The Curriculum

English teaching is at the heart of all learning at the Eden Federation. Teachers provide exciting, engaging learning opportunities through speaking, reading and writing. Each half term the teaching of the English curriculum across both key stages provides children with access to a range of high quality texts, text analysis, enriching vocabulary, drama, and poetry. Teachers use real-life experiences to make the teaching of English relevant and purposeful both in school and through trips and excursions. These are often linked to the current theme to enable cohesive learning between the National Curriculum subjects.

By developing a love of language through drama and quality texts, children also gain a deeper understanding of their role as citizens of the world. As a result of the high priority the Eden Federation of Church Academies places on the teaching of English, standards are almost always in line with those of children nationally and often exceed these.

English in EYFS:

In line with the new Statutory Framework for EYFS (Sept 2021), children are introduced to a range of quality texts including stories, rhyming texts, poems, rhymes and songs. Interaction is encouraged through actions, call and response texts and repetition. Listening games and activities prepare children for learning phonics. The teaching of phonics is taught following the Read, Write, Inc. Phonics Programme where the children are encouraged from an early stage to blend sounds to read words consistent with their phonic knowledge. Correct pencil hold and letter formation is taught and children are encouraged to record their thoughts and ideas through a mix of scribing, shared writing and then independent writing using their knowledge of letter sounds.

Early Reading

At the Eden Federation, we have designed our early reading curriculum with the intent that all children, regardless of background, will become fluent, insightful readers. We have developed a curriculum that will instil in all children a love of reading that we hope will stay with them for life. We understand that children who are confident adept readers will be empowered to succeed in all other areas.

We will deliver an early reading program that comprises:

Systematic Synthetic Phonics taught daily in EYFS and KS1, and in KS2 when appropriate through the scheme ‘Read, Write Inc’.

During phonics sessions the children will come across ‘green words, ‘red words’ and ‘nonsense words’ these are taught specifically to support the development of their reading skills.

‘Green’ words are phonetically decodable words that the children learn to read. They allow children to become fluent readers because regular reading of these words mean that they become familiar and are able to recognise/read them on sight. They can then use their knowledge of these words to read similar words more quickly.

‘Red’ words are words that children will need to learn on sight because they contain parts that are not decodable. For example the word ‘said’ is pronounced as ‘sed’, but children must learn the correct pronunciation and spelling. They might only be red words until a specific sound is learnt or because people pronounce them differently in different parts of the country.

Nonsense words are incorporated into teaching reading as it is an effective way to establish blending and segmenting skills. By reading nonsense words children develop their ability to decode individual sounds and then blend them together to read. These nonsense words are letter sequences that follow regular phonetic rules and are pronounceable, but have no meaning — for example, blay or vaw or chig.

Pupils who are not at age related expectations have the opportunity to work on the Sounds Discovery intervention programme to work towards achieving age appropriate levels at the end of key stage 1.

While they are learning to read, children will read from books with the sounds they know.

Teachers and teaching assistants provide extra practice through the day for specific children.

Teachers instil in children a love of literature: the best stories and poems. From year 1, children take part in daily Reading Masters sessions so that they are familiar with and enjoy listening to a wide range of stories, poems and non-fiction. Texts are chosen for reading to develop pupils’ vocabulary, language, comprehension and love of reading.

Early Reading – Parent Guide

How to say the sounds

Phonics Progression Guide

English in KS1:

We recognise the importance of a varied literature experience for children in EYFS/KS1. Children learn and perform poems, songs and stories imitating and innovating these which enables them to internalise language structures and leads to more confident and independent writers. We prioritise language-rich experiences and environments creating opportunities for children to communicate their ideas and opinions and understand the world they live in.

Reading:

• Children are taught to read through daily sessions of structured synthetic phonics. We base our phonics teaching on the ‘Read, Write Inc.’ programme.

• Reading books are linked to the Read Write Inc Programme and colour-banded to enable children to progress at their own rate. These are shared both at school and at home with a wide range of engaging fiction and non-fiction texts tapping into children’s varied interests.

• Children who may require additional support to meet age-related expectations are quickly identified and extra small group or one-to-one learning is provided to help them make accelerated progress.

• High-quality guided reading texts are used to support the teaching of reading in small groups.

• The classroom environment is deliberately designed to provide engaging opportunities for children to read and write both indoors and outdoors.

Spelling punctuation and grammar:

• Cursive handwriting is taught from year 1.

