seal Assessment Guide by joel.quartey

primary SEAL ASSESSMENT GUIDE AND MATERIALS

Published by Hackney Learning Trust www.learningtrust.co.uk To request additional copies of this publication or a different format, please contact: Hackney Learning Trust 1 Reading Lane, London E8 1GQ Tel: 020 8820 7000 info@learningtrust.co.uk Designed by Hackney Learning Trust design team Printed by Hackney Print, London ÂŠ Copyright 2012 Hackney Learning Trust, All rights reserved The facts set out in this publication are from sources which we believe to be reliable. However, we accept no legal liability of any kind for the publication contents, nor from the information contained therein, nor conclusions drawn by any party from it. You are welcome to copy this publication for internal use within Hackney Learning Trust. Otherwise, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrical, chemical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner.

Further information For more information or support around accessing or using the SEAL Assessment Guide and Materials, please contact the Primary SEAL and Behaviour Team at Hackney Learning Trust: Rachel Thompson Leadership and Management Advisor rachel.thompson@learningtrust.co.uk Tel: 020 8820 7312 Claire Tregear Associate Deputy Head (SEAL and Behaviour) claire.tregear@learningtrust.co.uk Tel: 020 8820 7360

primary SEAL assessment guide and materials

CONTENTS Why assess SEAL?

How should we assess SEAL?

The SEAL Assessment Materials

Implementing the use of SEAL Assessment Materials

Using SEAL Assessment Materials to inform future planning or provision

Key Vocabulary: SEAL Assessment Materials

New beginnings

Getting on and falling out

Going for goals

Good to be me

Relationships 33 Changes 39 Learning Outcomes: SEAL Assessment Materials

New beginnings

Getting on and falling out

Going for goals

Good to be me

Relationships 71 Changes 77 Ladder of Success: SEAL Assessment Materials

New beginnings

Getting on and falling out

Going for goals

Good to be me

103

Relationships 109 Changes 115 Self Review: SEAL Assessment Materials

122

New beginnings

123

Getting on and falling out

129

Going for goals

135

Good to be me

141

Relationships 147 Changes 153 primary SEAL assessment guide and materials

III

Further Information For more information or support around accessing or using the SEAL Assessment Guide and Materials, please contact the Primary SEAL and Behaviour Team at Hackney Learning Trust: Rachel Thompson Leadership and Management Advisor E. rachel.thompson@learningtrust.co.uk T. 020 8820 7312 Claire Tregear Associate Deputy Head (SEAL and Behaviour) E. claire.tregear@learningtrust.co.uk T. 020 8820 7360

Prmary SEAL ASSESSMENT Guide

Why Assess SEAL? For children to be both happy and successful in their learning and life they need to: • Know what they are good at • Take responsibility for their actions • Know how to manage their feelings so they can learn better • Know how to motivate themselves and bounce back if they fail at something • Understand another person’s point of view • Know how to be supportive of others • Be able to get on with others and work co-operatively.

These are part of the five domains of Social and Emotional Aspects of Learning or in short SEAL.

SELF AWARENESS

MANAGING FEELINGS

EMPATHY

MOTIVATION

SOCIAL SKILLS

If children have learnt these skills, they can achieve better. There are three clear dimensions to assessment in relation to social and emotional skills. These are: • Assessing the skills of an individual, as a basis for planning work to support the development of their particular skills or for the early identification of pupils requiring additional support. • Assessing what pupils have learnt in their discrete SEAL lessons to identify whether the learning objectives have been achieved. • Assessing all learning in a way that helps pupils develop these skills.

primary SEAL assessment guide and materials

Prmary SEAL ASSESSMENT Guide

How Should We Assess SEAL? Linking assessment of SEAL to the Learning Outcomes from the SEAL materials is helpful as it will ensure appropriate coverage of skills and direct us in gathering appropriate evidence. Such evidence of pupil’s achievements towards these outcomes can be gathered in several ways: Teacher assessment – checklist

Pupil self assessment

Keep a record of taught SEAL skills and note down pupils who need some extra support. Highlighting the SEAL intended Learning Outcomes can ensure coverage. Using this record will then inform other areas of the curriculum, so you can build in regular opportunities throughout the day for these skills to be reinforced and rehearsed.

Self assessment is an important part of any assessment cycle but particularly so for SEAL, as many of the intended Learning Outcomes refer to feelings and levels of understanding that come from within an individual and may not be easily observed. Self assessment also helps learners to feel empowered and to become more reflective and autonomous. However, remember that pupils will need support in becoming self reflective. They may need prompt questions and examples to help them make an accurate judgment about their own abilities. They also need to feel safe and secure in order to be completely honest about their areas for development.

SEAL Observation Portfolio Keep an ongoing record of observations in a portfolio. You could produce a separate book per pupil or have a class book where each pupil has their own page. Make notes either directly into the book or on to sticky labels that are stuck in afterwards. Annotated photographs of pupils demonstrating certain skills, linked to the SEAL intended Learning Outcomes, are an excellent way of collecting evidence about their achievements. Pupil’s quotes and comments can also be added. Such evidence can be collected throughout a school day, not just in discrete SEAL lessons. Be aware though, that different staff judgments about any one pupil may vary a good deal, and pupils will behave rather differently in different contexts, so it is important to use a range of staff to contribute to the portfolio.

Peer assessment (SEAL Buddy) Peer assessment supports pupil self assessment as it gives pupils the opportunity to discuss their learning and receive ongoing feedback. Through assessing each other, pupils learn to ‘notice’ developing skills. However, bias may be an issue, as pupils sometimes rate popularity rather than skill and their rating may say more about their own attitude (e.g. tolerance or intolerance) than the skills of the pupil being rated. It is important to support pupils in assessing each other by providing a ‘buddy script’ to focus the discussion.

primary SEAL assessment guide and materials

Prmary SEAL ASSESSMENT Guide

The SEAL Assessment Materials The assessment materials that accompany this guidance have been developed by the Primary SEAL and Behaviour team, to support teachers and pupils in reflecting on the learning taking place in SEAL lessons and throughout the curriculum. SEAL forms part of Quality First Teaching. Therefore, when thinking of examples where intended Learning Outcomes have been achieved, it is important that pupils are encouraged to reflect on their thoughts, feelings and actions throughout a whole school day. They can also consider examples from within their lives outside the classroom.

Using the materials

The SEAL assessment materials consist of the following for each theme: • Key Vocabulary • Learning Outcomes • SEAL Ladder of Success • End of Theme Self Review

The Key Vocabulary and Learning Outcomes should be given to each pupil at the start of each new theme and referred to on a regular basis throughout the theme. Learning and understanding the vocabulary related to SEAL is very important in order for pupils to be able to fully and clearly express themselves. The Learning Outcomes help pupil’s to break down the different skills related to SEAL so they feel more relevant and achievable. Pupils will reflect and highlight the vocabulary and Learning Outcomes when they feel they have understood or demonstrated them. Gaps will show where pupils may need some extra support. The SEAL Ladder of Success provides teachers and pupils with a measure of where individual pupils perceive themselves to be in their SEAL development against five key Learning Outcomes. The outcomes are clearly linked to the five domains of SEAL so teachers and pupils can gather a picture of which domains individuals are strongest in and which need developing further. SA = Self awareness MF = Managing feelings E = Empathy M = Motivation SS = Social skills Pupils could complete their sheet at the start of the theme as a way of setting goals for themselves and again at the end of a theme to see if they have developed further. They may just complete it at the end of the theme. Whichever way is chosen, it will provide information about a pupil’s perception of their ability in certain areas of SEAL and can be used to prompt further discussion or support. The End of Theme Self Review gives pupils the opportunity to think about their learning throughout an entire theme and consider examples of when they have used various strategies or demonstrated particular skills. The questions for reflection and enquiry stimulate deeper thinking and provide further challenge. The Self Review should ideally form a lesson in itself with plenty of group and peer discussions and individual reflection.

primary SEAL assessment guide and materials

Prmary SEAL ASSESSMENT Guide

Implementing the Use of the SEAL Assessment Materials SEAL Buddy

Pupils needing additional support

The materials have been designed for pupils to work with a SEAL Buddy and some of the resources include a Buddy Script. The role of the SEAL Buddy is to prompt reflection and also to identify examples of when they have seen their Buddy demonstrating certain skills. It is important to train the pupils in being an effective SEAL Buddy so they are clear that the role is to be observant and supportive. The SEAL Buddy pairings can be changed throughout the year but it is recommended that pupils keep the same SEAL Buddy for at least a whole theme. This helps pupils to collect a richer picture of each other in order to aid the end of theme self review.

Some pupils may need some extra support to access the self assessment materials. For example:

Reflection questions and vocabulary The reflective questions and vocabulary in each theme pack link directly to the intended Learning Outcomes for each theme and age group. Teachers can, however, adapt the questions or level of vocabulary based on the needs of their own class.

• Some pupils, particularly in younger year groups, will need an adult to read the self reflection questions to them and support them with developing their responses through discussions. Referring back to a portfolio of evidence can remind pupils of times when they have given certain responses or demonstrated particular skills. • Some pupils will need an adult to scribe their responses. Self reflections shouldn’t only be carried out by pupils who have the ability to write – all pupils can reflect at their own level but may need support with recording ideas. • Some pupils will need to draw their responses. It is the process of reflection that is most important, not the written outcome. • Teachers may feel it is appropriate to adapt the reflective questions or reduce/simplify the vocabulary to suit the needs of their class.

primary SEAL assessment guide and materials

Prmary SEAL ASSESSMENT Guide

Using SEAL Assessment Materials to Inform Future Planning or Provision The assessment materials are not just a record of individual pupilâ&#x20AC;&#x2122;s achievements but are also a tool for informing future planning or provision. Identifying gaps in learning will highlight areas that need to be revisited either as a whole class, a small group or as an individual. They may also prompt the need for an intervention such as SEAL Small Group Work. It is important that the assessment forms part of a cycle of planning and evaluation so that it is purposeful and effective. As the SEAL assessment materials link directly to the SEAL intended Learning Outcomes, it is important that teachers plan for coverage of the theme. Identify cross curricular links wherever possible so pupils have a rich and varied range of opportunities to learn and practice their knowledge, skills and understanding of SEAL. Make other adults aware of the skills you are working on with your class so they can also look for opportunities to observe them or help develop them further. Due to the thematic approach of SEAL, it is likely that all pupils in a school or setting will be working on similar strategies and skills at the same time e.g. peaceful problem solving. With this in mind, it may be worth considering how opportunities can be built into all aspects of a school day, including break times, for pupilsâ&#x20AC;&#x2122; to build on these skills. primary SEAL assessment guide and materials

Feeding back to pupils during these times will also help inform their own self reflections in class.

