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        Content                                                                       Page number

   1.   Introduction                                                                        1
   2.   Aspects of SEAL                                                                     2
   3.   Outcomes of acquiring the 5 skills                                                  3
   4.   Themes in SEAL                                                                      4
   5.   Links with Religious Education                                                      5
   6.   SIAS and the distinctive Christian character of the school                          6
   7.   How to ensure SEAL is successful in school                                          7
   8.   Policy Statements                                                                   8

   Appendix 1 Policy Statement on spiritual, moral, social and cultural development         9
   Appendix 2 SEAL themes and the relationship with Christianity                            15
1. Introduction:

SEAL is based upon the notion that skills are effectively learnt through:

    -   A whole school approach to creating the climate and conditions for learning that implicitly promote the skills and allow these to be
        practised and consolidated;
    -   Direct and focused learning opportunities (during tutor time and across the curriculum)
    -   Using learning and teaching approaches that support students to learn new skills and consolidate those already learnt
    -   Staff development
                                                                                                                             The National Strategy

 Spiritual, social, moral and cultural development is delivered through the whole curriculum and also through Social and emotional aspects of
learning (SEAL) (ECM outcomes 1 and 2), Community cohesion (ECM outcome 4) and Well being (ECM outcome 2 and 3). SEAL especially, but not
exclusively, offers opportunities for spiritual, social and moral development. Small group work and family intervention is encouraged in SEAL
which will promote SMSC.

In a church school, a whole school approach is embodied within the mission statement which indicates the climate and conditions for learning
within a Christian ethos. A church school may take lines of the mission statement and explore them in worship in order to make the statement
‘alive’. A school prayer can support the mission statement by placing the attitude and behaviour of staff and children within the love of Jesus

2. Aspects of SEAL

There are five broad aspects of learning in SEAL:

    -    Self-awareness
    -    Managing feelings
    -    Motivation
    -    Empathy
    -    Social skills

A follower of Christ would want to exemplify all five aspects within the context of a loving God. In a church school the above aspects would be
firmly based within a Christian ethos. All aspects are exemplified within the life of Jesus himself.

Examples of how the aspects are evident in the life of Jesus:

Self-awareness        Jesus was self aware in that he understood his identity as the son of God.

Managing feelings     Jesus learnt to manage human feelings as shown in his grief at Lazarus’ death.

Motivation            He was motivated by God to tell everyone about God’s love for them

Empathy               He was empathetic to the woman from Samaria whose daughter was ill and whom he initially refused to help

                      Jesus knew how to socialise as demonstrated in that he had twelve close friends/disciples with whom he spent three
Social skills

3. Outcomes of acquiring the 5 skills:

When children have good skills in the five broad areas of SEAL they will be motivated
                                                                                        A church school would add:
- Be effective and successful learners                                                  - Become followers of Christ
- Make and sustain friendships                                                          - Be aware of the needs of others across the world
- Deal with and resolve conflict effectively and fairly                                 - Be ready to serve others
- Solve problems with others or by themselves                                           - Be ready to forgive
- Manage strong feelings such as frustration, anger and anxiety
- Be able to promote calm and optimistic states that promote the achievement of goals
- Recover from setbacks and persist in the face of difficulties
- Work and play cooperatively
- Compete fairly and win and lose with dignity and respect for competitors
- Recognise and stand up for the rights of others
- Understand and value the differences and commonalities between people, respecting
  the right of others to have beliefs and values different from their own

4. Themes in SEAL

In SEAL, there are seven themes with whole school assembly material and suggested learning opportunities for each year group. SEAL materials
are a spiral resource with an assembly as the lead to a theme. The themes are: new beginnings, getting on and falling out, say no to bullying,
going for goals, good to be me, relationships and changes The classroom material can then be used as a support for the theme according to the
professional choice of the teacher. The material does not need to be delivered as an extra subject in the curriculum but rather feeds into all
lessons especially circle time and PSHCE.