Vocabulary:

We recognise that the ability to communicate effectively through the spoken and written word has a huge impact on the life chances of all children. Children are explicitly taught vocabulary and high level vocabulary is modelled via quality texts.

English in Key Stage Two:

High quality texts throughout a range of genres form the basis of English teaching in KS2. Children are immersed in these texts through drama, debate and presentation. These texts are analysed by children and their, content, structures and language are used as a catalyst for pupils’ own writing. Children draft, edit and re-draft their writing to ensure their final pieces are of the highest possible quality. Children are taught to write at length, using a wide range of genres, across the curriculum, which is thematically linked to the rest of the year group curriculum.

Reading:

In Year 2 to 6, all children follow the Reading Masters scheme, a programme devised by staff at Vauxhall Primary School. Reading Masters is a whole class programme for reading fluency and comprehension. Each day a specific reading skill is taught, modelled and practised in a whole class setting.

There are five elements:

· text and talk fluency

· retrieval

· inference

· structure and grammar

· points of view: prediction and wider context.

Further support is provided in key stage 2 to develop reading and comprehension for those who require it by schemes such as Rapid Reading.

Spelling, punctuation and grammar:

Grammar is explicitly taught and weaved into learning in English and across the curriculum throughout the week. Spelling is taught daily via the Jane Considine spelling programme from year 2 onwards. PiXL assessments identify gaps in spelling and grammar with supporting interventions put in place as required. Children are taught cursive handwriting; children may also present their learning through technology. (ie film making/word processing).

Vocabulary:

As in ks1, children are explicitly taught vocabulary and high level vocabulary is modelled via quality texts.

ASSESSMENT

Staff use termly Pixl assessment tools to monitor children’s attainment and progress against National Curriculum expectations in spelling, grammar and punctuation. Writing is assessed every half term by the teacher using ITAFs relevant to each year group. These are then used both in formative and summative assessment when planning the next term’s written outcomes.

Pixl and Pupil Asset online management systems are used to track the progress and attainment of children throughout each individual year and also during their seven years at primary school.

Some useful resources:

Handwriting Hints

Year Group Expectations – Spelling

A Parent’s Guide to Grammar

Progression in Grammar Skills Years 1-6

Mr Thorne Does Phonics

Tips on Reading with your Child

Maths Curriculum Map
Maths Progression of knowledge
Maths Vision Intent-Implementation Impact

WRM Long Term Plan Reception
WRM Long Term Plan Yr 1
WRM Long Term Plan Yr 2
WRM Long Term Plan Yr 3
WRM Long Term Plan Yr 4&5
WRM Long Term Plan Yr 5&6

Vision

Science Vision -Intent-Implementation-Impact

Curriculum Map

Science Curriculum Map

Progression of Knowledge

Developing-Experts-Progression-of-Knowledge-Document
Developing-Experts-Progression-of-Skills-Document-KS1
Developing-Experts-Progression-of-Skills-Document-LKS2
Developing-Experts-Progression-of-Skills-Document-UKS2

At Eden Federation we believe Geography is an important part of the curriculum where pupils can become engaged and develop key skills. Geography is an exciting, relevant subject which can be seen in action in daily lives of our pupils. There are many cross-curricular links to ensure pupils are able to see the subject in context of themselves and the lives of the community around them and the wider world.

By exploring their own locality and through studying others, they will learn how to draw and interpret maps and deepen their geographical skills through enquiry learning. We provide children with many opportunities to use a range of geographical skills to help them understand, analyse and communicate a range of information either collaboratively or as an individual. These skills are put into practice both inside and outside the classroom through local fieldwork and trips. The teaching of Geography would be difficult without acknowledging the future of our planet. Geography develops pupil’s understanding of the interaction between the physical and the human environments, develops understanding and appreciation of places and their importance to us, of our impact on them and how we can manage and develop them sustainably. Geography also helps pupils recognise and value interdependence through themes such as climate change, food, water and energy. Our primary focus is for all children to have an understanding of the world: people, places and environments and how they are changing over time and to develop the ability to use and apply geographical skills in other areas of the curriculum and real life.

Geography & History Overview

Progression in Skills, Knowledge and Vocabulary Years R – 6
Progression in Skills Years R – 6

At the Eden Federation we want all pupils to have an understanding of the past and how history will shape their future. We don’t just view History as dates to remember, or facts to recall. We encourage pupils to become ‘detectives’ who critically explore the evidence from the past, in a balanced way, to identify the exciting and important catalysts for change.

Rationale – why this curriculum design?

