The 3 R’s - The Oakmeadow Way
RETURN, REDISCOVER, RECONNECT
Why implement a Recovery Curriculum?
On return to school in September, we are mindful that our curriculum will need to further adapt to help our children respond to the challenges that the transition and recovery period from the Covid 19 pandemic may present. We understand that we cannot pretend that nothing is different or that some children haven’t found the pandemic scary, difficult or sad. We recognise that we will have pupils who have not set foot inside the school building for six months; other pupils, children of key workers for example, may have been in school full time since the pandemic began. Some of our children may return having had positive experiences of family time spent at home that they wish to share and remember, whilst sadly others experiences may have been more traumatic or difficult. Within this, we know that children and young people respond to adversity in a range of ways, including changes in their capacity for learning and physical and psychological wellbeing. As much as returning to school may feel like a relief, or even feel exciting for some, it is also likely to be a time when children and young people might feel anxious, particularly those who have underlying health conditions or who live with someone who is shielding. Feeling safe may have come to be associated with ‘staying at home’, ‘social distancing’ and frequent handwashing and so we all need to learn new ways to continue to feel safe whilst connecting with our friends and peers and learning together back in our school setting.
This is the reason that we have worked hard to consider how we might adapt our existing high quality, bespoke curriculum so that will also more specifically target and support children with all of these areas during the first few weeks of September. We are terming this additional element our ‘Three R’s Curriculum: Return, Rediscover, Reconnect’.
Implementation and Impact:
What will learning look like for our children in September? What will this curriculum model achieve?
On the return to school, our pupils will receive a mixture of core subject and basic skills teaching, to ensure their academic progress is maintained, alongside wider curriculum opportunities in order to meet their possible social and emotional needs at this strange time. Within this, children will be provided with safe experiences in which to learn these skills high in both nurture and structure.
Element 1: Core learning
Our teaching staff have already conducted core curriculum audits to ascertain what elements and objectives from the English and Maths curriculum may need revisiting in the Autumn Term. We have decided that these will be taught and secured before moving on to new learning, so we can be sure that the key concepts are embedded. This will mean no gaps in knowledge and understanding inhibit future learning. Lesson structure will take note of our recent research into Rosenshine's 'Principles in Action' where lessons are concise, with short reviews of previous learning at the start, where new material is presented in small steps and with student practice after each step. We limit the amount of material pupils receive at one time and give clear and detailed instructions and explanations.We use high quality questioning and give opportunities for scaffold where necessary as well as time to work independently. We check student understanding regularly as it is important for us to acknowledge successes and provide explicit feedback on what has been achieved.
Element 2: Wider curriculum opportunities
We have explored our comprehensive PSHE curriculum and have brought forward to the Autumn term objectives that will have particular relevance to support the children's return to school. These will be covered through taught lessons and through daily speaking and listening activities such as adapted circle times and remote assemblies.
Through this element, pupils will be taught about physical and mental health, hygiene and will be given time to consider their relationships with others during this time. We will look at our community and how we have responded collectively as a country, working together to keep each other safe as well as prioritising times to discuss their individual thoughts and emotions.Talking about feelings is important and so we have provided children with individual resources to help remind children of our ‘Zones of Regulation’ approach and to further develop emotional literacy and help children and young people to understand their own and others’ feelings. New routines and boundaries can be discussed and agreed to provide reassurance to allow children and young people to negotiate their day with confidence.
Children will be taught strategies to self-calm and why this is useful and conducive to creating a positive learning atmosphere. Sometimes for there to be calmness there needs to be opportunity for movement and the expenditure of energy and so we will provide a range of well-planned and safe active outdoor learning experiences. We will value physical education with Fit 15 sessions daily and an adapted PE lessons to take place twice weekly.
We recognise the importance of continued review and reflection and so have planned to allow for changes and adaptations in response to new developments. The elements above will form the basis of our curriculum during the first few weeks but children will also begin to learn other curriculum subject objectives through their topics where appropriate to ensure the broad and balanced nature of our curriculum is maintained. Seesaw will be used to share with families the work the children have been doing so that this can be followed up at home.