A church school will want to incorporate the assembly themes (which are mainly secular) into the planning for collective worship and to create
Acts of Worship using the materials in a Christian context. For example, ‘New Beginnings’ might include reference to baptism or the concept of

5. Links with Religious Education

There are many links with SEAL and RE both in the content and in the pedagogy. In the tabled religious Education concepts below, one example
is given showing where there is one link with SEAL especially in attainment target 2:

CONCEPT in RE                          SEAL
Beliefs, teachings and sources         Eg Social skills
                                       Group work to create a collage representing the meaning of the parable of the mustard seed
Practices and ways of life             Eg Empathy
                                       Hot seat activity for Peter the disciple

Expressing meaning                     Eg self-awareness
                                       In pairs create music to express the meaning of the last supper
Identity, diversity and belonging      Eg. Self awareness
                                       Pupil asks in a pair, ‘What question would you ask Jesus if he were in the room?’

Meaning, purpose and truth             Eg Social skills
                                       Should I ever tell a lie? Understanding/interpreting the Ten commandments

Values and commitments                 Eg Managing feelings
                                       Should I hit someone if they hit me? Why? What does ‘turn the other cheek’ mean?

              6. SIAS and the distinctive Christian character of the school

              The grade descriptor for outstanding indicates how the ethos of a church school is evident to SIAS inspectors. The development of skills in SEAL
              will be one of the supporting aides towards outstanding, but will not be the only determinant of the outcome.

               How well do the school’s       How well does the Christian     How well does the Christian     How well do Christian           How well is the spiritual
               Christian values have an       character support the SMSC      character of the school         values motivate the             development of learners
               impact on all learners and     development of all learners     prepare learners to become      relationships between all       enhanced by the school
               enable them to flourish as     whether they are Christian,     responsible citizens?           members of the school           environment?
               individuals?                   of other faiths or of none?                                     community?
               All stakeholders identify      Across the whole curriculum     The Christian character of      All stakeholders relate well    The school environment
               how well Christian values      Christian values consistently   the school has a major          to others and work              makes a major contribution
               have an impact on the          encourage, nourish and          impact on the learners’         cooperatively, relating their   to the spiritual development
               whole curriculum.              challenge the SMSC              understanding of their role     behaviour to Christian          of all learners.

                                              development of all learners     in local, national and global   values. Conflict and
               They describe the impact of
                                                                              communities.                    complaints are consistently
               these on their own and
                                                                                                              resolved speedily,
               others’ motivation, self
                                                                                                              compassionately and in a
               image, understanding,
                                                                                                              spirit of reconciliation and
               achievement and behaviour.

7. How to ensure SEAL is successful in school.

SEAL is successful when it is directly embedded in the Christian values and teaching in the school. Just as a mission statement and a school
prayer are of little use without consultation of the stakeholders, SEAL will not be successful without review by staff (SEAL review document) and
pupils and also staff CPD. Whole school staff CPD ensures awareness of every theme in a personal and professional way and allows discussion in
the context of a distinctively Christian school. As with all whole school improvement, quality headteacher leadership is essential for SEAL to
permeate and become embedded throughout the school in a Christian context.

8. Policy Statements

    Since SEAL threads through the curriculum and the school, it is not necessary to provide another policy statement. The policy for spiritual,
    moral, social and cultural development can incorporate SEAL and indicate the links. It is recommended that any links to SEAL are identified in
    curriculum planning eg pupil discussion about ‘Have you ever felt jealous?’ which may introduce the story of Joseph also links with the
    aspect of ‘relationship’ in SEAL.

Appendix 1 Policy statement on spiritual, moral, social and cultural development

An example of a whole school policy for spiritual, social, moral and cultural development: based upon Bromham C of E Lower School, Grange
Lane, Bromham Beds. MK43 8NR:

Spiritual, Moral, Social and Cultural development whole school policy

The spiritual, moral, social and cultural development (SMSC) of the child is recognised as being of fundamental importance for the education of
all children by Governors, staff and parents of the church school. Along with Social and Emotional Aspects of learning (SEAL), it is delivered
through Acts of Worship and all subjects of the curriculum, in particular, RE and PHSCE. It supports all areas of learning and can contribute to
the child’s motivation to learn. It is recognised that such development will be most successful when the values and attitudes promoted by the
staff provide a model of behaviour for the children. In later years it can enrich the individual’s appreciation of life’s experiences and their
relationships with others.

School Ethos
The Christian values and attitudes promoted by the staff influence the behaviour and attitudes within the school. The quality of relationships
and the atmosphere within the school reflect an appreciation of their shared values.