• To develop all children and young people’s understanding of their place in the world; to promote curiosity, fascination and enjoyment – ‘detectives’ with a passion for investigating history.
• To develop in all children and young people a sense of who they are locally, nationally and globally.
• To develop well-rounded and successful historians, informed by the National Curriculum, and exposed to planned and differentiated lessons, taught with a clear history objective, using relevant vocabulary.
• To develop a knowledge of chronology within which children and young people can organise their understanding of the past.

Ambition – what do we want to achieve?

• To stimulate professional dialogue within and between staff teams
• To develop skill progression across all key stages and an understanding of the passing of time, with measurable outcomes, based on formative and summative assessment.
• For all children and young people to know what it means to be an historian – immersed in and inspired by history – with transferable skills and a sound progression of knowledge and sequenced understanding of key concepts.
• For all children and young people to take responsibility and make the best of life choices learning from the past; making memorable learning experiences; helping children and young people to understand their identity personally, locally, nationally and globally.
• For all children and young people to think critically, question and challenge sources, opinions and information. Analysing events from different perspectives.
• For all children to flourish, be their very best and have fun!

Key concepts and skills – how are we going to get there?

• Children and young people will have a knowledge and understanding of:
  • A sense of time – with a coherent, chronological understanding
  • Cause and consequence
  • Continuity and change
  • Historical vocabulary and interpretation
  • Historical context
  • Appreciating diversity including the nature of the British Isles
• Children and young people will be able to:
  • Effectively use a range of artefacts and sources, analyse nature, origin, purpose, utility, accuracy and reliability
  • Consider causation and significance of key events
  • Utilise opportunities outside the classroom including home learning to enrich experience
  • Learn without limits, making cross-curricular links to secure application and mastery

The curriculum will:

Ensure continuity and progression across key stages, recognising History as an enquiry with a focus on skills and deepening knowledge and understanding, supported by robust assessment. Encourage critical enquiry, inference, the ability to use high-order vocabulary and questioning, develop curiosity and generate evidence based arguments. Over and above all this we want our pupils to be passionate about history – cultivate awe and wonder so the children ask ‘why’ questions.

Geography & History Overview

Progression in Skills, Knowledge and Vocabulary – Years R – 6

RE has an important part to play as part of a broad, balanced and coherent curriculum to which all pupils are entitled. High quality learning experiences in RE are designed and provided by careful planning through locally agreed syllabuses, guidance from the Diocese and taking into account the need to offer breadth of content.

“High-quality RE will support pupils’ religious literacy. In the context of this syllabus, being religiously literate means that pupils will have the ability to hold balanced and well-informed conversations about religion and worldviews. Pupils will be able to make sense of religion and worldviews around them and begin to understand the complex world in which they live. RE is primarily about enabling pupils to become free thinking, critical participants of public discourse, who can make academically informed judgements about important matters of religion and belief which shape the global landscape.”
Norfolk Agreed Syllabus 2019

Religious Education in the Eden Federation uses an enquiry based approach to learning. This is based on the best practice framework in the Norfolk agreed syllabus. This approach enables pupils to focus on an enquiry question which explores theological and philosophical concepts within religion and belief. A range of teaching strategies are used to ensure learning is challenging and relevant including the use of art, music, thinking skills, artefacts and stories.

RE Long Term Plan Year R – 6

Age Related Expectations Year R – 6

To enable our children to celebrate and welcome differences in our world, it is vital they have an understanding of different languages and countries.  By introducing and exposing our children to this they will have a deepened ability to show respect and play a valuable part in our global society.  To achieve this end point we aim, though our Primary Languages curriculum, to inspire a love of language as part of their lifelong journey of learning.

We aim to help children

• to understand and respond to spoken and written language from a variety of authentic sources
• to speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation
• to write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learned
• to discover and develop an appreciation of a range of writing in the language studied

We encourage the children

• to develop an interest in learning other languages.
• to introduce young children to another language in a way that is enjoyable and stimulating.
• to encourage children’s confidence and creative skills through the exploration of another language.
• to stimulate and encourage children’s curiosity about language.
• to help children develop their awareness of cultural differences in other countries.
• to develop listening, speaking, reading and writing skills.
• to lay the foundations for future language learning.

Languages Long Term Plan

As Digital Citizens, our children will safely explore the opportunities offered in an ever-changing technological landscape. We aim to combine the wonder of discovery and creation with the practicalities of answering ‘How do I…’, whilst teaching children how to maintain a safe and secure online presence.

