Subject Specific Information
English and Reading
Reading is at the heart of what we do at Tyndale, we strongly believe that becoming a successful reader allows pupils to unlock in all areas of the curriculum.
In EYFS and Key Stage 1, pupils participate in daily phonics sessions, in addition to high quality teaching in both English and Reading Fundamentals lessons. Through engaging texts linked to our learning themes, pupils become increasingly confident in using the written word and identifying a wide variety of genres.
In Key Stage 2, pupils engage with a range of high-quality texts linked to their half termly project and hone their craft as writers, readers and public speakers.
Spelling rules are taught explicitly at Tyndale and pupils are encouraged to investigate language. Writing has a clear purpose and audience, therefore handwriting and presentation is highly valued. We encourage pupils to ask themselves, "is my work today, better than yesterday?"
Through exposure to vocabulary, the teaching of grammar skills and whole school celebrations, we aspire to equip every child with the literacy skills to forge a path to success as they continue their learning journey.
Click here to see our whole school skills progression document for Grammar, Punctuation, Vocabulary and Spelling.
Our Reading Programme
Our unique and inspiring reading programme gives our pupils the opportunity to read classic literature every day. Within the timetabled day, there are 70 minutes of deliberate teaching of reading. By the end of year 6, our pupils will have read an extensive number of books with challenging themes and vocabulary.
As part of the reading programme at Tyndale, we have adopted ‘DEAR’ (drop everything and read) time. Every pupil spends the last 20 minutes of every day following their own copy of a book, whilst the teachers read aloud, demonstrating fluency, expression, intonation and a passion for the enjoyment of reading. When you walk around the building during DEAR time, there is a sense of calm and focus as pupils enjoy their latest book and ensure that every second of their school day counts!
This reading programme has contributed to accelerated progress in reading and has contributed to increased literacy levels and inspired our pupils to develop a lifelong love for reading.
DEAR Time Example
Below, is a playlist of videos to further demonstrate how DEAR Time might look like from the perspective of a Year 6 Tyndale pupil. Each video has a link in the description to a comprehensive quiz for pupils to access after they've finished reading to assess their understanding. These videos were created to allow our reading programme to continue throughout the school closure, during the pandemic in 2020.
At Tyndale, we want to encourage all of our pupils to have a love of reading. The following links are the recommend reading lists for all year groups:
At Tyndale, we use 'Little Wandle' phonics which is a complete systematic synthetic phonics programme (SSP). It is based on the original Letters and Sounds, but has been extensively revised to provide a complete teaching programme meeting all the expectations of the National Curriculum, the Ofsted Deep Dive into reading and preparing your children to go beyond the expectations of the Phonics Screening Check. It also draws on the latest research into how children learn best; how to ensure learning stays in children’s long term memory and how best to enable children to apply their learning to become highly competent readers.
Whilst we use this programme, each lesson is adapted to ensure that we are meeting the needs of the individuals in the class.
We believe that, through phonics, most children learn to read effortlessly so that they can put all their energy into comprehending what they read. It also allows them to spell with ease so that they can focus on composing what they write.
Phonics lessons at Tyndale are fun and exciting for the children. The lessons include games and interactive, hands on learning. Pupils are encouraged, from the very beginning, to segment the sounds in words and write the corresponding graphemes on their individual whiteboards. This very quickly progresses to writing simple words, phrases and sentences. Similarly, children are given opportunities, very early on, during phonics sessions, to blend the individual sounds in words in order to read.
Phonics is taught daily throughout the whole of the Early Years Foundation Stage and Year 1. When needed, phonics teaching will continue until the children feel confident with their reading and spelling.
Please click here to view the Glossary of Phonics Terms, which could be useful when supporting your child with reading at home.
At Tyndale Primary, we aim to encourage a love of mathematics and foster a can-do attitude!
We believe that all children can achieve well when our maths lessons follow a 'teaching for mastery approach'. As a school we follow the White Rose Scheme of work however, this is adapted to meet our the individual needs of the pupils we teach.
All pupils have a daily maths lesson, which is carefully designed to teach pupils the content and learning through a concrete, pictorial and abstract series of steps to ensure understanding is secure. Daily fluency tasks work on committing number facts to memory. This successfully supports the development of maths calculation through all year groups.