Social and emotional aspects of learning (SEAL)
The SEAL programme is delivered through half termly lead assemblies taking one of the seven themes. The material is adapted to make an Act of
Worship. All staff teach the theme as a golden thread running through the curriculum and at the end of the half term all classes contribute their
work on the theme which may be through any part of the curriculum during a celebratory assembly. The 5 aspects of self-awareness, managing
feelings, motivation, empathy and social skills are also aspects of spiritual, moral, social and cultural development. Planning indicates where the
aspects of learning in SEAL are covered. SEAL is reviewed annually to make improvements.

Spiritual Development
Opportunities for Spiritual development are relevant to all children not only those who come from Christian homes.

In developing the spirituality of children, they are helped to become aware of:

     •   Prayer as a way of being with God
     •   The human search for meaning and purpose of life which may lead to an understanding and belief of God
     •   The joy of being alive
     •   The beauty of the natural world and God as creator
     •   The mystery and wonder of existence
     •   The world of imagination and creativity
     •   The value of the non-material dimension of life
     •   The need to understand oneself and one’s feelings
     •   The need to value oneself and one’s feelings.
     •   The need to recognise the feelings and achievements of others
     •   The importance of the sacrifice of Jesus

In this way, spiritual development encourages

     •   Developing a relationship with God through Jesus Christ
     •   Self awareness
     •   Reflection
     •   Reasoning
     •   A sense of enduring identity
     •   Good relationships
     •   Co-operation and empathy
     •   The formation of long term ideals
     •   Motivation
     •   The management of feelings

The school will promote spiritual development through:

     •   Fostering high self-esteem by encouraging children to take risks or face challenges in their learning within a secure and positive
     •   Demonstrating its appreciation for work of the child’s imagination and provide opportunities for them to use their own creativity and
     •   Offering opportunities for aesthetic experience in art, music, dance, and literature
     •   Offering opportunities for worship in a local church
     •   Making time for stillness and reflection which may lead to children coming to the threshold of prayer.
     •   Teaching about and from the Bible and making clear its relevance today
     •   Posing questions that encourage children to consider issues of meaning and purpose
     •   Developing good listening skills in the children; the School will show that it is listening to the children through its response to issues
         raised, by them, via the School Council
     •   Showing that it is not always possible to provide an absolute answer and at such times it is a positive experience to value a variety of
         interpretations and responses
     •   Improving co-operation and understanding in relationships, providing opportunities such as group activities where children have
         constructive and enjoyable interaction with others; it is important that they sometimes work with those children who they would not
         normally choose as partners
     •   Fostering emotional well-being by encouraging children to express their feelings and to have the ability to control their emotional
     •   Developing the capacity for evaluative reasoning and critical thought by encouraging children to look beyond the surface

These opportunities appear across the curriculum and are identified in all planning documents.

Moral Development
This relates to the child’s developing understanding of what is “right”, “wrong” and “fair”.
The School will try to build on the moral training within the home while accepting that there might be different approaches between home and

Moral development is concerned with:

     •   Developing the child’s awareness and understanding of the moral code of the communities in which they live; these may or may not be
     •   Helping the child to realise that to enjoy rights we have to accept responsibilities
     •   Developing the child’s understanding of why rules are necessary
     •   Developing the child’s self-discipline so that rules are observed as a point of principle and not out of the fear of sanctions
     •   Teaching and learning about and from the morality of Christian believers
     •   Giving the child the knowledge and ability to question and to reason so that they are capable of deciding on the most appropriate action
         after considering the consequences of an action
     •   Develop the skills necessary to explain their own behaviour
     •   Value physical well being, privacy, feelings, beliefs and rights of others

The School will promote the moral development of the child by:

     •   Showing respect to all adults in school e.g. Teachers, TAs, Dinner Ladies and Parent Helpers because each person is made in the image of
     •   Having a consensus of values that are stated clearly and owned by everyone, especially the children and involving the child in the
         evaluation of these
     •   Building up the self- esteem of the child
     •   Encouraging everyone within the school to behave in an acceptable way towards one another
     •   Training children in understanding the consequences of their actions

Opportunities to promote moral development will be provided particularly during Circle Time, the School Council and Acts of Worship.

Social Aims

Social development is encouraged in all lessons, the playground and with any interaction with peers and adults.