Key Vocabulary

SEAL Assessment Materials

Primary SEAL ASSESSMENT Materials

KEY vocabulary This material should be given to each pupil at the start of each new theme and referred to on a regular basis throughout the theme. Learning and understanding the vocabulary related to SEAL is very important in order for pupils to be able to fully and clearly express themselves. Pupils will reflect and highlight the vocabulary when they feel they have understood them. Gaps will show where pupils may need some extra support.

Instructions On each page in this section of the guidance, two sets of the same Key Vocabulary have been provided for two pupils within each year group. Please cut along the dotted line to separate each set.

primary SEAL assessment guide and materials

Key Vocabulary Year one

New Beginnings Name My SEAL Buddy this term is:

Date

happy

scared

sad

excited

worried

welcome

nervous

comfortable

uncomfortable

calm down

solve a problem

fair

set a goal

Year one

New Beginnings Name My SEAL Buddy this term is:

Date

happy

scared

sad

excited

worried

welcome

nervous

comfortable

uncomfortable

calm down

solve a problem

fair

set a goal

primary SEAL assessment guide and materials

Key Vocabulary Year two

New Beginnings Name My SEAL Buddy this term is:

Date

happy

scared

sad

excited

worried

welcome

nervous

comfortable

uncomfortable

calm down

solve a problem

fair

set a goal

Year two

New Beginnings Name My SEAL Buddy this term is:

Date

happy

scared

sad

excited

worried

welcome

nervous

comfortable

uncomfortable

calm down

solve a problem

fair

set a goal

primary SEAL assessment guide and materials

Key Vocabulary Year three

New Beginnings Name My SEAL Buddy this term is:

Date

frightened

excited

gifts

rights

talents

responsibilities

helpful

hopeful

nervous

Year three

New Beginnings Name My SEAL Buddy this term is:

Date

frightened

excited

gifts

rights

talents

responsibilities

helpful

hopeful

nervous

primary SEAL assessment guide and materials

Key Vocabulary Year four

New Beginnings Name My SEAL Buddy this term is:

Date

frightened

excited

gifts

rights

talents

responsibilities

helpful

hopeful

nervous

Year four

New Beginnings Name My SEAL Buddy this term is:

Date

frightened

excited

gifts

rights

talents

responsibilities

helpful

hopeful

nervous

primary SEAL assessment guide and materials

Key Vocabulary Year five

New Beginnings Name My SEAL Buddy this term is:

Date

petrified

teamwork

motivation

bravery

enthusiasm

respect

anticipation

nervousness

excitement

worried

terrified

frightened

anxious

anxiety

nervous

Year five

New Beginnings

Name My SEAL Buddy this term is:

Date

petrified

teamwork

motivation

bravery

enthusiasm

respect

anticipation

nervousness

excitement

worried

terrified

frightened

anxious

anxiety

nervous

primary SEAL assessment guide and materials

Key Vocabulary Year Six

New Beginnings Name My SEAL Buddy this term is:

Date

petrified

teamwork

motivation

bravery

enthusiasm

respect

anticipation

nervousness

excitement

worried

terrified

frightened

anxious

anxiety

nervous

Year Six

New Beginnings

Name My SEAL Buddy this term is:

Date

petrified

teamwork

motivation

bravery

enthusiasm

respect

anticipation

nervousness

excitement

worried

terrified

frightened

anxious

anxiety

nervous

primary SEAL assessment guide and materials

Key Vocabulary Year one

Getting on and falling out Name My SEAL Buddy this term is:

Date

peaceful

make up

problem solving

point of view

conflict

friend

nervous

compliment

get on

fall out

apologise

trigger

angry

cooperation

solution

Year one

Getting on and falling out

Name My SEAL Buddy this term is:

Date

peaceful

make up

problem solving

point of view

conflict

friend

nervous

compliment

get on

fall out

apologise

trigger

angry

cooperation

solution

primary SEAL assessment guide and materials

Key Vocabulary Year two

Getting on and falling out Name My SEAL Buddy this term is:

Date

peaceful

make up

problem solving

point of view

conflict

friend

nervous

compliment

get on

fall out

apologise

trigger

angry

cooperation

solution

Year two

Getting on and falling out

Name My SEAL Buddy this term is:

Date

peaceful

make up

problem solving

point of view

conflict

friend

nervous

compliment

get on

fall out

apologise

trigger

angry

cooperation

solution

primary SEAL assessment guide and materials

Key Vocabulary Year three

Getting on and falling out Name My SEAL Buddy this term is:

Date

win win solution

losing it

nervous

scribe

reporter

anger

time keeper

resolve a conflict

leader

cooperation

Year three

Getting on and falling out Name My SEAL Buddy this term is:

Date

win win solution

losing it

nervous

scribe

reporter

anger

time keeper

resolve a conflict

leader

cooperation

primary SEAL assessment guide and materials

Key Vocabulary Year Four

Getting on and falling out Name My SEAL Buddy this term is:

Date

win win solution

losing it

nervous

scribe

reporter

anger

time keeper

resolve a conflict

leader

cooperation

Year Four

Getting on and falling out Name My SEAL Buddy this term is:

Date

win win solution

losing it

nervous

scribe

reporter

anger

time keeper

resolve a conflict

leader

cooperation

primary SEAL assessment guide and materials

Key Vocabulary Year five

Getting on and falling out Name My SEAL Buddy this term is:

Date

short term consequences

long term consequences

prejudice

responsibility

‘I message’

reframing a situation

Year five

Getting on and falling out Name My SEAL Buddy this term is:

Date

short term consequences

long term consequences

prejudice

responsibility

‘I message’

reframing a situation

primary SEAL assessment guide and materials

Key Vocabulary Year Six

Getting on and falling out Name My SEAL Buddy this term is:

Date

short term consequences

long term consequences

prejudice

responsibility

‘I message’

reframing a situation

Year Six

Getting on and falling out Name My SEAL Buddy this term is:

Date

short term consequences

long term consequences

prejudice

responsibility

‘I message’

reframing a situation

primary SEAL assessment guide and materials

Key Vocabulary Year one

Going for Goals Name My SEAL Buddy this term is:

Date

persistence

goal

bored

persistent

frustration

achievement

achieve

steps

distractions

impulsive

consequences

boredom

distracted

frustrated

Year one

Going for Goals

Name My SEAL Buddy this term is:

Date

persistence

goal

bored

persistent

frustration

achievement

achieve

steps

distractions

impulsive

consequences

boredom

distracted

frustrated

primary SEAL assessment guide and materials

Key Vocabulary Year two

Going for Goals Name My SEAL Buddy this term is:

Date

persistence

goal

bored

persistent

frustration

achievement

achieve

steps

distractions

impulsive

consequences

boredom

distracted

frustrated

Year two

Going for Goals

Name My SEAL Buddy this term is:

Date

persistence

goal

bored

persistent

frustration

achievement

achieve

steps

distractions

impulsive

consequences

boredom

distracted

frustrated

primary SEAL assessment guide and materials

Key Vocabulary Year three

Going for Goals Name My SEAL Buddy this term is:

Date

encouragement

goal

target

barrier

frustration

boredom

respect

responsibility

responsible

obstacle

perseverance

Year three

Going for Goals Name My SEAL Buddy this term is:

Date

encouragement

goal

target

barrier

frustration

boredom

respect

responsibility

responsible

obstacle

perseverance

primary SEAL assessment guide and materials

Key Vocabulary Year four

Going for Goals Name My SEAL Buddy this term is:

Date

encouragement

goal

target

barrier

frustration

boredom

respect

responsibility

responsible

obstacle

perseverance

Year four

Going for Goals Name My SEAL Buddy this term is:

Date

encouragement

goal

target

barrier

frustration

boredom

respect

responsibility

responsible

obstacle

perseverance

primary SEAL assessment guide and materials

Key Vocabulary Year five

Going for Goals Name My SEAL Buddy this term is:

Date

achievement

obstacles

excuses

perseverance

goal

admiration

consequences

target

Year five

Going for Goals Name My SEAL Buddy this term is:

Date

achievement

obstacles

excuses

perseverance

goal

admiration

consequences

target

primary SEAL assessment guide and materials

Key Vocabulary Year Six

Going for Goals Name My SEAL Buddy this term is:

Date

achievement

obstacles

excuses

perseverance

goal

admiration

consequences

target

Year six

Going for Goals Name My SEAL Buddy this term is:

Date

achievement

obstacles

excuses

perseverance

goal

admiration

consequences

target

primary SEAL assessment guide and materials

Key Vocabulary Year one

Good to be me Name My SEAL Buddy this term is:

Date

problem solving

anxious

relaxed

proud

relax

relaxation

worried

tense

Year one

Good to be me Name My SEAL Buddy this term is:

Date

problem solving

anxious

relaxed

proud

relax

relaxation

worried

tense

primary SEAL assessment guide and materials

Key Vocabulary Year two

Good to be me Name My SEAL Buddy this term is:

Date

problem solving

anxious

relaxed

proud

relax

relaxation

worried

tense

Year two

Good to be me Name My SEAL Buddy this term is:

Date

problem solving

anxious

relaxed

proud

relax

relaxation

worried

tense

primary SEAL assessment guide and materials

Key Vocabulary Year three

Good to be me Name My SEAL Buddy this term is:

Date

passive

threatened

risk

worried

angry

relax

aggressive

hopefulness

disappointed

surprised

anxious

assertive

routine

hopeful

threat

novelty

Year three

Good to be me

Name My SEAL Buddy this term is:

Date

passive

threatened

risk

worried

angry

relax

aggressive

hopefulness

disappointed

surprised

anxious

assertive

routine

hopeful

threat

novelty

primary SEAL assessment guide and materials

Key Vocabulary Year four

Good to be me Name My SEAL Buddy this term is:

Date

passive

threatened

risk

worried

angry

relax

aggressive

hopefulness

disappointed

surprised

anxious

assertive

routine

hopeful

threat

novelty

Year four

Good to be me

Name My SEAL Buddy this term is:

Date

passive

threatened

risk

worried

angry

relax

aggressive

hopefulness

disappointed

surprised

anxious

assertive

routine

hopeful

threat

novelty

primary SEAL assessment guide and materials

Key Vocabulary Year five

Good to be me Name My SEAL Buddy this term is:

Date

inadequate

assertive

aggressive

stressed

useful

jealous

risk

useless

scared

worried

worry

boastful

proud

passive

anxiety

anxious

Year five

Good to be me

Name My SEAL Buddy this term is:

Date

inadequate

assertive

aggressive

stressed

useful

jealous

risk

useless

scared

worried

worry

boastful

proud

passive

anxiety

anxious

primary SEAL assessment guide and materials

Key Vocabulary Year six

Good to be me Name My SEAL Buddy this term is:

Date

inadequate

assertive

aggressive

stressed

useful

jealous

risk

useless

scared

worried

worry

boastful

proud

passive

anxiety

anxious

Year six

Good to be me

Name My SEAL Buddy this term is:

Date

inadequate

assertive

aggressive

stressed

useful

jealous

risk

useless

scared

worried

worry

boastful

proud

passive

anxiety

anxious

primary SEAL assessment guide and materials

Key Vocabulary Year one

Relationships Name My SEAL Buddy this term is:

Date

proud

important people

loss

miss

love

jealous

hurt

choice

envious

lonely

cared for

leave

worried

unkind

Year one

Relationships

Name My SEAL Buddy this term is:

Date

proud

important people

loss

miss

love

jealous

hurt

choice

envious

lonely

cared for

leave

worried

unkind

primary SEAL assessment guide and materials

Key Vocabulary Year two

Relationships Name My SEAL Buddy this term is:

Date

proud

important people

loss

miss

love

jealous

hurt

choice

envious

lonely

cared for

leave

worried

unkind

Year two

Relationships

Name My SEAL Buddy this term is:

Date

proud

important people

loss

miss

love

jealous

hurt

choice

envious

lonely

cared for

leave

worried

unkind

primary SEAL assessment guide and materials

Key Vocabulary Year three

Relationships Name My SEAL Buddy this term is:

Date

fault

choice

kind

cruel

celebrate

remorse

conscience

funeral

regret

love

guilty

miss

proud

alone

death

ashamed

apologise

amends

blame

Year three

Relationships Name My SEAL Buddy this term is:

Date

fault

choice

kind

cruel

celebrate

remorse

conscience

funeral

regret

love

guilty

miss

proud

alone

death

ashamed

apologise

amends

blame

primary SEAL assessment guide and materials

Key Vocabulary Year four

Relationships Name My SEAL Buddy this term is:

Date

fault

choice

kind

cruel

celebrate

remorse

conscience

funeral

regret

love

guilty

miss

proud

alone

death

ashamed

apologise

amends

blame

Year four

Relationships

Name My SEAL Buddy this term is:

Date

fault

choice

kind

cruel

celebrate

remorse

conscience

funeral

regret

love

guilty

miss

proud

alone

death

ashamed

apologise

amends

blame

primary SEAL assessment guide and materials

Key Vocabulary Year five

Relationships Name My SEAL Buddy this term is:

Date

embarrassed

acceptance

depression

grief

grieve

despair

anger

humiliation

make amends

stereotype

forgive

disbelief

denial

shock

sadness

Year five

Relationships

Name My SEAL Buddy this term is:

Date

embarrassed

acceptance

depression

grief

grieve

despair

anger

humiliation

make amends

stereotype

forgive

disbelief

denial

shock

sadness

primary SEAL assessment guide and materials

Key Vocabulary Year six

Relationships Name My SEAL Buddy this term is:

Date

embarrassed

acceptance

depression

grief

grieve

despair

anger

humiliation

make amends

stereotype

forgive

disbelief

denial

shock

sadness

Year six

Relationships

Name My SEAL Buddy this term is:

Date

embarrassed

acceptance

depression

grief

grieve

despair

anger

humiliation

make amends

stereotype

forgive

disbelief

denial

shock

sadness

primary SEAL assessment guide and materials

Key Vocabulary Year one

Changes Name My SEAL Buddy this term is:

Date

changes

obstacles

frustrated

determined

uncomfortable

habit

fault

responsibility

Year one

Changes Name My SEAL Buddy this term is:

Date

changes

obstacles

frustrated

determined

uncomfortable

habit

fault

responsibility

primary SEAL assessment guide and materials

Key Vocabulary Year two

Changes Name My SEAL Buddy this term is:

Date

changes

obstacles

frustrated

determined

uncomfortable

habit

fault

responsibility

Year two

Changes Name My SEAL Buddy this term is:

Date

changes

obstacles

frustrated

determined

uncomfortable

habit

fault

responsibility

primary SEAL assessment guide and materials

Key Vocabulary Year three

Changes Name My SEAL Buddy this term is:

Date

boredom

left out

nervous

anxious

rejected

excitement

adapt

accepted

resentment

anticipation

making a plan

frightened

Year three

Changes Name My SEAL Buddy this term is:

Date

boredom

left out

nervous

anxious

rejected

excitement

adapt

accepted

resentment

anticipation

making a plan

frightened

primary SEAL assessment guide and materials

Key Vocabulary Year four

Changes Name My SEAL Buddy this term is:

Date

boredom

left out

nervous

anxious

rejected

excitement

adapt

accepted

resentment

anticipation

making a plan

frightened

Year four

Changes Name My SEAL Buddy this term is:

Date

boredom

left out

nervous

anxious

rejected

excitement

adapt

accepted

resentment

anticipation

making a plan

frightened

primary SEAL assessment guide and materials

Key Vocabulary Year five

Changes Name My SEAL Buddy this term is:

Date

insecure

secure

sore spot

over-reaction

mixed feelings

gossip

rumour

empathy

empathise

Year five

Changes Name My SEAL Buddy this term is:

Date

insecure

secure

sore spot

over-reaction

mixed feelings

gossip

rumour

empathy

empathise

primary SEAL assessment guide and materials

Key Vocabulary Year six

Changes Name My SEAL Buddy this term is:

Date

insecure

secure

sore spot

over-reaction

mixed feelings

gossip

rumour

empathy

empathise

Year six

Changes Name My SEAL Buddy this term is:

Date

insecure

secure

sore spot

over-reaction

mixed feelings

gossip

rumour

empathy

empathise

primary SEAL assessment guide and materials

LEARNING OUTCOME

SEAL Assessment Materials

Primary SEAL ASSESSMENT Materials

Learning outcomes This material should be given to each pupil at the start of each new theme and referred to on a regular basis throughout the theme. The Learning Outcomes help pupilâ&#x20AC;&#x2122;s to break down the different skills related to SEAL so they feel more relevant and achievable. Pupils will tick or highlight the Learning Outcomes when they feel they have understood or demonstrated them. Gaps will show where pupils may need some extra support.

Instructions Pupils to tick or highlight the Learning Outcomes on each page when they feel they have demonstrated them.

primary SEAL assessment guide and materials

Learning outcome Year one

New Beginnings Name

Date

Tick

I know that I belong to a community.

I can help to make the class a safe and fair place.

I can help to make my class a good place to learn.

I know what I have to do myself to make the classroom and school a safe and fair place for everyone, and that it is not OK for other people to make it unsafe or unfair.

I know some ways to solve a problem.

I can sometimes tell if other people are feeling sad or scared and I know how to make people feel better.

I know some more ways to calm myself down when I feel scared or upset.

I can tell you how I am the same as and different from my friends.

I know some more ways to calm myself down when I feel scared or upset.

I can tell you how I am the same as and different from my friends.

I feel good about the ways we are similar in the group and the ways I am different.

I feel good about my strengths.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year two

New Beginnings Date

Name

Tick

I know that I belong to a community.

I feel safe and content within my class.

I can help to make the class a safe and fair place.

I can sometimes tell if other people are sad or scared and I know how to make people feel better.

I know some more ways to calm myself down when I feel scared or upset.

I know how to make someone feel welcome.

I know some ways to solve a problem.

I know that I belong to a range of communities (class/group).

I feel safe and content within my class.

I feel good about the ways we are similar in the group and the ways I am different.

I feel good about my strengths.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year three

New Beginnings Name

Date

Tick

I know something about everyone in my class.

I can tell you one special thing about me.

I can give and accept a compliment.

I can tell you one special thing about me.

I know that I am valued at school.

I can contribute towards making a class charter.

I understand my rights and responsibilities in the school.

I understand why we need to have different rules in different places and know what the rules are in school.

I know how it feels to do or start something new, and some ways to cope with these feelings.

I know how it feels to be happy, sad, scared or excited, and can usually tell if other people are feeling these emotions.

I can manage my feelings, and can usually find a way to calm myself down when necessary.

I know some ways to solve a problem.

I know how to make someone feel welcome and valued at our school.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year four

New Beginnings Name

Date

Tick

I know how to make someone feel welcomed and valued at school.

I know what it feels like to be unwelcome.

I can use the problem solving process to solve a problem.

I can contribute towards making a class charter.

I understand my rights and responsibilities in the school.

I understand why we need to have different rules in different places and know what the rules are in school.

I know how to make someone feel welcomed and valued at school.

I know what it feels like to be unwelcome.

I know how to join a group.

I can predict how I am going to feel in a new situation or meeting new people.

I can manage my feelings, and can usually find a way to calm myself down when necessary.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year Five

New Beginnings Name

Date

Tick

I know some of the things that help us in school to learn and play well together.

I understand my rights and responsibilities in the school.

I understand the need for rules in society and why we have the rules we do in school.

If I don’t agree with something in school I know how to go about trying to change things.

I have some strategies to cope with uncomfortable feelings and to calm myself when necessary.

I know how others may be feeling when they are in an unfamiliar situation and can help them to feel valued and welcomed.

I know that I am valued at school.

I understand how it feels to do or start something new, and why.