Please click here to see our whole school Maths Skills Progression document.
At Tyndale, we aim to nurture our pupils' natural sense of curiosity and creativity through our teaching of science. From EYFS through to Year 6, pupils will acquire and build on the core skills and knowledge that they have learnt, in order for them to develop a deeper understanding of the ever-changing world that they live in. Through our inquiry-based, hands-on curriculum, they are encouraged to learn by asking questions, thinking creatively and critically to problem-solve, working collaboratively, taking risks and learning from their mistakes.
Starting at the Early Years Foundation Stage, pupils will explore the world around them, utilising observation skills. In KS1, children will observe closely and be challenged to ask questions to develop their curiosity. They will perform simple experiments and record their findings to help answer questions. In lower KS2, children will make enhanced and systematic observations whilst carrying out experiments. They will record and report findings to create a conclusion. In upper KS2, pupils will refine their skills and use a range of scientific equipment to test their hypothesis. They will record data in more detail and be able to explain their findings.
Please click here to see our Science Skills Progression document.
At Tyndale, the aim of our computing curriculum is to help children with learning basic computing skills that are relatable and beneficial to their daily lives. We want children to enjoy being able to use computer technologies and know how they can use them for specific purposes. Also, we want children to know how to use technologies appropriately and safely.
In the Early Years Foundation Stage the children learn about computing by being able to identify technologies and programmes they may find at home and school and being able to use them linked to their school projects. Furthermore, they are able to choose the programmes they need to complete a particular outcome, such as using a paint programme to create a picture of the members in their families.
In Key Stage 1, the computing curriculum expands to areas of computer science and computational thinking. In computer science the children learn about the idea of basic ‘coding’, where they are able to create and debug programmes, such as giving a ‘Bee bot’ instructions to help make it move and then trying to solve problems that arise in the programming. The idea of computational thinking is about discovering what ‘algorithms’ (sequences of instructions) are and how you can use them to solve problems. The children in KS1 are exposed to the technologies they can use to create content and retrieve information, for example using programmes from Microsoft office or the internet, and they start learning about how to use technology safely.
In Key Stage 2, the computing curriculum builds on the learning that started in KS1. Children continue to develop their knowledge of writing and debugging programmes, but they start to look at this in more detail and expand on the idea of algorithms into sequences of repetition, input and output of technology devices and logical reasoning. In KS2, the children begin to understand how computer networks can help us to communicate with others and search for information, such as through the Internet, email and other communication devices. The computing curriculum can also link well with other areas of the curriculum, for example discussions in PSHE, where we talk about how to recognise acceptable and unacceptable behaviour when using technologies and how to report any concerns if they arise.
Please click here to see our Computing Skills Progression document.
Art & Design
At Tyndale, we believe that each child should be able to experience a wide range of creative opportunities, experimenting with different media, learning about a variety of artists and being taught specific art skills.
Children will have the opportunity to use a wide variety of media in order to experiment with such skills as shading and working in 3D.
In the Early Years Foundation Stage this begins with an introduction to mark making, colour, texture and shape, moving towards drawing skills and using different media for a purpose in Key Stage One.
Moving up to Key Stage 2, pupils begin to fine tune and develop their skills and combine these with evaluation of their own work and the work of others.
Pupils are given opportunities to use sketch books in which they can record their designs whilst also having the opportunity to create ‘big art’. They are also encouraged to be reflective about their work and to look for opportunities to improve and develop.
Art is currently taught as part of the Early Learning Goals (within the Foundation Stage) and as part of the Foundation Subjects in Key Stages 1 and 2. Pupils are taught to look at art with a critical eye and are encouraged to express an opinion, or discuss and debate their findings.
At Tyndale, we strive to ensure that every child has the opportunity to create, appreciate and learn in a stimulating and safe environment.
Please click here to see our Art and Design Skills Progression document.
At Tyndale, we are passionate about music and believe that it is an essential part of a broad and balanced curriculum. We believe that music unlocks children’s creativity and is a “universal language” that is accessible to children of all academic abilities.
