PSHE gives children knowledge, understanding, and skills and helps them explore and develop attitudes and values to live healthy, safe, fulfilled and responsible lives. It helps them manage feelings, learn about how to be healthy and safe and understand about relationships. It covers physical health, emotional health and well being, drug education (including medicines, alcohol, tobacco, volatile substances and illegal drugs), sex and relationship education, citizenship, anti-bullying, safety (including online safety and anti-bullying), personal finance education, careers and the environment.
Citizenship education provides ‘knowledge, skills and understanding’ to ‘play a full and active part in society’, helping children:
- explore and develop attitudes and values to become informed, active and responsible citizens
- develop political literacy and explore social and moral issues,
- distinguish right from wrong and to make a positive contribution to their local, national and global communities.
It covers rights and respect for rights, democracy, pupil participation in school life, the rule of law, respecting difference and local and global communities and how to prevent prejudice and discrimination.
Our PSHE and Citizenship programme is based on the 3 themes from the Camden Scheme of Work: Health and Wellbeing; Living in the Wider World; Relationships. We want pupils to gain knowledge and information, explore attitudes and values and develop skills to help them live healthy, safe, fulfilling and responsible lives.
PSHE and citizenship are a planned part of the curriculum that is also reflected in whole school activities and experiences. Our PSHE and citizenship curriculum builds on the statutory content in the national curriculum covering: Drug education, Financial literacy, Relationships and Sex education, Physical activity, Food and nutrition.
Our scheme of work is based on the Camden Scheme of work which we have adapted to reflect the needs of children at the school. It covers key topics that are explored at different levels as relevant to different years. PSHE and Citizenship is taught through a range of planned opportunities across the curriculum, a weekly lesson and weekly circle time. This is supported and enhanced through our Rights Respecting Agenda work and our focus on Zones of Regulation. We also promote our aims for PSHE and Citizenship through displays in class throughout the school.
PSHE and citizenship is also covered by other subjects: Science and PE-healthy lifestyles; Drama and literacy- using stories to consider issues related to relationships and health, as well as discussions about topical issues; E includes many aspects related to relationships, families and different faiths and beliefs; Maths-financial capability; Geography-citizenship work about different communities and looking after the environment; ICT-online and using databases to collate information about different opinions; Cooking and nutrition – diet for a healthy lifestyle.
All class teachers teach PSHE and Citizenship and where relevant, outside visitors support and enhance the curriculum, such as parents/carers, school nurses, police, fire service, health professionals and theatre in education.
We recognise the importance of effective assessment of learning in PSHE and citizenship and use it to inform planning and consolidate or accelerate learning where appropriate. Assessment can also be used to identify vulnerable pupils who may benefit from additional support such as building self-esteem or one to one support. In PSHE and Citizenship we assess
- what knowledge and understanding pupils have gained and its relevance to their lives
- what skills pupils have developed and are able to put into practice
- how pupils’ feelings and attitudes have been influenced and changed
Zones of Regulation
The Zones of Regulation is a programme that aims to help children notice the emotion they are feeling and then regulate themselves if they are feeling uncomfortable. The programme starts by helping children to identify which zone an emotion or feeling is in.
The children explore these zones and learn to be able to identify which zone they are in. This is supported by all staff who use the language of the zones when appropriate. There are also posters in every room. Sometimes children can’t or don’t want to name the emotion but they can identify which zone they are in. Children also learn that their feelings and emotions can lead to expected and unexpected behaviours and that those behaviours can have an impact on the children and adults around them. If you are in the red zone and yelling at your friend it is unlikely that your friend will be in the green zone. We also may scale the problem with the children.
Once children understand the concept of the zones they will they explore ways to help regulate themselves with the support of sensory devices and calming techniques. We want to help all children recognize when they are beginning to feel uncomfortable in the yellow zone and have a toolbox of ideas to help them regulate themselves.
You can support you child/children at home by asking them which zone they are in:
- “I wonder if you are in the yellow zone at the moment, you seem a bit worried.’
- Naming the emotion will help them with their emotional literacy and show them that you can see they are feeling uncomfortable.
- Exploring sensory ideas to help your child feel calmer will also really help. Some children find colouring, play dough, using stress balls, time at the park or reading really beneficial.
- You could also try using relaxing music, children’s yoga for deep breathing exercises or mindfulness.
The key message is to help your child understand that it is ok to feel angry, be worried or scared but they do need to find ways to help themselves manage those uncomfortable feelings and self-sooth. This may also help them with their self-esteem and resilience.