In the Eden Federation, we want all pupils to understand how to keep safe online, and how to access help and support. We encourage children to think critically when they work with technology to create programs and content, solving problems as they occur. Computational thinking skills are taught as breaking down tasks, pinpointing errors and correcting them, and these apply across the whole curriculum. Through using common software and tools in a controlled classroom environment, children quickly become confident and enthusiastic when presenting their work to a wider audience through school media and class blogs. We encourage pupils to research cultures and customs across the globe, to make connections, and to become aware of new experiences and ideas. Above all, we want our children to be confident and competent users of all types of technology, understanding how we use them to communicate and present via the Internet and World Wide Web.

Computing Skills Progression Overview
Computing Long Term Plan

Intent
At the Eden Federation, we wish to nurture creative and curious learners, who we nourish through a challenging and inclusive curriculum, therefore allowing them to flourish both in primary school and beyond.

Art and Design is an entitlement for our pupils and accessible to all. We believe that art education allows children to develop explicit skills in fine art, ensuring that all pupils have the chance to succeed, regardless of their starting points. Visual arts focus on drawing, painting and printing to equip our pupils with the knowledge and skills to experiment, create and invent their own works of art, craft and design.

Art is an important form of cultural expression: every culture, every period in history, has produced artistic responses to social situations and cultural events. Art is not only a practical subject but academic as it engages with: history, politics and society, cultural, social, economic and spiritual aspects of the past, present and future. Furthermore, creativity is not confined to the arts: creativity and imaginative activity inform teaching and learning across our school. By gaining a deep understanding of media and resources, we aim to inspire and challenge our pupils across our school curriculum.

Implementation
We use Kapow Primary’s Art and Design scheme of work at the Eden Federation. It is designed to give pupils every opportunity to develop their artistic ability, express their own original ideas and learn about art across cultures throughout history, while also meeting the national curriculum end of key stage attainment targets. We have organised it in tandem with the Design and Technology curriculum to ensure a range of experiences for children in each year group across the two subjects, while also ensuring that any skills which overlap are developed upon.

Our art curriculum focuses on:
– Generating ideas
– Using sketchbooks
– Making skills, including formal elements (line, shape, tone, texture, pattern, colour)
– Knowledge of artists
– Evaluating and analysing

These strands are revisited in each unit, allowing pupils to build on their previous learning and key skills are revisited again and again to ensure a progression of skills in a spiral curriculum model.

Units of lessons are sequential and fully scaffolded to support pupils’ curiosity, imagination and art and design skills, while also offering opportunities to stretch pupils’ learning. Lessons are blocked over one week each half term, to ensure pupils have a conducive and inspiring learning environment and to best mimic the real-life design processes in the adult world. We have linked our units each half term with other themes and topics in our curriculum, where possible, while also not compromising on Art and Design’s own independent outcomes.

Lessons are always practical in nature and encourage experiment and exploratory learning with pupils using sketchbooks to document their ideas. We use knowledge organisers to support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

Impact
The expected impact of our scheme of work is that children will:
– Produce creative work, exploring and recording their ideas and experiences.
– Be proficient in drawing, painting, sculpture and other art, craft and design techniques.
– Evaluate and analyse creative works using subject-specific language.
– Know about great artists and the historical and cultural development of their art.
– Meet the end of key stage expectations outlined in the National curriculum for Art and design.
We constantly monitor the impact of our curriculum through both formative and summative assessment opportunities. However, children are involved in the evaluation of their work and the improvements they would make, allowing them to understand their own learning journey.

Pupils should leave our federation equipped with a range of techniques and a strong foundation for their Art and Design learning at Key Stage 3 and beyond.

Art Curriculum Year Group Overview

Art Progression of Skills

Intent
At the Eden Federation, we wish to nurture creative and curious learners, who we nourish through a challenging and inclusive curriculum, therefore allowing them to flourish both in primary school and beyond.

We believe Design and Technology should inspire pupils to be innovative and creative thinkers who use the product design cycle (ideation, creation and evaluation) to produce imaginative and astute ideas. We want pupils to develop the confidence to take risks when drafting design concepts, modelling and testing and to be reflective learners who evaluate their work and the work of others.

We recognise that the technological industry is a powerful emerging economic sector and arena that we want to enable our pupils to access. Our teaching invites children to become resourceful and pioneering innovators. Through our scheme of work, we aim to build an awareness of the impact of design and technology on our lives and encourage pupils to become enterprising citizens who will have the skills to contribute to future design advancements and inventions.

