In Collaboration with The Scottish Executive
The Project
Networking curriculum resources for social & emotional development in Scotland
The project team were appointed by the The Scottish Executive to help to promote social competence in and through schools.
Promoting social competence was defined as identifying and delivering effective curriculum-based approaches to enhance the personal, social and emotional competence and development of all pupils in primary and secondary schools.
Output of the Project
- Research information about what really works—see Resources
- A searchable database of useful practical resources—see Resources
- A searchable database and network of interesting practice in Scotland—see Resources
Details:
This project was focused on curriculum-based approaches to enhance personal, social, emotional and behavioural competence and development for all pupils in primary and secondary schools.
The two year initiative considered specific educational interventions, but also adaptation and enhancement of curriculum content and delivery across all subject areas, together with relevant whole school experiences.
Aims:
- to develop a searchable database of international approaches and resources
- to review the international literature on their effectiveness
- to identify examples of relevant good practice in Scotland
- to develop a database of good practice in Scotland
- to identify new emerging approaches meriting further exploration
- to disseminate the findings broadly to education authorities and schools
The project sought to identify approaches yielding gains in:
- knowledge & understanding; skills & competencies; and attitudes, motivation & confidence.
- self-awareness; self-esteem; interpersonal skills; independence and interdependence.
- problem solving and decision making skills; life skills; co-operative and social skills.
- identifying, reviewing and evaluating the values of self and others.
- personal responsibility, with positive regard for others.
Approaches were reviewed in terms of range of application, ease of consistent application, effectiveness, generalisation and maintenance of gains, and cost-effectiveness.
The resources evaluated include:
- approaches targeted on all pupils, including those with special needs, in mainstream schools
- approaches targeted only on pupils identified as having special needs owing to social, emotional and behavioural difficulties
- approaches targeted on individuals, small groups, whole classes, and whole schools
- approaches mediated by class and subject teachers, support staff and the peer group itself
- approaches involving home-school links and partnership between schools and parents/carers
The project had an inclusive philosophy and had no remit to consider suspension, exclusion or alternatives thereto.