I can explain how I go about solving a problem and can give you an example of a problem I have solved.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year six

New Beginnings Date

Name

Tick

I work well in a group and can tell you what helps my group to work well together.

I understand my rights and responsibilities in the school.

I know some of the things that help us in school to learn and play well together.

I understand the need for rules in society and why we have the rules we do in school.

If I don’t agree with something in school I know how to go about trying to change things.

I have some strategies to cope with uncomfortable feelings and to calm myself when necessary.

I know how others may be feeling when they are in an unfamiliar situation and can help them to feel valued and welcomed.

I understand how it feels to do or start something new, and why.

I have some strategies to cope with uncomfortable feelings and to calm myself when necessary.

I know how others may be feeling when they are in an unfamiliar situation an can help them to feel valued and welcomed.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year one

Getting on and falling out Name

Date

Tick

I can play tell you what being a good friend means.

I can work well in a group.

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

I know when I am starting to feel angry.

I know what happens on the inside and the outside of my body when I start to feel angry.

I know some ways to calm down when I am starting to feel angry.

I know how to make up with a friend when we have fallen out.

I can use peaceful Problem Solving to sort out problems so both people feel OK.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year two

Getting on and falling out Date

Name

Tick

I can make someone else feel good by giving them a compliment.

I know what to say when someone gives me a compliment.

I know that people don’t always see things in the same way.

I can see things from someone else’s point of view.

I can use my ability to see things from the other point of view to make a conflict situation better.

I know that sometimes anger builds up and that I can be overwhelmed by my feelings.

I can decide with my group about how well we have worked together.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year three

Getting on and falling out Name

Date

Tick

I know how to look and sound friendly.

I know how to be a good listener (take turns).

I know how to give and receive compliments.

I know how to see something from someone else’s point of view.

I know what my triggers for anger are.

I know how our bodies change when we start to get angry.

I know some ways to calm down when I start to feel angry.

I can use peaceful problem solving to sort out difficulties.

I can tell you what a ‘win win’ situation is and always try to find one in a conflict situation.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year four

Getting on and falling out Date

Name

Tick

I can tell you lots of ways to give ‘friendship tokens’ to other people.

I understand why it is important to calm down before I am overwhelmed by feelings of anger.

I can tell you ways I can stop myself being overwhelmed by feelings of anger.

I know how it feels to be overwhelmed by feelings of anger.

I can take on a role in the group and contribute to the overall outcome.

I can discuss in a group how well we are working together.

I can use peaceful problem solving to sort out difficulties.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year five

Getting on and falling out Name

Date

Tick

I know that my relationships are all different and that different ways of behaving are appropriate for different types of relationships.

I can accept and appreciate people’s friendship and try not to demand more than they are able or wish to give.

I can say things and do things that are likely to make a difficult situation better.

I can tell you things that I or other people sometimes do or say in a conflict situation that usually make things worse.

I can use my conflict skills for solving problems peacefully to help other people resolve conflict.

I know what my triggers for anger are.

I know what happens when I get angry.

I know what happens when I am overwhelmed by my feelings of anger.

I know some ways to calm myself down.

I can consider both the short-term and long-term consequences of my behaviour in order to make a wise choice when I am feeling angry.

I know that I am responsible for the choices I make and the way I behave, even if I am angry.

I can tell you some things that a good leader should do.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year six

Getting on and falling out Date

Name

Tick

When I am working in groups I can tell people if I agree or don’t agree with them and why.

When I am working in a group I can listen to people when they don’t agree with me and think about what they have said.

I know that sometimes difference can be a barrier to friendship.

I try to recognise when I, or other people, are pre-judging people, and I make an effort to overcome my own assumptions.

I know how it might feel to be excluded or treated badly because of being different in some way.

I know that it is important in a conflict situation to talk about what someone has done or said, not the person themselves.

I can use language (I messages) that does not make conflict situations worse.

I am able to see a situation from another person’s perspective.

I know how my behaviour is linked to my thoughts and feelings.

I can stop and try to get an accurate picture before I act.

I know what my anger triggers are.

I know what happens get angry.

I know what happens when I am overwhelmed by my feelings.

I know some ways to clam myself down.

I can tell you some things that a good leader should do.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year one

Going for Goals Name

Date

Tick

I know we learn in different ways.

I can choose a realistic goal.

I can break down a goal into small steps.

I can tell you some of my strengths as a learner.

I can resist distractions.

I can learn from my successes.

I can tell you how I learn best.

I can predict and understand the consequences of reaching my goal.

I can say what I want to happen when there is a problem (set a goal).

I can think of lots of different ideas and solutions.

I can predict and understand the consequences of my solutions or ideas.

I can choose a realistic goal.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year two

Going for Goals Date

Name

Tick

I can say what I want to happen when there is a problem (set a goal).

I can break a goal down into small steps.

I can choose a realistic goal.

I can recognise when I am becoming bored or frustrated.

I know some ways to overcome boredom and frustration.

I can choose a realistic goal.

I can break a goal down into small steps.

I can tell you what I have learned.

I can tell you what I might do differently to learn more effectively.

I can tell you why things have been successful.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year three

Going for Goals Name

Date

Tick

I can tell you about myself as a learner.

I can set success criteria so that I will know whether I have reached my goal.

I can break down a goal into a number of steps and wait for the result.

I can identify advantages and disadvantages of the solutions or goals I set myself.

I can foresee obstacles and plan to overcome them when I am setting goals.

I can predict the consequences of my actions/solutions or goals for myself, other individuals or groups.

I can manage frustration by using a number of strategies.

I know that I am responsible for my own learning and behaviour.

I can break down a goal into a number of steps and wait for the result.

I know how others can help me to achieve my goals and how I can help others.

I can tell you what has gone wrong with a plan and why.

I can talk about the bits that went well and the bits that I need to change if I used my plan again.

I can recognise when I have reached my goal or been successful with my learning.

I can predict the consequences of my actions/solutions or goals for myself, other individuals or groups.

I can make a choice about what to do based upon my predictions of the likely consequences.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year four

Going for Goals Date

Name

Tick

I can break down a goal into a number of steps and wait for the result.

n n n n n n n n n n n n n n n n n

I know how others can help me to achieve my goals and how I can help others.

I can tell you about myself as a learner. I can use my strengths as a learner. I know what I need to do to learn effectively. I know that I am responsible for my own learning. I can identify some barriers to my learning. I know how my feelings can influence my learning. I can tell you how I am going to apply what I have learned. I can identify some barriers to my learning. I can think of ways to overcome barriers to my learning. I can set success criteria so I will know whether I have reached my goal. I can recognise why I have reached my goal or been successful. I can tell you how I am going to apply what I have learned. I can tell you how I keep going even when the task is difficult or boring. I know when to keep trying and when to try something else. I can understand that some thoughts help me reach my goal and some are a barrier. I can recognise when I find learning difficult and persevere when I need to.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year five

Going for Goals Name

Date

Tick

I know the skills and attributes of an effective learner.

I can try to develop these skills.

I can set myself a goal or challenge.

I know the skills and attributes of an effective learner.

I can be a critical friend to others and myself.

I can recognise and celebrate my own achievements.

I know what some of the people in my class like and admire about me.

I can set myself a goal or challenge.

I can apply what I have learned.

I can tell you what I need to learn next.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year six

Going for Goals Name

Date

Tick

I can make a long-term plan and break it down into smaller, achievable goals in my personal life or in my behaviour.

I know that it is up to me to get things done by taking the first step.

I know that if at first I don’t succeed its worth trying again.

I can try again even when I have been unsuccessful.

I can recognise when I am using an excuse instead of finding a way around a problem.

I know that it is up to me to get things done by taking the first step.

I can consider the consequences of possible solutions or reaching my goal on myself, others and on communities or groups.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year one

Good to be me Name

Date

Tick

I can tell you something that makes me feel proud.

I can tell you about my gifts and talents.

I can tell you when I am feeling proud.

I can help another person feel proud.

I can use the problem-solving process.

I can tell you when I am feeling worried or anxious.

I can explain some things that stop me worrying.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year two

Good to be me Name

Date

Tick

I can tell you the things I am good at and those things I find more difficult.

I know when and how I learn best.

I can show or tell you what relaxed means.

I know some things that make me feel relaxed and some that make me feel stressed.

I can tell you when a feeling is weak and when it is strong.

I know what it feels like to be relaxed.

I can be still and quiet and relax my body.

I can tell you when it is right to stand up for myself.

I know how to stand up for myself.

I can tell when I am being impulsive and when I am thinking things through.

I can change my behaviour if I stop and think about what I am doing.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year three

Good to be me Name

Date

Tick

I know about myself and how I learn.

I can extend my learning.

I can tell you what feeling surprised is like.

I can tell you whether I like surprises or I like things to stay the same.

I can choose to act assertively.

I know how to be assertive.

I can think about my worries and decide what I might do about them.

I can tell when I should share a worry.

I know that most people have worries.

I can relax when I want to.

I can tell when it is good to relax.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year four

Good to be me Date

Name

Tick

I can tell you the things that I am good at.

I can recognise when I find something difficult and do something about it or cope with how that makes me feel.

I can explain what hopeful and disappointed mean.

I can use strategies to help me cope with feelings of disappointment and feelings of hopelessness.

I can choose when to show my feelings and when to hide them.

I can tell if I have hidden my feelings.

I can express myself assertively in a variety of ways.

I can recognise when I am beginning to get upset or angry and have some ways to calm down.

I understand why we sometimes fight or run away when we feel threatened.

I know why it is important to stop and think when we feel angry or stressed.

I can stop and think before I act.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year five

Good to be me Name

Date

Tick

I can use some strategies to help me when I feel useless and inadequate.

I can feel positive even when things are going well.

I can tell the difference between showing I am proud and boasting.

I know that boasting can make other people feel inadequate or useless.

I can explain how I am feeling even if I have mixed feelings.

I can make a judgement about whether to take a risk.

I can disagree with someone without falling out.

I can cope when someone disagrees with me.

I understand that sometimes the feeling part of my brain takes over and I might make mistakes.

I can understand how my strong feelings might build up and how I might be overwhelmed by my feelings.

I can recognise when I am beginning to be overwhelmed by my feelings and can use a calming down strategy.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year six

Good to be me Name

Date

Tick

I accept myself for who and what I am.

