We intend for our curriculum to enable all our children to acquire our seven character habits.
We intend for our Tyndale Curriculum to:
Enable all children to continually learn and develop skills.
Facilitate children’s acquisition of knowledge, skills and qualities which will help them to develop intellectually, emotionally, socially, physically and morally, so that they become positive citizens within the societies to which they belong.
Promote a positive attitude towards learning through our seven character habits, so that children enjoy coming to school and acquire a solid basis for lifelong learning.
Create and maintain an exciting and stimulating learning environment where all children are encouraged to be risk-takers and develop creative thinking.
Develop and grow children’s key knowledge
Develop children’s resilience in a happy and safe learning environment.
Our thematic curriculum is delivered through a number of themes in each year group which encompass a number of the curriculum subjects - Science, History, Geography, Art and DT.
In EYFS and KS1, our focus is to ensure we are embedding foundation skills across all areas of learning so that our children have a solid foundation for subsequent learning to be built upon in KS2. Our Senior Leadership Team (SLT) works closely with subject and curriculum leaders to ensure that the highest standards for each subject are achieved and continuous Professional Development prioritises teachers’ secure subject knowledge and pedagogy. Subject specific learning and vocabulary is shared with the children ensuring they develop their understanding of each curriculum subject as well as understanding the purpose of skills in a real-life context. We strive to spark our children’s curiosity and encourage them to raise their own questions by providing exciting, first hand, real life, practical learning experiences.
Through curriculum adjustments we ensure we meet the needs of all children, providing scaffold and stretch opportunities for all to access the same ambitious thematic curriculum. We believe that every child has the right to succeed regardless of their socio-economic background and despite any barriers they may have to their learning.
The success of our curriculum is measured through regular monitoring of the children’s knowledge, skills and understanding by subject leaders, curriculum leaders and the SLT.
Monitoring approaches include learning observations, book looks, internal and cross-trust moderation as well as formative and summative assessments. Children and teacher voices are highly valued, and we measure the progress and attainment of all groups of children. Regular planning reviews ensure expected coverage, pitch and progression. Assessments are integral to this monitoring. SLT, subject leaders and the curriculum leader ensure professional development opportunities maximise impact on child outcomes.
Through our curriculum and teaching we aim to equip our children with the knowledge, skills and understanding necessary to achieve now and in the future. Knowledgeable learners can recall prior knowledge that is stored in their long-term memories and then develop links to new schemas. A schema is an interconnected web of knowledge that resides in our long-term memory. As our children are introduced to new knowledge, we support them to connect this with an existing schema, which will become bigger. The bigger the schema is, the easier it is for our children to retrieve information from their long-term memory to working memories.
Our ambitious thematic curriculum will be delivered using Rosenshine’s principles of instruction alongside our Teaching and Learning Playbook approach.