Curriculum Content
Teachers to consider the following:
- Are Social and Emotional Learning skills explicitly taught, for example self-awareness, self-regulation, social awareness and relationship skills? e.g. through PSHE or by using the Zones of Regulation resources?
- Is Social Emotional Learning embedded across the curriculum?
- Are there a range of opportunities for creativity within the curriculum for young people to experience success and/or explore their emotions and feelings in a safe environment, for example in Art, Drama and Sports?
- Are positive Social and Emotional behaviours modelled?
- Is specific and focused praise given to good Social and Emotional Learning?
- Are short periods of targeted support available through small groups and individual work to address SEMH needs, e.g. through the promotion of mindfulness and relaxation ?
- Are teaching and learning opportunities appropriately differentiated to take into account learning and motivation levels and to ensure there are appropriate levels of intellectual challenge and support?
- Are different levels of cognitive ability, attention levels, tolerance of errors, language skills, social and emotional development accounted for and the effect that these could have on behaviour and/or well-being acknowledged?