I can recognise when I am feeling worried.

I know how to do something about my worry.

I can stand up for what I think after listening to others and making my own choice.

I understand that the majority view is not always right.

I can behave in an assertive way using appropriate body language and tone of voice.

I can recognise when I am beginning to be overwhelmed by my feelings and can use a calming down strategy.

I know that if I have once been overwhelmed by my feelings I might easily ‘lose it’ another time.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year one

RELATIONSHIPS Name

Date

Tick

I know that people are important to me.

I can tell you something that has made me jealous.

I can feel proud on behalf of my friends when they have done something well.

I can tell when I am proud or jealous.

I understand that being unkind and hurting someone doesn’t make me feel better.

I can think of ways to make me feel better when I feel hurt without hurting others.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year two

RELATIONSHIPS Date

Name

Tick

I can tell when I feel cared for.

I can tell when I love or care for someone.

I understand that if someone leaves me they might still love me.

I understand that people have to make hard choices and sometimes they have no choice.

I can share people I care about.

I can talk about my feelings when I feel alone or when I have to share someone or something that is important to me.

I can tell you how I feel when I lose someone or something I care about.

I can talk about my feelings when I feel alone.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year three

RELATIONSHIPS Name

Date

Tick

I can tell you how I can make someone who is important to me happy.

I can express feelings of guilt.

I can tell you some ways to make amends if I have done something cruel or unkind.

I can tell you when I feel ashamed about something.

I know when to tell someone about it.

I can say when I might feel guilty.

I can tell you some ways to make amends.

I know some things to do when I feel guilty.

I can tell when something is my fault and when something is not my fault.

I can take responsibility for what I choose to do.

I know how to make a good choice.

I can take responsibility for what I choose to do.

I know when I feel guilty and use this when I make a choice.

I can tell you the things that hurt my feelings.

I can understand how I might hurt others.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year four

RELATIONSHIPS Date

Tick

I can tell you how I feel about the important people or animals in my life.

I know how most people feel when they lose something or someone they love.

I know some ways to celebrate the life of someone I care about.

I can tell you about someone that I no longer see.

I understand that we can remember people even if we no longer see them.

Name

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year five

RELATIONSHIPS Name

Date

Tick

I can find out about people who are important to me.

I can give and receive a compliment.

I can tell you about a time when I felt embarrassment what it felt like.

I know some things to do when I feel embarrassed that will not make things worse.

I can use a problem solving skill approach to sort out an embarrassing situation.

I can think about what embarrasses me and learn something about me that I didn’t know before.

I have helped someone who felt embarrassed.

I know how to make people feel good about themselves.

I can recognise when I am using a put down.

I can recognise stereotyping.

I can try to challenge stereotypes.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year six

RELATIONSHIPS Date

Name

Tick

I can tell you about the people who are important to me.

I know some of the feelings people have when someone close dies or leaves.

I can use some strategies to manage these feelings.

I understand that different people show their feelings in different ways.

I understand that there is not just one way to grieve.

I can use some strategies to manage feelings associated with loss.

I can support someone who is unhappy because they have lost something or someone.

I can tell when I am hiding a feeling and then choose to share it with someone.

I can break friends with someone without hurting their feelings.

I understand when breaking friends might be the best thing to do.

I can think about when to forgive someone.

I can forgive someone.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year one

CHANGES Name

Date

Tick

I can tell you some things about me that have changed and some things that will not change.

I can tell you how I might change in the future.

I know that some changes are natural and happen ‘by themselves’.

I know different ways that help me learn to do things.

I can tell you about changes that I can make happen.

I can make some changes quickly and easily.

I know that to make some changes is hard and takes a long time.

I can tell you when I am feeling worried or anxious.

I can explain some things that stop me worrying.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year two

CHANGES Name

Date

Tick

I can tell you what a habit is and know that it is hard to change one.

I know what it means when something is or isn’t your fault.

I can tell you about a plan I have made with my class to change something in our school.

I can plan to overcome obstacles that might get in the way.

I know that I make my own choices about my behaviour.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year three

CHANGES Name

Date

Tick

I know that change can be really good and can tell you about some changes that have made our lives much better.

I know that everybody goes through many different sorts of change all the time.

I can tell you about some of the things that have changed in my life and how I feel about them.

I can tell you that even changes we want to happen can sometimes feel uncomfortable.

I know some ways of dealing with the feelings that sometimes arise from changes.

I can tell you about a plan I have made to change something about my behaviour.

I can think about and plan to overcome obstacles.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year four

CHANGES Name

Date

Tick

I can tell you how I would feel if a change that I didn’t want to happen was imposed on me.

I know some of the reasons that change can feel uncomfortable and scary.

I can tell you how it feels to belong to a group, and know it is important for everyone.

I know that what we feel and think affects what we do (how we behave).

I can tell you why I behave as I do when I am finding change difficult.

I can sometimes understand why other people are behaving as they are when they are finding a change difficult.

I know some ways of dealing with the feelings that sometimes arise from changes.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

Learning outcome Year five

CHANGES Name

Date

Tick

I am aware of common responses to difficult changes and that they are sometimes similar to our responses when experiencing loss.

I understand how it might feel when a change tales you away from familiar people and places.

I can try to understand why people might behave the way they do when they are facing a difficult change.

I know how change can interfere with our feeling of belonging and can make us feel insecure and unconfident.

I know that sometimes there can be positive outcomes from changes that we didn’t welcome initially.

I can tell you some of my own ‘sore spots’.

I can recognise when I might over-react because someone has touched a ‘sore spot’.

I can recognise that my behaviour is my responsibility, even when someone has touched a ‘sore spot’.

I know that people respond differently to changes and challenges.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

learning outcome Year six

CHANGES Date

Name

Tick

I know that many children have mixed feelings about going to secondary.

I know that it is natural to be wary of change, and can tell you why.

I know that all feelings, including uncomfortable ones have a purpose and give us information.

I know that when I move to secondary school many things in my life will stay the same.

I have some strategies for managing the feelings that I might experience when I change schools.

I understand why I behave the way I do sometimes when I feel uncomfortable.

I try to understand other people’s behaviour by thinking about what they might be thinking or feeling.

I can tell you about how people might feel and behave when they go to a new school.

I can tell you some of the good things about me that my classmates like and value.

Buddy script 1. Tell me, how can you move from being ‘sometimes’ to becoming ‘always’? 2. Would it help if…?

primary SEAL assessment guide and materials

SEAL Ladder of Success SEAL Assessment Materials

Primary SEAL ASSESSMENT Materials

SEAL ladder of Success This material provides teachers and pupils with a measure of where individual pupils perceive themselves to be in their SEAL development against five key Learning Outcomes. The outcomes are clearly linked to the five domains of SEAL so teachers and pupils can gather a picture of which domains individuals are strongest in and which need developing further. Key

SA Self awareness MF Managing feelings E Empathy M Motivation SS Social skills

Instructions Pupils could complete their sheet at the start of the theme as a way of setting goals for themselves and again at the end of a theme to see if they have developed further. They may just complete it at the end of the theme. Whichever way is chosen, it will provide information about a pupilâ&#x20AC;&#x2122;s perception of their ability in certain areas of SEAL and can be used to prompt further discussion or support.

primary SEAL assessment guide and materials

SEAL Ladder of Success Year one

New Beginnings Name

Date

I feel good about the ways we are similar in the group and the ways I am different.

I know some ways to calm myself down when I am scared or upset.

I can sometimes tell if other people are feeling sad or scared and I know how to make people feel better.

I know some ways to solve a problem.

I can help to make my class a good place to learn.

SELECT

Buddy script 1. How well did you achieve your goals? Choose a face. 2. What could you do to move one step higher on each ladder? © Copyright 2012 Hackney Learning Trust, All rights reserved. This page may be copied for the purposes of the ‘Primary SEAL Assessment Guide and Materials’.

primary SEAL assessment guide and materials

SEAL Ladder of Success Year two

New Beginnings Name

Date

I feel safe and content within my class.

I know some more ways to calm myself down when I feel scared or upset.

I can sometimes tell if other people are feeling sad or scared and I know how to make people feel better.

I know some ways to solve a problem.

I can help to make my class a good place to learn.

SELECT

primary SEAL assessment guide and materials

SEAL Ladder of Success Year three

New Beginnings Name

Date

I know that I am valued at school because…

I manage my feelings and usually find a way to calm down when necessary.

I know how it feels to be happy, sad or scared and can usually tell if other people are feeling these emotions.

I know some more ways to solve a problem.

I can give and accept a compliment.

People include me and show interest in how I am and what I have to say.

Buddy script 1. How successful do you think you have been at achieving the goal at the end of each ladder? Choose a number. 2. What could you do to move one step higher on each ladder? © Copyright 2012 Hackney Learning Trust, All rights reserved. This page may be copied for the purposes of the ‘Primary SEAL Assessment Guide and Materials’.

primary SEAL assessment guide and materials

SEAL Ladder of Success Year four

New Beginnings Name

Date

I know how to join a group.

I manage my feelings and usually find a way to calm down when necessary.

I know what it’s like to feel unwelcome and can help someone to feel welcome.

I can use the problem solving process to solve a problem.

I understand my rights and responsibilities in school.

primary SEAL assessment guide and materials

SEAL Ladder of Success Year five

New Beginnings Name

Date

I know that I am valued at school.

I have some strategies to cope with uncomfortable feelings and to calm myself down when necessary.

I know how others may be feeling when they are in an unfamiliar situation.

I can explain how I go about solving a problem and can give you an example of a problem I have solved.

I understand my rights and responsibilities in school.

primary SEAL assessment guide and materials

SEAL Ladder of Success Year six

New Beginnings Name

Date

I have worked with and talked to everyone in my class.

I have some strategies to cope with uncomfortable feelings and to calm myself down when necessary.

I know how others may be feeling when they are in an unfamiliar situation.

I work well in a group and can tell you what helps my group to work well together.

I understand my rights and responsibilities in school.

primary SEAL assessment guide and materials

SEAL Ladder of Success Year one

Getting on and falling out Name

Date

I know when I am starting to feel angry.

I know how to make up with a friend when we have fallen out.

I can work well in a group.

I can tell you what being a good friend means to me.

