The Recovery Curriculum September 2020
We are beyond excited to be welcoming back all of our pupils in September after the challenges and changes of the last few months but of course, starting back at school in the way we normally would just isn't going to be right so we have been working hard on tweaking our approach to induction and have created a 'Recovery Curriculum' to help us all settle back in.
We are using research from Barry Carpenter CBE, Professor of Mental Health in Education, Oxford Brookes University, to support our work and our approach is based around his advice and training. The basis of his work sets out an approach that acknowledges that we have all suffered loss of routine, structure, friendship, opportunity and freedom and uses 'levers of recovery' to process, rebuild and recover from that. If you are interested in reading his key think piece 'A Recovery Curriculum: Loss and Life for our children and schools post pandemic' please visit: https://www.evidenceforlearning.net/recoverycurriculum/
As usual, at Foulds we will prioritise children regaining their sense of security, belonging and familiarity within the school environment when they return for a new year but our approach will be slower than in other years and with more specific teaching around emotional and mental wellbeing.
This initial induction will run between the 2nd and 18th September but the themes and approaches will continue through the year. Following this, work will commence on revisiting and consolidating learning covered during lockdown with an aim to fill any gaps for individuals, groups and classes prior to moving on to new learning. As always, lessons will be adapted to all children's needs and support and challenge will be planned to ensure that all children are moving on at a pace that works for them.
What are these?
What will we be doing at school to support these?
We can’t expect our students to return joyfully, and many of the relationships that were thriving, may need to be invested in and restored. We need to plan for this to happen, not assume that it will. Reach out to greet them, use the relationships we build to cushion the discomfort of returning.
Call and response in classes
Trust and friendship games
Circle times to share and get to know each other
Establish rules and routines - class and whole school
Mental well being curriculum lessons
Input on ‘positive play’ and ‘managing conflicts’ -getting used to social situations again
We must recognise that curriculum will have been based in the community for a long period of time. We need to listen to what has happened in this time, understand the needs of our community and engage them in the transitioning of learning back into schoo
Circle times to share lockdown experiences and emotions
PSHE and mental well being curriculum lessons to support dealing with emotions
Whole school lockdown story project to link our experiences together as a community
Lots of games and fun to rebuild abilities to work and play as a group again
All of our students will feel like they have lost time in learning and we must show them how we are addressing these gaps, consulting and co-constructing with our students to heal this sense of loss.
Wellbeing and PSHE curriculum to support children to transition back into core curriculum over time
Core curriculum to continue to be led by our Curriculum Intent and the feedback from pupils
Ongoing assessment (non test based and shared with children) in all lessons to identify gaps socially and academically that we need to address with individuals, small groups, larger groups and whole school.
Time and space for children to self assess and reassess their progress and confidence following input
In different environments, students will have been learning in different ways. It is vital that we make the skills for learning in a school environment explicit to our students to reskill and rebuild their confidence as learners.
Learn how to learn :
What is the process of learning?
How do I evaluate my success at each step of the process?
How do I revise my approach to improve my outcomes?
How do I develop my confidence and independence in the learning process?
What barriers could there be to my learning?
How do I overcome these barriers? Zones of regulation work
Growth mindset work
To be, to rediscover self, and to find their voice on learning in this issue.
It is only natural that we all work at an incredible pace to make sure this group of learners are not disadvantaged against their peers, providing opportunity and exploration alongside the intensity of our expectations
Circle times and anonymous message envelope sessions to share thoughts
Extra time to think during PSHE and other lessons/circle times
Initially shorter times that children are expected to focus, incrementally lengthening as children are more used to it