A Whole School Approach:
The curriculum at St Peter’s is one which is focused on Building Firm Foundations for life. Both our Mission Statement and Curriculum Intent have the aim that children leave St Peter's being able to say that: We achieve our best.
Our teaching in all subjects ensures that children have the knowledge and skills needed to achieve their best, both now and in the future
You can read more about our curriculum intent here.
More information on all the subjects in the National Curriculum for schools can be found here
'Post Covid Recovery Curriculum'
We recognise the effects that repeated lockdowns and periods of isolation have had on children's learning and progress. Accordingly, we will continue to deliver aspects of our 'Post Covid Recovery Curriculum', as detailed below:
(Updated September 2021)
The purpose of this curriculum is to:
- prioritise the mental and emotional wellbeing of children and staff
- focus on re-socialisation into school routines and speaking and listening skills
- balance how to learn best with what to learn.
- be long term - with the impact on the existing curriculum carefully mapped
How will we plan for and deliver our Recovery Curriculum? (Implementation)
1) Prioritising the mental and emotional wellbeing of children and staff:
- Activities that focus on sharing, team and co-operative games will be planned, to rebuild friendships
- Arrangements for children who need additional support including group ‘Theraplay’, restarting Elsa and Drawing & Talking group sessions.
- Continue to signpost emotional support for staff
2) Support all learners.
- Ascertain whether children have fallen behind or have progressed further against our existing reading, writing and maths curriculums:
- Gap analysis of children’s current knowledge base, including gathering information about what children can do from observational based assessment, especially in KS1/ EYFS
- Planned teaching methods that reskill and rebuild children’s confidence as learners
- Using open-ended, accessible reading, writing based tasks, low stakes quizzing and low threat knowledge checks within lessons to inform teachers what children know and can do.
- Ensuring that if children have forgotten aspects already covered, then teachers will reteach and practise this content, with a particular focus on regaining momentum in reading and phonics.
3) Carefully consider what to teach - planning for the long term:
- The impact on the existing curriculum has been carefully mapped. There will be some aspects of the wider curriculum which cannot be covered, or not covered in as much depth as before.
- Continuing the use of IT and collaborative learning to engage learners.
- Where possible plan enrichment experiences or visits to which either expose children to curricular elements which are not being covered in depth or increase their cultural capital.