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

SELECT

primary SEAL assessment guide and materials

SEAL Ladder of Success Year two

Getting on and falling out Name

Date

I know that sometimes anger builds up and that I can be overwhelmed by my feelings.

I can see things from someone else’s point of view.

I can decide with my group about how well we have worked together.

I can make someone else feel good by giving them a compliment.

I know what to say when someone gives me a compliment.

SELECT

primary SEAL assessment guide and materials

SEAL Ladder of Success Year three

Getting on and falling out Name

Date

I know what my triggers are for anger.

I know how our bodies change when we start to get angry.

I can use peaceful problem solving to sort out difficulties.

I know how to be a good listener (taking turns).

I know how to give and receive a compliment.

primary SEAL assessment guide and materials

SEAL Ladder of Success Year four

Getting on and falling out Name

Date

I understand why it is important to calm down before I am overwhelmed by feelings of anger.

I can tell you some of the ways I can stop myself being overwhelmed by feelings of anger.

I can use peaceful problem solving to sort out difficulties.

I can take on a role in a group and contribute to the overall outcome.

I can tell you lots of ways to give ‘friendship tokens’ to other people.

primary SEAL assessment guide and materials

SEAL Ladder of Success Year five

Getting on and falling out Name

Date

I know: • What my triggers for anger are. • What happens when I get angry. • Some ways to calm myself down.

I know I am responsible for the choices I make and the way I behave, even if I am angry.

I can say things and do things that are likely to make a difficult situation better.

I can tell you some things that good leaders should do.

I can accept and appreciate people’s friendship and try not to demand more than they wish to give.

primary SEAL assessment guide and materials

SEAL Ladder of Success Year six

Getting on and falling out Name

Date

When I am working in a group I can listen to people when they don’t agree with me and think about what they have said.

I try to recognise when I, or other people, are pre-judging people and I make an effort to overcome my own assumptions.

I can recognise when I am using an excuse instead of finding a way around a problem.

I can make a personal or long term plan and break it down into smaller, achievable goals.

I know that it is up to me to get things done by taking the first step.

primary SEAL assessment guide and materials

SEAL Ladder of Success Year one

Going for Goals Name

Date

I can tell you some of my strengths as a learner.

I can tell you how I learn best.

I can choose a sensible goal.

I can resist distractions.

I can learn from my successes.

SELECT

primary SEAL assessment guide and materials

SEAL Ladder of Success Year two

Going for Goals Name

Date

I can tell you how I learn best.

I can break down a goal into a small steps.

I know some ways to overcome boredom and frustration.

I can think of lots of different ideas or solutions to problems.

I can tell you what I might do differently to learn more effectively.

SELECT

primary SEAL assessment guide and materials

SEAL Ladder of Success Year three

Going for Goals Name

Date

I can tell you about myself as a learner.

I can set success criteria so that I know whether I have reached my goal.

I know how others can help me to achieve my goals and how I can help others.

I can recognise when I have reached my goal or been successful with my learning.

I can tell you what has gone wrong with a plan and why.

primary SEAL assessment guide and materials

SEAL Ladder of Success Year four

Going for Goals Name

Date

I can use my strengths as a learner.

I know how my feelings can influence my learning.

I can break down a goal into a number of steps and wait for the result.

I know when to keep trying and when to try something else.

I can recognise when I have reached my goal or been successful with my learning.

100

primary SEAL assessment guide and materials

SEAL Ladder of Success Year five

Going for Goals Name

Date

I know the skills and attributes to be an effective learner.

I know what some of the people in my class like or admire about me.

I can set myself a goal or challenge.

I can tell you what I need to learn next.

I can recognise when I have reached my goal or been successful with my learning.

primary SEAL assessment guide and materials

101

SEAL Ladder of Success Year six

Going for Goals Name

Date

I can recognise when I am using an excuse instead of finding a way around a problem.

I can make a personal or longterm plan and break it down into smaller, achievable goals.

I know that it is up to me to get things done by taking the first step.

I can try again even when I have been unsuccessful.

I can consider the consequences of possible solutions or reaching my goals for myself, others and for communities or groups.

102

primary SEAL assessment guide and materials

SEAL Ladder of Success Year one

Good to be me Name

Date

I can tell you about my ‘gifts and talents’.

I can tell you something that makes me feel proud.

I can tell when I am feeling worried or anxious.

I can explain some things that help me stop worrying.

I can use the problem solving process.

SELECT

primary SEAL assessment guide and materials

103

SEAL Ladder of Success Year two

Good to be me Name

Date

I can tell you the things that I am good at and those things that I find difficult.

I can tell when a feeling is weak and when it is strong.

I know what makes me feel relaxed and what makes me stressed.

I can be still and quiet and relax my body.

I can tell when it is right to stand up for myself.

SELECT

104

primary SEAL assessment guide and materials

SEAL Ladder of Success Year three

Good to be me Name

Date

I know about myself and how I learn.

I can tell you what feeling surprised is like.

I can tell when I should share a worry.

I can relax when I want to.

I know how to be assertive.

primary SEAL assessment guide and materials

105

SEAL Ladder of Success Year four one

New Beginnings Good to be me Name

Date

I can tell you the things I am good at.

I can recognise when I find something difficult and do something about it or cope with how that makes me feel.

I use strategies to help me cope with feelings of disappointment and feelings of hopelessness.

I can recognise when I am beginning to get upset or angry and have some ways to calm down.

I can stop and think before I act.

106

primary SEAL assessment guide and materials

SEAL Ladder of Success Year five

Good to be me Name

Date

I can explain how I am feeling even if I have mixed feelings.

I understand that sometimes the feeling part of my brain takes over and I might make mistakes.

I can feel positive even when things are going wrong.

I can disagree with someone without falling out.

I can make a judgement about whether to take a risk.

primary SEAL assessment guide and materials

107

SEAL Ladder of Success Year six

Good to be me Name

Date

I accept myself for who and what I am.

I can recognise when I am feeling worried.

I can recognise when I am being overwhelmed by my feelings and can use a calming down strategy.

I can feel positive even when things are going wrong.

I can behave in an assertive way using appropriate body language and tone of voice.

108

primary SEAL assessment guide and materials

SEAL Ladder of Success Year one

RELATIONSHIPS Name

Date

I know the people who are important to me.

I can tell you something that has made me jealous.

I understand that being unkind and hurting someone doesn’t make me feel better.

I can think of ways to make me feel better when I feel hurt.

I can make myself feel better without hurting others.

SELECT

primary SEAL assessment guide and materials

109

SEAL Ladder of Success Year two

RELATIONSHIPS Name

Date

I can tell when I feel cared for.

I can tell you how I feel when I lose someone or something I care about.

I can talk about my feelings when I feel alone or when I have to share something or someone that is important to me.

I understand that if someone leaves me they might still love me.

I understand that people have to make hard choices and sometimes they have no choice.

SELECT

110

primary SEAL assessment guide and materials

SEAL Ladder of Success Year three

RELATIONSHIPS Name

Date

I can tell when something is my fault and when something is not my fault.

I can take responsibility for my behaviour.

I know how to make a good choice.

I can take responsibility for what I choose to do.

I can tell you how I feel about the people or animals in my life.

primary SEAL assessment guide and materials

111

SEAL Ladder of Success Year four

RELATIONSHIPS Name

Date

I understand how I might hurt others.

I know how most people feel when they lose something or someone they love.

I can tell you how I feel about the important people or animals in my life.

I can tell you about someone I no longer see.

I understand that we remember people even if we no longer see them.

112

primary SEAL assessment guide and materials

SEAL Ladder of Success Year five

RELATIONSHIPS Name

Date

I can tell you about a time that I felt embarrassed and what it felt like.

I know some things to do when I feel embarrassed that will not make things worse.

I know how to make people feel good about themselves.

I can use a problem solving approach to sorting out an embarrassing situation.

I can recognise when I am using a put-down.

primary SEAL assessment guide and materials

113

SEAL Ladder of Success Year six

RELATIONSHIPS Name

Date

I can use some strategies to manage feelings associated with loss.

I understand that different people show their feelings in different ways.

I can tell you about the people who are important to me.

I can help support someone who is unhappy because they have lost someone or something.

I can think about when to forgive someone.

114

primary SEAL assessment guide and materials

SEAL Ladder of Success Year one

CHANGES Name

Date

I can tell you some things about me that have changed and some things that will not change.

I can tell you how I might change in the future.

I know different ways that help me to learn to do things.

I can tell you about changes that I can make happen.

I know that to make some changes is hard and takes a long time.

SELECT

primary SEAL assessment guide and materials

115

SEAL Ladder of Success Year TWO

CHANGES Name

Date

I can tell you what a habit is and know that it is hard to change one.

I know what it means when something is or isn’t your fault.

I can tell you about a plan that I have made to change something about my behaviour.

I can plan to overcome obstacles.

I know that I make my own choices about my behaviour.

SELECT

116

primary SEAL assessment guide and materials

SEAL Ladder of Success Year THREE

CHANGES Name

Date

I know that change can be really good and can tell you about some changes that have made our lives much better.

I can tell you about some of the things that have changed in my life and how I feel about them.

I know that even changes we want to happen can sometimes feel uncomfortable.

I know some ways of dealing with the feelings that sometimes arise from change.

I can think about ways to overcome obstacles.

primary SEAL assessment guide and materials

117

SEAL Ladder of Success Year FOUR

CHANGES Name

Date

I can tell you why I behave as I do when I am finding a change difficult.

I can tell you how I would feel if a change that I didn’t want to happen was imposed on me.

I know some ways of dealing with the feelings that sometimes arise from change.

I can sometimes understand why other people are behaving as they are when they are finding a change difficult.

I can tell you how it feels to belong to a group and know it is important for everyone.

118

primary SEAL assessment guide and materials

SEAL Ladder of Success Year FIVE

CHANGES Name

Date

I can tell you about a time that I felt embarrassed and what it felt like.

I know some things to do when I feel embarrassed that will not make things worse.

I know how to make people feel good about themselves.

I can use a problem solving approach to sorting out an embarrassing situation.

I can recognise when I am using a put-down.

primary SEAL assessment guide and materials

119

SEAL Ladder of Success Year SIX

CHANGES Name

Date

I can tell you some of the good things about me and that my classmates like and value.