Through practical music making, beginning in EYFS, pupils learn skills in singing, listening, playing, composing and improvising. Pupils are also taught about a diverse range of musical traditions and genres taking into account their own cultural experiences. The curriculum is built on the unique progression of musical skills and knowledge, and aims to develop a secure understanding of the elements of music including rhythm, pitch, dynamics, timbre and duration. Singing is a vital part of musical learning and all pupils are given a variety of opportunities to sing and perform to different audiences at school including weekly “Singing Assemblies”, Harvest Festival, Easter and our popular carol concerts and nativity.
Please click here to see our Music Skills Progression document.
Design and Technology
At Tyndale Primary School, we aim to provide children with a DT education that is relevant in our rapidly changing world. We want to encourage our children to become problem solvers, who can work creatively. We believe that high-quality DT lessons will inspire children to think independently, innovatively and develop creative, procedural and technical understanding. Our DT curriculum provides children with opportunities to research, represent their ideas, explore and investigate, develop their ideas, make a product and evaluate their work.
There are 2 strands to the DT curriculum:
1. Design, make and evaluate incorporating technical knowledge.
2. Cooking and nutrition.
Here at Tyndale, pupils are given a variety of opportunities to engage in various DT activities throughout the year that develop their skills, vocabulary and resilience.
Please click here to see our Design and Technology Skills progression.
The opportunity to learn another language is greatly valued at Tyndale. Learning Spanish gives all children the opportunity to develop the important skill of learning a language and gaining an understanding of another culture.
Although only statutory at KS2, at Tyndale we are very proud that Spanish is taught weekly to all children from Year 1 to Year 6 by specialist teachers. Our Spanish teacher, Ms Matthews ensures that lessons are entertaining and enjoyable.
In EYFS and Year 1, we encourage the children to listen to and engage with stories, rhymes, games and songs in French. We develop this further in Key Stage 1 by encouraging listening, speaking, reading and writing single words and short phrases.
The excellent foundations in Spanish learning laid down in Key Stage 1 are built upon in KS2. We use multisensory and kinaesthetic learning strategies such as group and pair work, team games, SMART Board activities and the learning of songs and rhymes reinforced with actions. Pupils are encouraged to speak in sentences, using familiar vocabulary, phrases and basic language structures with accurate pronunciation and intonation. They learn to read and understand more complex words, phrases and sentences. They learn to write phrases from memory, and adapt these to create new sentences based on familiar topics eg. classroom objects and school subjects.
It is our aim that pupils will leave Tyndale with a strong foundation in Spanish and a positive attitude towards language learning.
Please click here to see our Spanish Skills Progression document.
At Tyndale, we employ an enquiry-based approach to history which promotes creative learning through a curriculum aimed at stimulating the child's interest of a range of historical periods and key figures from the past.
Pupils engage with history learning as soon as they start school by reflecting on their own experiences and memories, using language such as then and now. When they reach Year 1, children begin to learn more about people and events that exist within living memory and beyond, and start to develop a better understanding about the wider world and its history. Through our project based learning, children investigate world events, such as The Great Fire of London and significant historical figures, for example Florence Nightingale and Henry VIII.
In Key Stage 2, children develop key skills, such as questioning and critical thinking, as well as build on their knowledge of timelines and historical events which have shaped the world we live in today. Periods of history learnt through our topics include the Anglo-Saxon period, Vikings and the Roman Empire.
Please click here to see our History Skills Progression document.
The aim of geography at Tyndale, is to nurture children's curiosity about the world around them. As part of an engaging curriculum, geography helps children understand their environment and its effects on the world, and provides them with the skills to enquire, observe and record what they have found.
In the Foundation Stage, children experience geography by exploring and discussing the features of their environment. This is developed in Key Stage 1 when they begin to learn about the human and physical (natural) features that occur in the local area, using geographical language, such as beach, city, coast and forest. Children develop key skills in map and compass reading through the study of the local geography. At this stage in their learning, children will develop their understanding of the world on a larger, as well as small, scale by comparing places from around the world to where they live.
In Key Stage 2, children build on their knowledge of the continents and cities within the UK using globes and atlases. They will develop their field work skills through methods such as aerial plans and graphs to help deepen their understanding of the geographical features of UK and the wider world.
Please click here to see our Geography Skills Progression document.