Furthermore, Design and Technology has multiple cross-curricular links in areas such as mathematics, science, art and history. By gaining a deep understanding of this subject, we aim to inspire and challenge our pupils across our school curriculum.

Implementation
We use Kapow Primary’s Design and Technology scheme of work at the Trinity Federation, whose aims align with those of the National Curriculum, enabling pupils to meet its key stage attainment targets. We have organised it in tandem with our Art and Design curriculum to ensure a range of experiences for children in each year group across the two subjects, while also ensuring that any skills which overlap are developed upon. Lessons are blocked over one week each half term, to ensure pupils have a conducive learning environment and to best mimic the real-life design processes in the adult world. We have linked our units each half term with other themes and topics in our curriculum, where possible, while also not compromising on Design and Technology’s own independent outcomes.

The National Curriculum organises the Design and Technology attainment targets under five subheadings
or strands:
– Design
– Make
– Evaluate
– Technical knowledge
– Cooking and nutrition

The Design and Technology National Curriculum outlines the three main stages of the design process: design, make and evaluate. Each stage of the design process is underpinned by technical knowledge which encompasses each strand’s contextual and historical understanding. Cooking and nutrition has a separate section, with a focus on special principles, skills and techniques in food.

Our scheme of work has a clear progression of skills and knowledge within these five strands across each year group. Key areas are revisited again and again with increasing complexity, allowing pupils to revisit and build on their previous learning. Pupils respond to design briefs that require careful consideration and develop their skills in five key areas:
– Mechanisms
– Structures
– Textiles
– Cooking and nutrition
– Electrical systems – Year 6 only

Each of our key areas follows the design process (design, make and evaluate). Lessons incorporate a range of teaching strategies from independent tasks, paired and group work including practical hands-on, computer-based and inventive tasks. Differentiated guidance is available for every lesson to ensure that lessons can be accessed by all pupils and opportunities to stretch pupils’ learning are available when required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

Impact
The expected impact of our scheme of work is that children will:
– Understand the functional and aesthetic properties of a range of materials and resources.
– Understand how to use and combine tools to carry out different processes for shaping,
decorating and manufacturing products.
– Build and apply a range of skills, knowledge and understanding to produce high quality outcomes, (including models, prototypes and products) to fulfil the needs of design briefs.
– Understand and apply the principles of healthy eating, diets and recipes, including key processes, food groups and cooking equipment.
– Have an appreciation for key individuals, inventions and events that impact our world.
– Recognise where our decisions can impact the wider world in terms of community, social and environmental issues.
– Self-evaluate and reflect on learning at different stages and identify areas to improve.
– Meet the end of the key stage expectation outlined in the National Curriculum for Design and Technology.

We constantly monitor the impact of our curriculum through both formative and summative assessment opportunities. However, children are involved in the evaluation of their work and the improvements they would make, allowing them to understand their own learning journey.

Pupils should leave our federation equipped with a range of techniques and a strong foundation for their Design and Technology learning at Key Stage 3 and beyond.

Progression of Skills – Food

Progression of Skills – Mechanisms

Progression of Skills – Structure

Progression of Skills – Textiles

Curriculum Overview

2024/25 Long Term Plan
Music Intent Implementation Impact
Progression of Skills and Knowledge

School Music Development Plan

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Curriculum Maps

Core real PE-FS-Curriculum-Maps
Core real PE-Y1-Curriculum-Maps
Core real PE-Y2-Curriculum-Maps
Core real PE-Y3-Curriculum-Maps
Core real PE-Y4-Curriculum-Maps
Core real PE-Y5-6-Curriculum-Maps

Progression of Skills

PE FUNS Fundamental Movement Skills Progression of Skills
PE Real Dance Progression of Skills
PE Real Gym Progression of Skills
PE Real PE Progression of Skills

INTENT

We use the Kapow scheme of work which aims to give children the knowledge, skills, and attitudes that they need to effectively navigate the complexities of life in the 21st Century. The curriculum covers key areas which will support children to make informed choices now and in the future around their health, safety, wellbeing, relationships, and financial matters and will support them in becoming confident individuals and active members of society.

Kapow Primary’s RSE/PSHE scheme of work covers the Relationships and Health
Education statutory guidance (as set out by the Department for Education), including
the non-statutory sex education.

The scheme covers wider PSHE learning, in line with the requirement of the National
curriculum (2014) that schools ‘should make provision for personal, social, health and
economic education (PSHE).’ Children’s learning through this scheme would
significantly contribute to their personal development as set out in the Ofsted
Inspection Framework and promotes the four fundamental British values which reflect
life in modern Britain: democracy; rule of law; respect and tolerance and individual
liberty.