I understand why I behave the way I do sometimes when I feel uncomfortable.

I have some strategies for managing the feelings I might have when I change schools.

I know that many children have mixed feelings about going to secondary school.

I try to understand other people’s behaviour by thinking about what they might be feeling or thinking.

120

primary SEAL assessment guide and materials

Self Review

SEAL Assessment Materials

Primary SEAL ASSESSMENT Materials

Self Review The End of Theme Self Review gives pupils the opportunity to think about their learning throughout an entire theme and consider examples of when they have used various strategies or demonstrated particular skills. The questions for reflection and enquiry stimulate deeper thinking and provide further challenge. The Self Review should ideally form a lesson in itself with plenty of group and peer discussions and individual reflection.

Instructions Pupils write considered examples of when they have used various strategies or demonstrated particular skills against each stratement or question. Whole class and/or SEAL Buddy discussions should be encouraged prior to pupils writing their individual reflections. Some pupils will need an adult to scribe their responses.

122

primary SEAL assessment guide and materials

Self Review Year one

New Beginnings Name

Date

The best things about my class are…

Some of the things I could do to make the classroom a nice place to learn are …

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words would you use to describe how you feel about starting Year 1? happy, calm, welcome, belong

nervous, worried, excited, comfortable, uncomfortable

sad, scared

Can you draw yourself learning in Year 1?

Challenge: Write or draw to complete this sentence If we never made a mistake the world would be like this...

Teacher’s comments

primary SEAL assessment guide and materials

123

Self Review Year two

New Beginnings Name

Date

Some of the things I could do to make the classroom a nice place are …

What could you do to make a visitor feel welcome? When a visitor comes I will …

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words would you use to describe how you feel about starting something new? happy, calm, welcome, belong

nervous, worried, excited, comfortable, uncomfortable

sad, scared

Can you write how you felt when starting something new?

Challenge: Choose 1 of these questions to answer. 1. Why aren’t people nice all the time? 2. What would the world be like if everyone was nice all the time?

Teacher’s comments

124

primary SEAL assessment guide and materials

Self Review Year three

New Beginnings Name

Date

What are your gifts and talents?

What have you done to help the class work well together?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words would you use to describe how you feel about starting something new? Can you write a paragraph describing how you felt when starting something new? motivated, enthusiastic, hopeful

excited, nervous

worried, anxious, frightened

Think of a problem you have solved. What did you do?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. Why aren’t we all good at everything? 2. Are some gifts and talents more important than others?

Teacher’s comments

primary SEAL assessment guide and materials

125

Self Review Year four

New Beginnings Name

Date

What have you done this week to make our school a special place?

What have you learned from thinking about new beginnings? Has it changed the way you think or understand things?

What do you think you can do now that you couldn’t do at the beginning of this topic?

excited, nervous

worried, anxious, frightened

Can you think of a time when you needed to calm yourself down? What strategies did you use?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. As long as I don’t hurt or upset you, do I have the right to be who I want to be? 2. I wonder if we should always share our things. What do you think?

Teacher’s comments

126

primary SEAL assessment guide and materials

Self Review Year Five

New Beginnings Name

Date

Have you managed to calm yourself down when you needed to?

What made you feel you needed to calm down? What did you do?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words would you use to describe how you feel about starting something new? Can you write a paragraph describing how you felt when starting something new? motivated, enthusiastic, brave

anticipation, excitement, nervous, nervousness

worried, anxious, petrified, frightened, terrified

Describe some of the things that help you learn and play well together in school?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. What does it mean to say ‘You get out of life what you put in’? 2. What would happen if we all lived alone and only thought of ourselves?

Teacher’s comments

primary SEAL assessment guide and materials

127

Self Review Year six

New Beginnings Name

Date

Can you think of a time when you had to be brave? What happened?

Have you managed to calm yourself down this week? What did you do?

What do you think you can do now that you couldn’t do at the beginning of this topic?

anticipation, excitement, nervous, nervousness

Worried, anxious, petrified, frightened, terrified

What helps you to work well in a group?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. Is everyone’s dream the same? 2. I wonder if dreams can come true. What do you think?

Teacher’s comments

128

primary SEAL assessment guide and materials

Self Review Year one

Getting on and falling out Name

Date

A good friend is someone who...

How have you been a good friend this week?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe how you feel and behave with your friends? give compliments, get on, peaceful, cooperation

fall out, conflict, angry

make up, problem solving, apologise (say sorry), forgive

Can you draw yourself being a good friend?

Challenge: Speak or write to answer this question... Can you be friends when you have fallen out?

Teacher’s comments

primary SEAL assessment guide and materials

129

Self Review Year two

Getting on and falling out Name

Date

A time when someone gave me a compliment this week was... When someone gives me a compliment I feel...

By seeing things from someone else’s point of view it helps me to...

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe how you feel and behave with your friends? give compliments, get on, peaceful, cooperation

fall out, conflict, angry

make up, problem solving, apologise (say sorry), forgive

Can you draw yourself making up with a friend? What did you do and say?

Challenge: Choose 1 of these questions to answer. 1. Why do we want friends? 2. Can arguments ever be good?

Teacher’s comments

130

primary SEAL assessment guide and materials

Self Review Year three

Getting on and falling out Name

Date

Describe a time when you have been able to see a situation from someone else’s point of view.

Describe a time when you sorted out a problem using peaceful problem solving. What was the problem? What did you do? How did things end up?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe how you feel and behave with your friends? give compliments, get on, peaceful, cooperation

fall out, conflict, angry

make up, problem solving, apologise (say sorry), forgive

Can you draw yourself making up with a friend? What did you do and say?

Which of these words would you use to describe your feelings and the strategies that helped you when working with others? 1. Why do we want friends? 2. Can arguments ever be good?

Teacher’s comments

primary SEAL assessment guide and materials

131

Self Review Year four

Getting on and falling out Name

Date

Describe a time when you worked really well as a group. What are the things that people did or said that made the group work well? How did you know that you had worked well?

Describe a time that you were friendly with someone you don’t often speak to. What did you do? What was good about the experience? Did anything surprise you?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words would you use to describe your feelings and the strategies that helped you when working with others? leader, reporter, scribe, timekeeper, cooperation

anger, frustration, fun, enjoyable, challenging

resolve a conflict, win-win solution, peaceful problem solving

Describe a time when somebody made you feel good by something they said or did.

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. I wonder if it is always possible to sort things out so everyone feels happy. What do you think? 2. I wonder how we know when to think of ourselves and when to think of others. What do you think?

Teacher’s comments

132

primary SEAL assessment guide and materials

Self Review Year five

Getting on and falling out Name

Date

What have you learned about working in a group?

Has what you have learned about anger changed any of your behaviour? Can you think of a time that you considered the consequences and did not do something silly?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words would you use to describe some of the strategies you have used to resolve a conflict? short-term consequences, long-term consequences, ‘reframing a situation’, taking responsibility, ‘I message’, peaceful problem solving

Have you successfully made up arguments or sorted out problems with friends? What did you do?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. What would the world be like if there were no friends? 2. What would the world be like if there were no leaders?

Teacher’s comments

primary SEAL assessment guide and materials

133

Self Review Year six

Getting on and falling out Name

Date

In what ways do you think you have got better at working in a group?

Describe a time when you ‘reframed’ a situation, or looked at it from another perspective?

What do you think you can do now that you couldn’t do at the beginning of this topic? How did it help you?

Describe a time when you have chosen to ‘be yourself’ rather than fit in and be the same as everyone else?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. If lots of people think something, does it mean they are right? 2. Is it better to follow or to lead?

Teacher’s comments

134

primary SEAL assessment guide and materials

Self Review Year one

Going for Goals Name

Date

The goals I set for myself were…

How easy did you find it to achieve your goals? Were there times that it got difficult?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe how you felt when working towards your goal? achievement, successful, proud, satisfied

frustrated, bored, distracted, challenging

persistent, eager hardworking

Draw yourself learning – what helps you learn best?

Challenge: Speak or write to answer this question... Should you always get your own way?

Teacher’s comments

primary SEAL assessment guide and materials

135

Self Review Year two

Going for Goals Name

Date

What did you learn about how to keep going when you feel fed up?

How easy was it to keep to a plan? What helped you?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe how you felt when working towards your goal? achievement, successful, proud, satisfied

frustrated, bored, distracted, challenging

persistent, eager hardworking

What can you do to help you persevere if you have a difficult or boring task?

Challenge: Choose 1 of these questions to answer. 1. Whose goals are more important, yours or your friend’s? 2. Whose goals are more important, a child’s or an adult’s?

Teacher’s comments

136

primary SEAL assessment guide and materials

Self Review Year three

Going for Goals Name

Date

What have you learned about setting goals?

What helps you to achieve a goal?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words did describe things you felt or experienced when working towards your goal? target, responsibility

obstacle, barrier, frustration, boredom

perseverance, respect, encouragement

What could you say to someone else to encourage them to achieve their goal?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. Is it OK to stay still and do nothing? 2. Should you always be working towards a goal?

Teacher’s comments

primary SEAL assessment guide and materials

137

Self Review Year four

Going for Goals Name

Date

What goal did you set yourself? What helped you to persevere with it?

What did you say to yourself to keep you going when things got difficult or boring?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words did describe things you felt or experienced when working towards your goal? target, responsibility

obstacle, barrier, frustration, boredom

perseverance, respect, encouragement

What can others do to support you with achieving your goals?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. What should you do if by achieving your goal you stop your friend from achieving his or hers? 2. Is winning important?

Teacher’s comments

138

primary SEAL assessment guide and materials

Self Review Year five

Going for Goals Name

Date

Have you set yourself any goals in other areas of the curriculum or at home? What were they?

How did you keep going when things got difficult or boring?

What do you think you can do now that you couldn’t do at the beginning of this topic? How did it help you?

Which of these words describe things you have felt or done when working towards your goal? set target, perseverance

obstacles, excuses, consequences

admiration, pride, relief, success achievement

What could you do or say to other people to support them with achieving their goals?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. What would happen if you didn’t have a goal? 2. What is better: to set a difficult goal and fail to reach it or an easy goal and succeed?

Teacher’s comments

primary SEAL assessment guide and materials

139

Self Review Year six

Going for Goals Name

Date

Have you broken down a task into smaller steps? What happened? Did it help you reach your goal?

