New website - hello everyone.

PSHE and RSE

PSHE and RSE Subject Leader: Miss M Sadi

Intent

We aim to create and develop an understanding of the ever-changing world in which we live and to develop the necessary skills to take an active role in the community.

There are four main aims of teaching RSE:

• To enable children to understand and respect their bodies
• To help children develop positive and healthy relationships appropriate to their age and development
• To support children to have positive self-esteem and body image
• To empower them to be safe and safeguarded.

PSHE family and friends at rosherville academy
PSHE dancing at rosherville academy
child in eyfs at rosherville cofe academy looking at zones of regulation

Implementation

At Rosherville we follow the Jigsaw scheme of work for the planning and delivery of PSHE. The programme of study is adapted to provide a relevant and age-appropriate curriculum. Jigsaw is designed as a spiralling whole-school approach, with all year groups working on the same theme (puzzle piece) at the same time. There are six puzzles in Jigsaw that are designed to progress in sequence from September to July. Each puzzle has six pieces (lessons) which work towards an ‘end product’. Each piece has two ‘Learning Intentions’: one is based on specific PSHE learning and one is based on emotional literacy and social skills development to enhance children’s emotional and mental health. Every piece contributes to at least one of these aspects of children’s development. This is mapped on each piece and balanced across each year group.  Mindfulness is at the heart of the Jigsaw scheme and each session starts with a mindfulness activity to ensure children are ready for learning.

The different puzzle pieces are:

  1. Being Me in My World
  2. Celebrating Difference
  3. Dreams and Goals
  4. Healthy Me
  5. Relationships
  6. Changing Me

An important part of the Jigsaw PSHE programme is delivered through the ‘Relationships’ and ‘Changing Me’ puzzle pieces which are covered in the summer term.

The Zones is a systematic, cognitive behavioural approach used to teach self-regulation by categorising all the different ways we feel and states of alertness we experience into four concrete coloured zones. The Zones framework provides strategies to teach our children to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem-solve conflicts.

In every class, we have a Zones of Regulation display. The children explore calming techniques, cognitive strategies, and sensory supports so they will have a toolbox of methods to use to move between zones.

Impact

By the time children leave us they will:

  • Demonstrate kindness and respect towards themselves and others.
  • Have the courage and ability to try new things, challenge themselves and persevere.
  • Take responsibility for their actions.
  • Have a good understanding of how to stay safe, healthy and how to develop positive relationships now and in the future.
  • Understand the physical aspects involved in RSE at an age appropriate level.
  • Be  able to understand and manage their emotions.
  • Be able to look after their mental health and well-being.
  • Have an appreciation of what it means to be a positive member of a diverse, multicultural society.
  • Demonstrate and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty.
  • Be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life.
  • Be inspired to reach for the stars.
worry hand for wellbeing at rosherville academy

PSHE and RSE in Each Stage

In EYFS, for PSHE pupils will show an understanding of their own feelings and those of others. They will begin to regulate their behaviour accordingly by learning the rules and knowing right from wrong and give focused attention to what the teacher says.

In RSE, pupils will be introduced to the key relationships in their lives; learning about families, explore friendships and how to practise calm methods when feeling upset or angry.

child in EYFS pointing at zones of regulations for PSHE at rosherville academy

In KS1, pupils will understand how to make safe and fair places, show good listening skills, be able to work co-operatively and recognise their own feelings of when they need help when they feel worried and know what it is like to feel proud of achievements. This will all be delivered within PSHE lessons.

In RSE lessons, pupils will know what their body needs to stay healthy including what snacks are good for their bodies. They will learn about the importance and safety of medicines and how they can help when they’re feeling poorly. As well as this, pupils will learn about life cycles, ageing and how their bodies develop with age.

PSHE at rosherville academy

In PSHE at KS2, pupils will develop their growth mindset by understanding how to set personal goals for the year ahead, learn techniques to know how to face new challenges positively and know how to take positive action to help others. Pupils will be able to confidently evaluate their own learning strengths and know how to take responsibility for their own health.

In RSE, pupils will understand more about puberty, reflect on the development and birth of a baby, learn ways to boost their self-esteem of self and others, and understand how essential mutual respect is in relationships.

pupils in PSHE at rosherville academy writing what friends and family means to them

PSHE and RSE Progression

We develop our pupil’s PSHE/RSE understanding through essential skills; growing their depth of knowledge year on year. Through the use of ‘end of year expectations’, we are able to monitor their progress and allocate extra support and adaptations to the curriculum for pupils to maintain a strong PSHE/RSE education.

PSHE and RSE Progression (all years)

PDF

SEND Information

SEND pupils will receive relevant provisions.

Remote Learning

  • Identify your own feelings using Zones language in front of your child (e.g. “I’m feeling  frustrated because….., I am in the Yellow Zone.”)
  • Talk about which tool you will use to be in the appropriate Zone (e.g. “I’m going to go for a  walk as I need to get to the Green Zone.”)
  • Provide positive reinforcement when your child is in the Green Zone and if they make efforts to stay in the Green Zone. Eg. “I can see you are working really hard to stay in the  Green Zone by…”
  • Label which Zones your child is in throughout the day (e.g. “You look sleepy, I wonder if you are in the Blue Zone?”)
  • Teach your child which Zone tools they can use (e.g. “It’s time for bed, let’s read a book  together in the rocking chair to get to the Blue Zone.”)

For more emote learning, please visit our remote learning page or contact our Head of PSHE/RSE for more information.

PSHE and RSE Extra Resources

For remote learning, please visit our remote learning page or contact our Head of PSHE/RSE for more information.