Recovery Curriculum

Following a long period away from school we recognise that our community will need time to settle back into a new normal. To support this process we have carefully planned a curriculum which will focus on identifying any gaps in knowledge and supporting our pupils to make rapid progress at whatever level they are working at. 

Shipley's Recovery curriculum:

Our recovery curriculum will run for 6 weeks. Shipley’s long term curriculum has been carefully considered within this plan. (See long term curriculum and Shipley pedagogy) Where possible objectives have been taken from the long term curriculum as we aim to continue to provide a broad and balanced curriculum.  

Key drivers have been chosen for each core subject area:

Maths- Number, place value, calculation, rapid recall and KS2 fractions.

English- sentence, reading fluency, phonic knowledge.

Lessons will follow a simplified version of the schools chosen pedagogy and supports a blended learning approach.

Lesson approach-

Assess               Teach/model               Explore/discover                Prove it

Objectives are taken from the National Curriculum but focus on the key foundational knowledge pupils need to have before leaving their previous year. Gaps will be identified using Pixl assessments and RWI assessments. The schools foundational knowledge document provides a break down of objectives to support staff delivering to pupils with greater gaps or special educational needs. This will enable to track pupils more closely and show small steps. Some children will need to be taken back further. The lesson approach will be the same for all abilities.

Teachers will judge if teach/model should be whole class, small group or individual and use any additional adult in teaching/modelling key knowledge. 

Pixl will be used as a resource for teachers to use to teach to the gaps so that catch up can be rapid. Other resources may also be used from white rose maths, 5 phase English approach, resources linked to long term curriculum overview (DT, history association etc)

Pupils who have some understanding of identified objective will not be held back. Teachers will judge if they need the teach/model stage and if not they will move straight to explore/discover  and in some cases prove it.

Some children may need to stay on the teach/model stage for longer than others.

Impact will be measured using prove it evidence and pixl post teaching assessment.

Weekly delivery

We recognise that pupils may not have spent long periods of time learning in the past months and there will be key skills which need to be addressed quickly, therefore we have a revised timetable  in place. This will allow short focused lessons for core subjects whilst providing an alternative health and wellbeing curriculum based on 3 key books across school and selected PSCHE objectives.

 

EYFS and KS1 time table will include:

 2x phonics lessons per day- 1 lesson- RWI lesson structure- Setting where necessary and possible, 1 lesson focused on blending and segmenting.

 Maths will be 2 lessons per day- 1 lesson pre learning task + direct teaching of number. 1 lesson focused on consolidation, quick recall and prove it type activities. 2 weeks number, 2 weeks operations and 2 weeks calculation. Pupils will be exposed to counting activities every day.

 English consist of – 1 HW + SP lessons per day, 1 reading group session initially focusing on fluency. 1 sentence and punctuation lesson, 1 application of writing skills lesson linked to Health and wellbeing topic book focused lesson per week. Daily wider reading session.

 Wellbeing

Health and wellbeing has been carefully considered. Transition was carefully managed. For the first 2 weeks each class has designated health and wellbeing time and will be class focused and based on the PSCHE  and relationships education objectives. These objectives have been identified to support pupils coming back to school, creating a team ethos, build friendships, support developing good learning behaviours and re unite the community with the school values. RE lessons will also support the child’s sense of belonging and managing feelings and change.

Staff will use their professional judgement to assess when objectives need a greater focus. Activities during these sessions will include physical activities, outdoor activities, opportunity for open discussion, safeguarding discussions and an introduction to the schools new relationships education policy through circle times, collaborative learning strategy lessons etc.

A community wellbeing plan has been designed as we feel that support will be needed for families as a whole and not just our pupils. Parents have been invited to take part in a survey and the outcome of this survey will inform a more detailed action plan which will be actioned throughout the school year.

Topic- Topic will be taught every day and will include music, art, science, history and geography elements. 

The lesson will be focused around the key text provided for teachers. (While we can’t hug, Humpty After the fall, Koala Who Could, The lion inside)These text have been carefully chosen to support pupils to reflect on feelings, emotions, questions and thoughts related to returning to school.

Key Stage 2

Spelling, grammar, punctuation

Yr3&4 – phonics lesson per day focusing on revision of speed sounds , digraphs, tri graphs, blending and segmenting, reading fluency.

English All year groups-

 Daily handwriting, spelling and grammar. Reading group focusing on fluency initially and then moving through progression skills- See google drive doc.

 Daily sentence lesson. This is followed up with writing activities in other subjects. Each class must provide 1 piece of independent writing which demonstrates skills taught in sentence, punctuation and grammar lessons being applied each week.

Daily reading – in lower KS2 this will be reading group focused and follow the reading group progression of skills document. Upper KS 2 will be given a focus for their reading and will read independently completing a reading journal. Daily wider reading opportunities are provided through the sharing of a class book and reading for pleasure.

Maths will be 2 lessons per day- 1 lesson pre learning task + direct teaching of number. 1 lesson focused on consolidation, quick recall and prove it type activities. Number and 4 operations will be a priority at the start of the term, followed by calculation, fractions. Pupils will be exposed to time tables daily.

Wellbeing and topic will mirror EYFS and KS1 differentiated accordingly. 

Safeguarding Curriculum- Within the first 6 weeks the safeguarding curriculum will be focused on pupil’s health and wellbeing and working closely with parents to ensure that pupils are happy and safe. Pupils will be encouraged to understand how to keep safe in the current climate. Topics will be identified from gathering information through parent meetings, surveys and pupil lessons, 1-1 and group sessions will be planned accordingly.  Families will be supported by the schools health and wellbeing team. ICT lessons will continue to teach and reinforce safe internet use. Staff will continue to follow the same safeguarding procedures and safeguarding training will take place for all staff in September as normal. The safeguarding policy is updated in line with KCSI updates.