Think of a goal you have achieved. What helped you to persevere when things got difficult or boring?

Which of these words describe things you have felt or done when working towards your goal?

Which of these words describe things you have felt or done when working towards your goal? set target, perseverance

obstacles, excuses, consequences

admiration, pride, relief, success achievement

What would be a sensible reward that you could give yourself when you achieve a goal?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. Is it better to teach someone to do something or do it for them? 2. Is it ever all right to say ‘I can’t do it’?

Teacher’s comments

140

primary SEAL assessment guide and materials

Self Review Year one

GOOD TO BE ME Name

Date

I felt proud of myself this week when…

I felt proud of my class this week when…

What do you think you can do now that you couldn’t do at the beginning of this topic?

Talk to your SEAL Buddy about what these words mean… relax, relaxed, relaxation

problem solving

tense, anxious, worried, proud

If you feel worried about something, what helps you to feel better?

Challenge: Speak or write to answer this question… Is it ever wrong to feel proud?

Teacher’s comments

primary SEAL assessment guide and materials

141

Self Review Year two

GOOD TO BE ME Name

Date

Have you felt tense this week/today? How did you know you were tense? What were the signs?

What does it feel like if you are relaxed?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Talk to your SEAL Buddy about what these words mean… relax, relaxed, relaxation

problem solving

tense, anxious, worried, proud

Describe a time you stood up for yourself, but not in a cross way?

Challenge: Choose 1 of these questions to answer. 1. How do you know when to relax? 2. Can you ever be too relaxed?

Teacher’s comments

142

primary SEAL assessment guide and materials

Self Review Year three

GOOD TO BE ME Name

Date

Think about a time when you gave someone a nice surprise? How did it feel?

Describe a time when someone gave you a nice surprise. How did it feel?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe how you have felt about your learning in the past? surprised, relaxed, hopeful, assertive

worried, anxious, threatened, passive

angry, disappointed, hopeless, aggressive

What do you do to help you relax?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. What would happen if everything was a surprise? 2. How would you feel if the same thing happened every day?

Teacher’s comments

primary SEAL assessment guide and materials

143

Self Review Year Four

GOOD TO BE ME Name

Date

What are you good at?

How do you know that you are starting to get upset or angry? What are the signs?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe how you have felt about your learning in the past? surprised, relaxed, hopeful, assertive

worried, anxious, threatened, passive

angry, disappointed, hopeless, aggressive

What do you do to help yourself cope with feelings of disappointment?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. Is it better to live in hope or to live without hope? 2. Is it ever right to give up hope?

Teacher’s comments

144

primary SEAL assessment guide and materials

Self Review Year Five

GOOD TO BE ME Name

Date

Describe a time when you felt proud.

Can you think of a time when you took a worthwhile risk?

What do you think you can do now that you couldn’t do at the beginning of this topic? How did it help you?

Which of these words describe how you have felt about your learning in the past? proud, excited, enthusiastic, assertive, aggressive

boastful, worried, anxious, passive

scared, inadequate, useless, stressed

Have you used any strategies to help you feel better when you are feeling down? What happened?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. Can you disagree with a friend? 2. How do you know when you are right?

Teacher’s comments

primary SEAL assessment guide and materials

145

Self Review Year six

GOOD TO BE ME Name

Date

What do you like about yourself?

Describe a time when you have experiences peer pressure. How did you deal with it?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe how you have felt about your learning in the past? proud, excited, enthusiastic, assertive, aggressive

boastful, worried, anxious, passive

scared, inadequate, useless, stressed

Have you stopped and thought before you said something to hurt someone? What did you do and what happened?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. How can we know when we are right? 2. How can you like yourself even if you do something that you know is not right?

Teacher’s comments

146

primary SEAL assessment guide and materials

Self Review Year one

RELATIONSHIPS Name

Date

The people who are important to me are…

I was proud of my friend… when…

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words would you use to describe how you sometimes feel when you are with your friends? important, cared for, loved, proud

jealous, envious

unkind, hurt, lonely, loss

What would you do if you started to feel jealous?

Challenge: Speak or write to answer this question… What would happen if everyone was exactly like everyone else?

Teacher’s comments

primary SEAL assessment guide and materials

147

Self Review Year two

RELATIONSHIPS Name

Date

How can you tell if someone cares for you?

How do you show people that you care for them?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words would you use to describe how you sometimes feel when you are with your friends? important, cared for, loved, proud

jealous, envious

unkind, hurt, lonely, loss

How many words can you think of to describe how you feel when someone you love leaves you?

Challenge: Choose 1 of these questions to answer. 1. Do you think one person can own another person or animal? 2. Can you love more than one person at once?

Teacher’s comments

148

primary SEAL assessment guide and materials

Self Review Year three

RELATIONSHIPS Name

Date

Describe a time when you made amends for a mistake you made. What happened?

Describe a time when you had to make an important choice. How did you decide what to do?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe feelings you have experienced? Tell your SEAL Buddy what it was like for you when you had those feelings. love, proud

guilty, ashamed, regret, remorse

miss, alone

What would you do if you wanted to do something that might make you feel guilty?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. What would happen if everything was a surprise? 2. How would you feel if the same thing happened every day?

Teacher’s comments

primary SEAL assessment guide and materials

149

Self Review Year four

RELATIONSHIPS Name

Date

Choose and describe an important person in your life.

What could you do to celebrate the life of someone you cared about?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe feelings you have experienced? Tell your SEAL Buddy what it was like for you when you had those feelings. love, proud

guilty, ashamed, regret, remorse

miss, alone

How would you help someone who was feeling unhappy because a pet had died?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. What would happen if everyone lived forever? 2. Why do we remember people who lived a long time ago?

Teacher’s comments

150

primary SEAL assessment guide and materials

Self Review Year five

RELATIONSHIPS Name

Date

Describe a time when you felt embarrassed. What did it feel like?

What sort of things could you do to help someone else when they are feeling embarrassed?

What do you think you can do now that you couldn’t do at the beginning of this topic? How did it help you?

Which of these words describe how you have felt when you have been embarrassed? humiliated, disbelief, despair, sadness

shock, denial, anger

forgiveness, make amends, acceptance

List as many compliments as you can think of that you could say to someone to help them feel good about themselves.

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. Do you think it is ever a good thing to feel embarrassed? 2. Why do you think some people get embarrassed when others don’t?

Teacher’s comments

primary SEAL assessment guide and materials

151

Self Review Year six

RELATIONSHIPS Name

Date

Describe a time when it helped to share your feelings with someone.

Describe a time when you have forgiven someone.

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe how you have felt when you have been embarrassed? humiliated, disbelief, despair, sadness

shock, denial, anger

forgiveness, make amends, acceptance

How would you help someone who was feeling unhappy because someone close had died or moved away?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. Why do you think people feel sad when someone dies or they are left by someone they care for? 2. Should we always forgive?

Teacher’s comments

152

primary SEAL assessment guide and materials

Self Review Year one

CHANGES Name

Date

Things about me that will change are…

Things about me that will stay the same are…

What do you think you can do now that you couldn’t do at the beginning of this topic?

Talk to your SEAL Buddy about what these words mean… changes

frustrated, obstacles, determined, habit

my fault, not my fault, responsibility

How can we get better at learning things?

Challenge: Speak or write to finish this sentence. It is important to try hard all the time because…

Teacher’s comments

primary SEAL assessment guide and materials

153

Self Review Year two

CHANGES Name

Date

Describe a time when you have overcome obstacles to achieve something.

Have you ever made a plan to change something? What happened?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Talk to your SEAL Buddy about what these words mean… changes

frustrated, obstacles, determined, habit

my fault, not my fault, responsibility

How would you try to change your behaviour or to help someone who wantsto change their behaviour?

Challenge: Choose 1 of these questions to answer. 1. If something works why would you want to change it? 2. How do we know when change is good and when it is bad?

Teacher’s comments

154

primary SEAL assessment guide and materials

Self Review Year Three

CHANGES Name

Date

Can you describe any changes that have made your life better?

Describe how you have dealt with an uncomfortable change.

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe the feelings you have experienced leading up to or during a change? anticipation, anxious, nervous, frightened, excitement

Boredom, resentment, rejected, left out

belonging, accepted

What is your plan for overcoming obstacles in order to achieve your goal?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. Why do changes make us feel uncomfortable? 2. What would the world be like if things changed all the time?

Teacher’s comments

primary SEAL assessment guide and materials

155

Self Review Year four

CHANGES Name

Date

How would it feel if a change that you didn’t want to happen was imposed on you?

Why do you think some people behave differently when they find a change difficult?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Which of these words describe the feelings you have experienced leading up to or during a change? anticipation, anxious, nervous, frightened, excitement

Boredom, resentment, rejected, left out

belonging, accepted

What strategies could you use to deal with the feelings that sometimes arise from change?

Challenge: Answer this question in a full paragraph. Why do things change?

Teacher’s comments

156

primary SEAL assessment guide and materials

Self Review Year Five

CHANGES Name

Date

Describe a time when you experienced a change that you didn’t want to happen but it turned out for the best.

What are your ‘sore spots’?

What do you think you can do now that you couldn’t do at the beginning of this topic? How did it help you?

Talk to your SEAL Buddy about what these words mean… insecure, secure, fault

sore spot, over-reaction, gossip, rumour

mixed feelings, empathy, empathise

How can you help yourself to stay calm when someone has touched a ‘sore spot’?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. What would a world without change be like? 2. How do we know when to stop changing?

Teacher’s comments

primary SEAL assessment guide and materials

157

Self Review Year six

CHANGES Name

Date

Describe how you feel about going to your new school.

What skills will help you with moving to your new school?

What do you think you can do now that you couldn’t do at the beginning of this topic?

Talk to your SEAL Buddy about what these words mean… insecure, secure, fault

sore spot, over-reaction, gossip, rumour

mixed feelings, empathy, empathise

What strategies could you or someone else use to help you with the feelings you might experience when moving schools?

Challenge: Choose 1 of these questions and answer in a full paragraph. 1. Why are we afraid of new things? 2. What would happen if no one were ever afraid?

Teacher’s comments

158

primary SEAL assessment guide and materials

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