Welcome Gomersal Primary School

Personal, Social, HEALTH AND ECONOMIC EDUCATION (PSHE)

‘PSHE is learning through which children acquire the knowledge, understanding and skills they need to manage their lives, now and in the future’

PSHE Association

At Gomersal Primary School, we believe that PSHE enables pupils to develop skills and attributes such as resilience, self-esteem, risk management, team working and critical thinking in the context of health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education).

The PSHE Progress Maps are based on the PSHE Association planning documents and have been refined to reflect the needs of our school.

Health and Wellbeing Progress Map

Living in the Wider World Progress Map

Relationships Progress Map

Zones of Regulation

This is a new whole school approach to children’s wellbeing; The Zones help children to self-regulate and better understand and control their emotions. Self-regulation can go by many names, such as self-control, self-management and impulse control. It is an essential skill in life and in all learning environments. The goal of the approach is for children to gradually become more able to independently identify how they are feeling, what triggers them and which tools they can use to get them back to a more regulated/calm state.
The curriculum’s learning activities are designed to help children recognise when they are in different states called ‘zones’, with each of the four zones represented by a different colour. They also learn how to use strategies or ‘tools’ to help them with this emotion. These may be calming techniques such as breathing, exercises, sensory supports like fidget tools or simply understanding when they need to close their eyes, take a deep breath or have a drink. The Zones are not only used to understand and identify emotions linked
with poor behaviour- they help children identify their state of alertness on a scale. If they are at one end of the scale they identify as having a low state of alertness, being that they are sluggish, sad, tired and are unable to reach their potential because of this. At the opposite end is a heightened state of alertness in which they are out of control- all control has been lost due to anger or excitement and they need help calming down from this.

Below is some information about each of the zones:

The Blue Zone is used to describe a low state of alertness, such as when one feels
sad, tired, sick, or unmotivated. We describe the Blue Zone as ‘moving slow’.

The Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused,
calm, positive and ready to learn when in the Green Zone. This is the zone where optimal learning occurs
and the children are encouraged to get to green so they are ‘good to go’.

The Yellow Zone is used to describe heightened states of alertness and elevated emotions. A child in the yellow zone may be experiencing worry, frustration, anxiety, excitement, silliness, or nervousness. However, they still have some control of their body. The Yellow Zone is a zone in which children are encouraged to use
caution and use a tool to ensure they don’t lose control of their emotions completely. 

The Red Zone is used to describe extremely heightened states of alertness and intense emotion. A child may
be experiencing anger, rage, explosive behaviour, devastation or terror when in the Red Zone. They are out
of control and need help from the zone tools and a trusted adult to regulate their emotions again.

It is important to note that everyone experiences all of the Zones—the Red and Yellow Zones are not the
“bad” or “naughty” Zones. All of the Zones are expected at one time or another and they will move from
zone to zone throughout the day.

How can you use the Zones of Regulation with your child?
● Continue to practice identifying the emotions that go with each Zone.
● Continue to practice identifying expected and unexpected behaviours.
● Continue to practice utilizing tools and strategies (It is best to practice tools and strategies when the student is calm, so they will be comfortable in using the tools when they are not in the “Green Zone”.
● When you see them in the Blue, Yellow, or Red Zone prompt them to identify what zone they are in, to identify a strategy they can use to get back to the Green Zone or to help them show expected behaviour in the Zone they are in.

For more information about the Zones visit:
http://www.zonesofregulation.com/learn-more-about-the-zones.html