PSHE and RSE
At New Lubbesthorpe school, we offer a curriculum which is balanced and broadly based, and which we believe reflects the needs of our pupils. Our PSHE education programme equips pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions. We have designed our curriculum around the Relationship Education, Relationships and Sex Education (RSE) and Health Education curriculum.
We understand that today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.
We use the JIGSAW to deliver our PSHE and RSE curriculum in a graduated, age-appropriate and purposeful manner which supports pupils understanding. These can be seen by clicking on the links below. We also cover key themes within our PE, Science and Computing curriculum and integrate teaching where appropriate.
We keep parents informed of the education their child will receive before undertaking RSE lessons in Year 4-6 so they are enabled to continue the conversations started in class at home. Parents have the right to request that their child be withdrawn from some or all of sex education delivered as part of the statutory RSE. There is no right to withdraw from Relationships Education or Health Education. The Relationships Education, RSE, and Health Education (England) Regulations 2019 have made Relationships Education compulsory in all primary schools.
The following information and more can be found in the introductory document below:
Parent Information Leaflet
PSHE & RSE Policy
|RSE and Primary_Relationships and Health Education Policy_2021091.docx
For specific information about Relationships, Sex and Health Education (RSHE), continue to scroll down the page.
PSHE Education (Personal, Social, Health and Economic Education) is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to successfully manage their lives – now and in the future. As part of a whole-school approach, PSHE Education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.
What do schools have to teach in PSHE Education?
According to the National Curriculum, every school needs to have a broad and balanced curriculum that:
• promotes the spiritual, moral, social, cultural, mental and physical development of pupils at the school;
• prepares pupils at the school for the opportunities, responsibilities and experiences of later life;
• promotes British values.
From September 2020, primary schools in England also need to teach Relationships and Health Education as compulsory subjects and the Department for Education strongly recommends this should also include age-appropriate Sex Education.
Schools also have statutory responsibilities to safeguard their pupils (Keeping Children Safe in Education, DfE,) and to uphold the Equality Act (2010).
The Jigsaw Programme supports all
Jigsaw is a whole-school approach and embodies a positive philosophy and creative teaching and learning activities to nurture children’s development as compassionate and well-rounded human beings as well as building their capacity to learn.
Jigsaw is a comprehensive and completely original PSHE Education programme (lesson plans and teaching resources) for the whole primary school from ages 3-11 (12 in Scotland). Written by teachers and grounded in sound psychology, it also includes all the statutory requirements for Relationships and Health Education, and Sex Education is also included in the Changing Me Puzzle (unit).
Jigsaw has two main aims for all children:
• To build their capacity for learning
• To equip them for life
Jigsaw brings together PSHE Education, compulsory Relationships and Health Education, emotional literacy, mindfulness, social skills and spiritual development. It is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time at their own level. There are six Puzzles (half-term units of work) and each year group is taught one lesson per week. All lessons are delivered in an age- and stage-appropriate way so that they meet children’s needs.
Each Puzzle starts with an introductory assembly, generating a whole school focus for adults and children alike. There is also a Weekly Celebration that highlights a theme from that week’s lesson across the school encouraging children to live that learning in their behaviour and attitudes.
How does Jigsaw work at New Lubbesthorpe?
Zones of Regulation
In addition to Jigsaw, we also use The Zones of Regulation as part of our PHSE and wellbeing curriculum. The Zones of Regulation is an internationally-renowned intervention which helps children to manage difficult emotions, known as ‘self-regulation’.
Self-regulation can go by many names such as ‘self-control’, ‘impulse management’ and ‘self-management’. Self-regulation is best described as the best state of alertness for a situation. For example, when your child takes part in a sports game, they would need to have a higher state of alertness than when, for example, they were working in a library.
From time to time, all of us (including adults) find it hard to manage strong feelings such as worry, anger, restlessness, fear or tiredness, and this stops us from getting on with our day effectively. Children who feel these emotions often find it hard to learn and concentrate in school. The Zones of Regulation aims to teach children strategies to help them cope with these feelings so they can get back to feeling calm and ready to learn. These coping strategies are called ‘self-regulation’.