The school will promote opportunities for social development through:

     •   providing opportunities for pupils to work in groups and in pairs to experience a variety of social roles
     •   providing opportunities for boys and girls to experience working co-operatively in partnership
     •   providing opportunities for pupils to exercise leadership and responsibility
     •   providing opportunities for pupils to learn to respond to the initiatives of others, and what it means to share a common purpose
     •   providing opportunities for pupils to be involved in a decision-making process which involves democratic participation

Cultural Development
Development in this area allows the child to recognise that all cultural groups are distinctive. Culture is the embodiment of shared beliefs,
knowledge, customs and values of that group. The child needs to appreciate the distinctive features of their own culture and those of others.
This will help children to answer the questions “Who am I” and “Where do I fit in?” Cultures are dynamic and are constantly being re-shaped.

The School will promote cultural development through:

     •   Exposing children to a wealth of stimuli from their own culture and those of others. This will be taught through the whole curriculum in
         particular RE (where the diversity of Christianity is encountered), Literature and Music. Visits out of school and visitors to the school will
         support this teaching
     •   Encouraging participation in and appreciation of the wealth of cultural traditions and the beliefs associated with these
     •   Encouraging tolerance and appreciation of the beliefs, value and customs of different cultures

Appendix 2 SEAL themes and the relationship with Christianity

                                                           Key stage 1
                                                                                                 Key stage 2
                                                           Examples of Christian story/belief
     SEAL Theme                  Aspect of Learning                                              Examples of Christian story/belief in relation
                                                           in relation to class/assembly
                                                                                                 to class/assembly activity links
                                                           activity links

                                                          Baptism (belonging to clubs,
                                 Self awareness                                                  Easter: resurrection
1. New Beginning                                          families, church)
                                 Social Skills                                                   Pentecost: birth of church
                                                          Christmas: Mary

                                                                                                The unforgiving servant Matthew: 18
                                                                                                Jacob and Esau Genesis: 25, 27, 33
                                 Empathy                  Parable of the prodigal son
                                                                                                Sermon on the mount: Turn the other cheek
2. Getting on and falling out    Managing Feelings        (forgiveness) Luke :15
                                 Social Skills            Jonah: falling out with God
                                                                                                Parable of the workers in the vineyard

                                Self awareness            David and Goliath the bully.
                                Empathy                   1 Samuel: 17                          Esther:4
3. Say no to bullying
                                Managing Feelings         Daniel resisting bowing down to       The fall: say no to temptation (Genesis:3)
                                Social Skills             idols Daniel:6

                                                                                                Moses deciding to follow God with Aaron’s help
                                                          Self esteem: taking part in the
                                Motivation                                                      Exodus :6
                                                          Christmas nativity Matthew:2
4. Going for goals              Self-awareness (reflect                                         Parable of the talents Matthew: 25
                                                          Parable of the lost coin Luke: 15
                                on themselves)                                                  Mother Teresa, St Francis, William Wilberforce,
                                                          searching for something precious
                                                                                                Elizabeth Fry

                                                        Visualisation of the lost sheep
                              Self awareness                                                   Jesus the teacher
                                                        Luke:15 (being still)
5. Good to be me              Managing feelings                                                Parable of the sower and the seed: how do you
                                                        Creation: made in the image of God
                              Empathy                                                          make yourself grow for God? Matthew:13

                                                                                               Joseph and his family Genesis starting from
                                                                                               Chapter 37
                              Self awareness            Friends of Jesus eg Peter lets Jesus
                                                                                               ‘Love one another’: Jesus greatest
6. Relationships              Managing feelings         down Matthew:26
                                                                                               commandment John:13
                              Empathy                   The Good Samaritan Luke:10
                                                                                               Martha and Mary
                                                                                               Parable of the friend at midnight Luke: 11

                                                                                               The rich young ruler: why didn’t he change?
                              Motivation                Zaccheus changes his life
7. Changes                    Social Skills             Easter: change from sad to happy
                                                                                               Joseph: how did he change from a young man to
                              Managing feelings         link to Pentecost
                                                                                               an older man? Genesis starting from chapter 37

With thanks to St Mary’s Halton CE Primary School (VA) for input into the document

                                                      Jane Brooke (Principal Consultant to Chester Diocese and RE consultant National Society)


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