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St Peter's Catholic Primary School

St Peter's Catholic Primary School

Year Group Curriculum Pages

'Post Covid Recovery Curriculum'

For the initial part of the Autumn term 2020, we will be delivering a 'Post Covid Recovery Curriculum' 

The purpose of this curriculum is to:

  • prioritise the mental and emotional wellbeing of children and staff
  • focus on resocialisation into new style 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:

  • Enhanced Transition plan for all returning year groups & transition plans shared with parents,
  • 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
  • Additional PHSE lessons for all children, using Rainbows resources & discovery education especially in Autumn term 1
  • 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. One class per week will be invited to Friday Assembly, which will be live streamed in class.
  • 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 the written weekly briefing, maintain the focus on communication, sharing messages and making sure everyone is in the loop. Continue to signpost emotional support for staff
     

2) Focus on resocialisation, adapting to new style school routines and speaking and listening skills:

  • Give children from all current year groups a chance to come to school for 1 day before breaking up for the summer to get a feel for the ‘new normal’. Teachers to include information about the new routines that they will be following in their messages. These will also be clearly communicated to parents with regular reminders.
  • 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)  
  • Meet the teacher zooms for parents during the second Inset Day 

 

3) Provide additional opportunities for children to exert themselves physically:

  • Daily mile / daily run (younger children) - all classes, every day. EYFS to join as soon as appropriate
  • Provide additional PE lessons, ideally daily during Autumn 1 (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). High quality ‘ready to go’ resources will be provided for staff to minimise the planning burden. 
  • 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. Teacher clubs will resume in Spring term, if teachers are able to, and have the time, they may choose to offer ‘short course’ after school clubs.
  • Healthy Habit Challenge - an idea to incentivise 30mins activity 5 times a week and reduce screen time.

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.
    • Start September with number based units from prior years Maths curriculum and moving rapidly through (approx. 3 weeks) teachers are alert to misconceptions introduced/ reinforced 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 – everyone is losing at least 4 months of education 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 Summer Term. For each aspect of the curriculum, they will decide whether to:
    1. Edit this content down so it can be recapped in a few weeks, or
    2. 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.