At Tyndale, we want our pupils to grow into respectful and well-rounded individuals, who are able to articulate beliefs and have the confidence in expressing their own opinions. This will be achieved by exploring different views, developing understanding with open mindedness, and progressively strengthening their knowledge throughout the years.
We celebrate and analyse a range of faiths and beliefs where pupil can develop their understanding and analytical skills using a wide range of appropriate and creative methods, including drama, art, music, movement, competitions and exploring artefacts.
The curriculum we use at Tyndale, is based on the Discovery RE syllabus, which adopts an enquiry-based approach to teaching and learning. Through the enquiry-based approach, children not only learn knowledge but critically develop an understanding of the world of religion and how beliefs impact on daily lives. To motivate and engage the children, we have introduced awards that can be gained in our Character Education programme that will develop their knowledge and faith according to their own beliefs and the beliefs of others.
Please click here to view our Religious Education Skills Progression document.
PE at Tyndale is led by specialist staff, who work closely alongside the class teachers to provide engaging and stimulating lessons across the school. From EYFS to Year 6, we use the Sports Plus Scheme for our planning and delivery of these lessons. Using this scheme provides us with consistency and cohesion across our sites, whilst ensuring skills progression is effectively taking place.
We are lucky to have a multitude of spaces available at each site where PE can be taught. This includes a ball court, as well as two large halls, two playgrounds and a large field.
At Tyndale, children have the opportunity to take part in a range of different sports and activities, including extra-curricular clubs and the chance to represent the school in various borough competitions. These clubs are run by class teachers and PE specialists.
Please click here to view the Physical Education Skills Progression document.
British Values is important to us at Tyndale because it is not about teaching our children to ‘be British’ but about ‘living in Britain’ and teaching our children to be responsible, kind, respectful and hard-working citizens who can engage positively with those around them.
The areas we cover are;
Individual liberty - We look at people’s rights and address the need to be ourselves.
Democracy - We discuss how we all have a right to speak and be heard but we need to consider other people’s opinions. Then as a group, work together and follow the same rules.
Rule of Law - We address what is right and wrong and the need to have rules and laws. We all have a choice and we need to think about our individual choices and the consequences these might have.
Mutual respect - We discuss treating others as we would like to be treated and looking after the environment around us. This extends to property, animals, nature and belongings.
Tolerance - We look at different cultures, beliefs and religions and share our views and opinions. We emphasise that we are all entitled to have our own beliefs but we must accept that others will have different views. We should celebrate those differences and learn from others so we can make informed choices and opinions.
PSHE and RSE
At Tyndale Primary, we follow the Jigsaw PSHE approach. Jigsaw provides a detailed and comprehensive scheme of learning for ages 3-16. We teach well-structured, progressive lessons with high quality teaching resources.
Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world.
NSPCC Speak Out Stay Safe
NSPCC Speak Out Stay Safe is a safeguarding programme for children aged 5- to 11-years-old.
The programme helps children understand:
- abuse in all its forms and how to recognise signs of abuse
- that abuse is never a child’s fault and that they have the right to be safe
- where to get help and the sources of help available to them, including our Childline service.
The Speak out Stay safe programme will be delivered as part of our curriculum in the summer term each year.
Please click here to find our PSHE and RSE Policy and for more helpful resources about Jigsaw.
Please click here to view our PSHE and RSE Skills Progression document.
Tyndale is proud to run a ‘Cultural Studies’ programme which has been specifically tailored to boost understanding and knowledge of its cultural diverse community and beyond. The programme is also a conduit to reinforce the message that the UK is a multicultural/multilingual society.
The programme aims to celebrate and nurture the diverse cultural and ethnic matrix of children and families in Tyndale school and its serving community while emphasising the richness of British plurality and importance of shared values and cohesion amongst all citizens.
Metaphorically, pupils 'travel' to a different country each week with their Tyndale passport. Lessons, enable children to celebrate and delve into different cultures and traditions within the UK and around the world. The programme endeavours to foster a united community where tolerance, appreciation, understanding and respectful outlook underpins everyone’s actions.
In addition to the knowledge that is taught, pupils are also taught to develop an interest in learning other languages in a way that is enjoyable and stimulating. We encourage children's confidence, we strive to stimulate and encourage children's curiosity about language.
Please click here to find the overview of the themes taught within Cultural Studies each term.