The SEL Team resumed workshops after a break for our 70th Celebrations in 2025. Over the course of a couple of weeks, our SEL Team was actively and excitedly engaged in planning the workshop. On February 25, 2026 they conducted workshops for their colleagues in three different venues in school.
Years 1 – 3: Developing Self-Awareness and a Goal-setting Mindset
The day started off with energy and warmth. Teachers gathered with a shared sense of enthusiasm, checking in with one another about how they were feeling as the new round of sessions began. From the very start, the room felt open and ready.
The conversation quickly turned to the importance of SEL and its deep connection to our Mindful Me programme. Working in groups, teachers looked at where we are now and where we need to go next. After reflecting on all the progress and the challenges that have come along the way, the group moved to the next step, “goal setting” as the next benchmark.
The SEL Team brought this to life by linking it with Mindful Me stories and getting teachers to share success stories from their own classrooms. In Year 1, pupils were already able to name their challenges – one child shared that using play dough was difficult because it was too hard. One other teacher shared how they have learnt about sharing the material during PDR segments. Pupils from year 3 showed a growing understanding of emotional zones, and some even recognised that their teachers might move through different emotional zones during the day. Our Art teacher added a wonderful example from a group project she had assigned – the children knew each other’s strengths so well that they mindfully divided the work accordingly. These were powerful reminders of the impact this programme is having.
The session continued with table rotation activities, which gave teachers a hands-on experience of what our pupils experience. A strong takeaway was the realisation of how difficult it can be to simply choose a task, and how important it is to offer children the element of choice. Teachers also discussed the practical expectation of managing six pupils per station, which sparked thoughtful conversation about structure and flexibility in the classroom.
This was seamlessly tied into Bronfenbrenner’s ecological theory, raising the question: who do our pupils turn to when things feel difficult? One teacher shared a deeply moving personal story. When she lost her mother, her own teacher had used a palm activity to gently let her know that help and support were always available. That story stayed with the group and reinforced an important truth – that for many children, opening up and reaching out to others when they need them most is one of the hardest things to do.
The final part of the session involved room distribution, with different year groups working on goal setting in age-appropriate ways. Years 1 and 2 explored goal making through laddering steps in a storytelling session, learning how to identify goals and break them down into small, manageable steps. Year 3 teachers focused on SMART goals and shared an honest reflection – while children do try to set goals, these often end up being wishes rather than goals. Together, they explored how to have those conversations with pupils and help them shape realistic, meaningful goals.
Once all the goal-setting work was complete, we turned to an important question: what does it truly take to achieve a goal? Instead of offering a textbook definition of perseverance, we chose a more creative approach, elocution of the familiar nursery rhyme, Incy Wincy Spider. The effect was immediate. Teachers connected with the message right away – that just as the spider refused to give up despite being washed down time and again, reaching our goals demands the same determination and resolve. It reinforced the idea that perseverance is not simply about trying once; it is about continuing to try, with purpose and patience, until we succeed.
By the end of the session, teachers were full of ideas and positive energy. Their biggest takeaway was a sense of clarity – that it now feels easier to plan their next steps. They shared how even the simplest plans, when done with intention, can go a long way in helping everyone reach the new benchmark. The Team felt connected, inspired, and ready to move forward together!
Years 4 & 5: Goal Setting with Purpose: From Vision to Classroom Practice
We believe that meaningful teaching begins with reflective educators who continue to grow both personally and professionally. Keeping this vision in mind, the Year 4 and Year 5 SEL Workshop, was designed to help teachers reconnect with their goals and explore practical ways to bring purposeful goal setting into their classrooms.
The workshop began with an engaging emotional check-in activity aimed at promoting self-awareness and emotional reflection. This activity allowed teachers to pause, acknowledge their feelings, and build a sense of connection, creating a positive and open environment for collaborative learning throughout the session.
A key segment of the workshop focused on revisiting the SMART goals teachers had set at the beginning of the academic year. Through guided self-reflection, teachers evaluated their progress and shared their journeys. Some teachers celebrated achieving their goals, others reflected on partial progress, while a few recognized that they were still working steadily toward their targets. This reflective process reinforced the understanding that growth is continuous and that every step forward holds value.
As several teachers were new to the SEL journey, the workshop also included a review of the CASEL framework, ensuring a shared understanding of social and emotional learning competencies and their role in fostering supportive classroom environments.
The most significant learning of the session emerged through a collaborative discussion on implementing SMART goals within classrooms. Teachers explored how structured goal setting can empower pupils to take ownership of their learning, develop responsibility, and build confidence. The discussion emphasized a shared belief that clear goals provide direction, motivation, and opportunities for meaningful growth.
The session concluded with teachers designing lesson plans focused on introducing SMART goals to pupils. Teachers worked together to plan age-appropriate strategies that would help learners in our classrooms set realistic goals, monitor progress, and reflect on their achievements; these plans will be followed in our classroom teaching.
Years 6-10: The Power of Personal Space
The SEL team conducted a workshop that focused on understanding and respecting boundaries. The session aimed at strengthening SEL practices and reinforcing healthy, personal boundaries within a respectful and professional school culture.
The session began with a brief reflection on previously explored SEL themes, including emotional regulation, respectful communication, proactive behaviour, and integrity. Teachers engaged in group discussions and role-play to explore different types of boundaries and their impact on classroom and school culture. Practical scenarios addressed issues such as inappropriate language, physical intervention, peer interactions, professional distance, and favouritism.
The session highlighted that healthy boundaries protect dignity, build trust, prevent misunderstandings, and uphold professional integrity. Teachers reflected on offering support without over-involvement, respecting limits, and using formal referral procedures when required.
The key message emphasized that setting boundaries is an act of self-respect, promoting clarity, balance, and emotional safety within the school community.