PSHE

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.

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 spiraling 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:

Relationships & Sex Education

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.

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.

Further information about how the school approaches the teaching of Relationships and Sex Education through the Jigsaw programme can be found within the documents listed below:

Parent/Carer guide to Relationships & Sex Education

Changing Me unit coverage 

THE ZONES OF REGULATION

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.

THE FOUR ZONES:

The Red Zone is used to describe extremely heightened states of alertness and intense emotions.  A person may be elated or experiencing anger, rage, devastation, or terror when in the Red Zone.

The Yellow Zone is also used to describe a heightened state of alertness and elevated emotions, however one has more control when they are in the Yellow Zone.  A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone.

The Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone.  This is the zone where optimal learning occurs.

The Blue Zone is used to describe low states of alertness and down feelings such as when one feels sad, tired, sick, or bored.

The Zones can be compared to traffic signs. When given a green light or in the Green Zone, one is “good to go”.  A yellow sign means be aware or take caution, which applies to the Yellow Zone.  A red light or stop sign means stop, and when one is the Red Zone this often is the case.  The Blue Zone can be compared to the rest area signs where one goes to rest or re-energize.At Home

• 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.”)

Hi! I am Nala!

About The Dog Mentor

The Dog Mentor programme has built upon the benefits of the human-animal bond by providing children positive experiences with dogs that can help them educationally, developmentally, emotionally and socially. Over the last five years The Dog Mentor programme has been proven to have a positive impact on children in all areas including self-esteem, behaviour, peer relationships and better engagement skills. These improvements then result in improved academic achievement.

Benefits include:

  • Cognitive – companionship with a dog stimulates memory, problem-solving and game-playing
  • Social – a dog provides a positive mutual topic for discussion, encourages responsibility, wellbeing and focused interaction with others
  • Emotional – a school dog improves self-esteem, acceptance from others and lifts mood, often provoking laughter and fun. Dogs can also teach compassion and respect for other living things as well as relieving anxiety.
  • Physical – interaction with a furry friend reduces blood pressure, provides tactile stimulation, assists with pain management, gives motivation to move, walk and stimulates the senses
  • Environmental – a dog in a school increases the sense of a family environment, with all of the above benefits continuing long after the school day is over.
  • Reading to dogs has been proven to help children develop literacy skills and build confidence, through both the calming effect they have on children as well as the fact that a dog will listen to children read without being judgemental or critical. This comforting environment helps to nurture children’s enthusiasm for reading and provides them with the confidence to read aloud.

At Rosherville we are very lucky to have Nala, who is our school mentor dog, she often joins us with Flo and Bella.

 

Whole School PSHE Progression

Whole School PSHE Progression

Download File

Useful Websites:

https://www.place2be.org.uk/

https://youngminds.org.uk/

https://www.cosmickids.com

http://www.gonoodle.com

https://www.bbc.co.uk/bitesize/subjects/z7f3cdm