Quality PSHE and RSE teaching is an important element in helping schools to carry out
their duty of care with regards to safeguarding. The DfE’s statutory ‘Keeping Children
Safe in Education (Sep 2020)’ guidance states that ‘Governing bodies and proprietors
should ensure that children are taught about safeguarding, including online safety.
Schools should consider this as part of providing a broad and balanced curriculum’. In
response to the child-on-child abuse updates to Section 5 of Keeping Children Safe in
Education (DfE, 2022), our curriculum introduces and revisits ideas of personal
boundaries, consent and communicating our boundaries with others. This prepares
pupils for the challenges and responsibilities they will face in the future.

IMPLEMENTATION

A range of teaching and learning activities are used and are based on good practice in
teaching RSE/PSHE education to ensure that all children can access learning and
make progress. In key stage 1 and 2, there is an introductory lesson at the start of each
year group which provides the opportunity for children and teachers to negotiate
ground rules for the lessons.

These introductory lessons can then be referred to throughout the year to help create a safe environment. All lessons include ideas for differentiation to stretch the most able learners and give additional support to those who need it. Many lessons, stories, scenarios, and video clips provide the opportunity for children to engage in real life and current topics in a safe and structured way. Role-play activities are also included to help children play out scenarios that they may find themselves in.

There are meaningful opportunities for cross-curricular learning, in particular with
Computing for online safety and Science for growing, nutrition, teeth, diet and
lifestyle. The scheme provides consistent messages throughout the age ranges
including how and where to access help.

The role of parents and carers is recognised, and guidance is provided to assist
schools on how to work with them and include them in their children’s learning.
In addition to the lessons, there is a suite of eight Q&A videos for teachers, featuring
experts from various fields, covering the key areas: Families, Friendships, Healthy and
safe relationships, Digital safety and The changing adolescent body.

IMPACT

Each lesson within Kapow Primary’s scheme features assessment guidance, helping
teachers to identify whether pupils have met, exceeded, or failed to meet the desired
learning intentions for that lesson.

Each unit of lessons comes with an Assessment quiz and Knowledge catcher. The
quiz contains 10 questions, nine of which are multiple-choice and can be used either
at the end of the unit or at both the start and the end to help measure progress and
identify any gaps in learning. The Knowledge catchers list some of the lesson titles in
mind-map or table format and can be used at the start of a unit to see what the
children already know and to inform planning, and then pupils can revisit the same
version of the Knowledge catcher at the end of the unit to add what else they now
know, further demonstrating their progression in learning.

Once taught the full scheme, children will have met the objectives set out within the
Relationships and Health Education statutory guidance and can utilise their learning
within their daily lives, from dealing with friendship issues to resilience to making
healthy choices and knowing where and how to get help when needed.

Progression of Knowledge and Skills EYFS – Yr 6

For over 15 years, schools around the world have been using the original Zones of Regulation program as an empowering instructional tool to build safe, supportive environments that foster learning and well-being for all. In the Eden Federation we use this approach with all our children.

Learners benefit from:

• Increased self-awareness and social and emotional skills
• A common language for communication, problem solving, and emotional understanding
• More time spent on learning instead of on behavior management
• A healthier, more inclusive school climate

The Zones of Regulation provides an easy way to think and talk about how we feel on the inside and sorts emotions into four colored Zones, all of which are expected in life.

We strive to give our reception children the best start to their school career.
We believe the Foundation year is a vital time for our children to build the skills they will need to be successful, independent learners when they enter Year 1.

We do this through establishing lively and exciting learning environments in which our children can explore, discover and develop their skills. We have high expectations of behaviour and support this by establishing clear routines and using our PSHE programme to support positive social interactions. The flexibility in our curriculum allows us to incorporate the interests of the children as well as giving a good grounding in core and specific subjects.

More information about the Early Years currriculum can be found in Development Matters in the Early Years and Foundation Stage.

Many valuable experiences happen through outdoor learning throughout the federation. Teachers plan regular opportunities for learning outside the classroom. Local educational visits are planned to enrich the curriculum. Older children have opportunities to take part in residential visits.

Our schools are places where everyone can feel welcome, safe and valued.

All pupils and staff have the responsibility to contribute effectively to the life and ethos of the school. Some examples of this may be undertaking Team Leader work, contributing to the school newspaper, preparing to present an assembly, planning whole school events or taking part in community events.