We want to teach all of our children good coping and regulation strategies so they can help themselves when they experience anxiety and stress. In the classroom, sometimes children panic when faced with a tricky learning problem or challenge. By teaching them how to cope with these feelings, we might make them better at tackling learning challenges and build better resilience so they don’t give up so easily when faced with difficulty.
We want our children to grow into successful teenagers, then adults. Teaching the children at a young age about managing their feelings will support them in later life so that they don’t turn to negative coping strategies which affect their mental and physical wellbeing.
We aim to help children to:
- Recognise when they are in the different Zones and learn how to change or stay in the Zone they are in.
- Increase their emotional vocabulary so they can explain how they are feeling.
- Recognise when other people are in different Zones, thus developing better empathy.
- Develop an insight into what might make them move into the different Zones.
- Understand that emotions, sensory experiences such as lack of sleep or hunger and their environment might influence which Zone they are in.
- Develop problem-solving skills and resilience
- Identify a range of calming and alerting strategies that support them (known as their personal ‘toolkit’.)
What are the different Zones?
Blue Zone: low level of arousal; feels sad, sick, tired, bored, moving slowly.
Green Zone: calm state of alertness; optimal level to learn; feels happy, calm, feeling okay, focused.
Yellow Zone: heightened state of alertness; elevated emotions; has some control; feels frustrated, worried, silly/wiggly, excited, loss of some control.
Red Zone: heightened state of alertness and intense emotions; not an optimal level for learning; out of control; feels mad/angry, terrified, yelling/hitting, elated, out of control.
How will my child learn about the Zones of Regulation?
The Zones are taught through our PSHE and wellbeing curriculum. We also use the Zones language as part of daily school life and regular discussion: children are encouraged to use the Zones area in the classroom (see picture below) regularly.
How can you help your child use The Zones of Regulation at home?
- Identify your own feelings using Zones language in front of your child (e.g.: I’m frustrated. I think I am in the Yellow Zone.”)
- Talk about what tool you will use to be in the appropriate Zone (e.g.: “I need to take four deep breaths to help get me back to the Green Zone.”)
- At times, wonder which Zone your child is in. Or, discuss which Zone a character in a film / book might be in. (e.g.: “You look sleepy. Are you in the Blue Zone?”)
- Engage your child in discussion around Zones when they are in the Red Zone is unlikely to be effective. You need to be discussing the different Zones and tools they can use when they are more regulated / calm.
- Teach your child which tools they can you. (eg: “It’s time for bed. Let’s read a book together in the comfy chair to get you in the Blue Zone.”)
- Regular Check-ins. “How are you feeling now?” and “How can you get back to Green?”
- Modelling It is important to remember to show the children how you use tools to get back to the green zones. You might say “I am going to make myself a cup of tea and do some breathing exercises because I am in the blue zone” and afterwards tell your child how using those tools helped you get back to the green zone.
- Share how their behaviour is affecting your Zone. For example, if they are in the Green Zone, you could comment that their behaviour is also helping you feel happy / go into the Green Zone.
- Put up and reference the Zones visuals and tools in your home.
- Praise and encourage your child when they share which Zone they are in.
Tips for practicing the Zones of Regulation
- Know yourself and how you react in difficult situations before dealing with your child’s behaviours.
- Know your child’s sensory threshold. We all process sensory information differently and it impacts our reactivity to situations.
- Know your child’s triggers.
- Be consistent in managing your child’s behaviour and use the same language you use at home.
- Empathise with your child and validate what they are feeling.
- Have clear boundaries/routines and always follow through.
- Do not deal with an angry, upset child when you are not yet calm yourself.
- Discuss strategies for the next time when you are in a similar situation.
- Remember to ask your child how their choices made you feel (empathy).
- Praise your child for using strategies. Encourage your child to take a sensory break to help regulate their bodies.
- Create a ‘calm’ box full of things which help to keep your child calm and alert.
|PSHE Progression map final.docx