To read our other Spotlight on Evidence posts, click here. EEF_Case_Study_SEL_Woodhall_Primary_School. ![]() There are also two further case studies, one from another primary school and the other from a nursery: The full audit can be downloaded here: EEF_SEL_Audit_Tool.pdf The case study also makes reference to the following core skills framework which is also to be found within the Guidance Report and linked resource bank: EEF_SEL_Core_Skills.pdfįurther support is available in the form of a whole school audit tool, including this section which perhaps links most closely to the implementation of Recommendation 1. “Do not rely on ‘crisis moments’ for teaching skills.” “Give specific and focused praise when children display SEL skills.” “Model the social and emotional behaviours you want children to adopt.” As with the majority of Guidance Reports, the Recommendations are also presented as a summary poster, with a range of practical ideas for implementation. This case study, written by Billesley Primary School, refers to the first Recommendation from the Report - Teach SEL skills explicitly. All of which makes this report more relevant than ever. ![]() Missed schooling has impacted not only on our pupils’ academic achievement, but also their social and emotional development. There will be many of you who recognise the context of the case study as we move beyond the worst of the pandemic. The quote above is an extract from one of three case studies that exemplify schools’ use of the EEF Social and Emotional Learning in Primary Schools Guidance Report. In previous Spotlights, we have focused on various EEF Guidance Reports, and the sometimes overlooked additional resources that accompany them.
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