Year Group Curriculum Pages
'Post Covid Recovery Curriculum'
For the remainder of the 2020/2021 academic year, we will be delivering a 'Post Covid Recovery Curriculum'
(Updated March 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
- provide additional opportunities for children to exert themselves physically
- subtly ascertain where children have fallen behind or have progressed further against our existing reading, writing and maths curriculums and ensure 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.
- 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:
- Many of the relationships / friendships that were thriving, may need to be invested in and restored. We need to plan for this to happen, not assume that it will. Activities that focus on sharing, team and co-operative games will be planned (with appropriate social distancing) to rebuild friendships
- Arrangements for children who need additional support including considering introducing group ‘Theraplay’, Restarting Elsa sessions when appropriate, re-introducing Rainbows group sessions.
- In order to keep a sense of community for children when we will not be able to gather initially as a school we will continue to create video assemblies for Monday & Wednesday that will be published on the Virtual School and can be watched in class. All staff are welcome to offer to record one of these if they wish - or SLT/ RE team are also happy to produce them. Friday Assembly will be live streamed to all classes.
- Guidance is that both staff & children who are currently shielding or living with someone who is shielding can return to school. Return to work conversations should be offered to all staff to allow them to voice any concerns and have these addressed. SLT will contact parents of shielding children to have these conversations before returning.
- Continue to signpost emotional support for staff
2) Focus on re-socialisation, adapting to new style school routines and speaking and listening skills:
- Planned opportunities for speaking and listening across the first few weeks.
- Planned PHSE and ‘talk’ sessions for all year groups. Make use of Thursday News Assembly and News Bites on Espresso to facilitate talk (especially older years)
3) Provide additional opportunities for children to exert themselves physically:
- Daily mile / daily run (younger children) - all classes, every day.
- Provide additional PE lessons (e.g. mix of athletics, non-contact team games for co-operation, ball/ multi skills for hand eye coordination, dance/ street dance for expression and re-connecting to sense of space, yoga for posture, balance and core strength).
- PPA sports provision will resume as soon as it is safe to do so, as PPA staff can work across bubbles. External providers can also resume once they have considered the guidance in their risk assessments.
4) Support all learners, accurately identifying starting points.
- Subtly 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 is essential but this needs to be done in a way that also reskills and rebuilds children’s confidence as learners.
- Gather information about what children can do from observational based assessment in KS1/ EYFS
- 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.
- Recap and revise the Maths units from the most recent period of remote learning so that teachers are alert to misconceptions which may be been reinforced while at home.
- 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.
5) Carefully consider what to teach - planning for the long term:
- Even with the best will in the world, pupils won't have had the same experience learning at home that they would in school. We expect all pupils to have some gaps in their knowledge, however good our home learning approach was. The whole UK school population is in the same boat – and no school will be able to reteach every lesson pupils missed.
- The impact on the existing curriculum should be carefully mapped. There will be some aspects of the wider curriculum which cannot be covered, or not covered in as much depth as before.
- Subject leads to meet or talk to SLT look back on what teachers would have normally covered in each subject during the lockdown periods. For each aspect of the curriculum, they will decide whether to:
- Edit this content down so it can be recapped in a few weeks, or
- Not recap this content (or only touch on it lightly)
- Continuing the use of IT and collaborative learning to engage learners.
- Where possible enrichment experiences or visits could be planned to at least expose children to elements which are not being covered in depth in a lesser way.