SMRP - Covid-19 Catch-Up Premium Plan
Recovery Curriculum SMRP September 2020
The recovery framework curriculum is based upon the work of Barry Carpenter and the Evidence for Learning team, which sets out the importance of recognising the trauma and loss that children will have been through during the Covid-19 pandemic.
Intent of our Recovery Curriculum at SMR:
- To help children to recover from their loss of routine, structure, friendship, sleep, opportunity and freedom.
- To ensure successful transition for children to enable them to once again become efficient and confident learners.
- To acknowledge and accept the losses that we have all been through during the pandemic.
- Restore Mental health and rebuild resilience to allow children to reengage
- Loss of routine means that we are likely to have at some point had disrupted sleep patterns, change in coping mechanisms, worried or become confused at lack of routine.
- Loss of structure would indicate that we may not have been following the same structures for learning that we have previously been accustomed to, we may have worries over lack of control and in particular change, we may have lost out on our right to carryout important transitions in our lives.
- Loss of friendship whilst we haven’t lost friendships and those people still remain in our lives we will not have been able to interact with them in the way we were previously used to, we grieve for the deeper social interaction and connectedness that friendship and relationships bring.
- Loss of opportunity many children and adults do not understand why school was closed, why we were no longer able to meet up with our friends and had to remain at home and indoors for most of the day. We do not understand fully why the decisions were made and for children in particular, they do not have the understanding that the Government made the decisions to partially close schools and that it wasn’t their teachers or other school staff who took those decisions. For this reason, it is vitally important that we help children to understand that their safety was and is our primary concern.
- Loss of freedom for some children and adults school offers a place of escape, somewhere that they can be who they want to be and allows a sense of freedom to explore, make mistakes and to learn from them .
At SMRP, the first 3 weeks of term will be implementing our recovery curriculum.
- Children will be greeted on the first 2 days by their previous teachers to ensure a familiar face and an opportunity for closure of that year.
- Teachers will spend time with children talking about their experiences and sharing their transition projects from the last week of term. School will develop our ‘Covid-19 Time Capsule’.
- Each year group has a class text based around empathy, this will give children opportunities to talk about feelings and emotions of characters as well as acknowledge and understand their own feelings.
- Each year group will follow the Recovery Curriculum Unit from Jigsaw, our PSHE scheme which focuses on reconnecting, managing worries and fears and being positive.
- Each class with spend time developing relationships through team building activities, games and group work.
- Focused growth mind-set activities will be taught (e.g. learning to juggle) to support the development of a growth mind-set strategies and language. Our weekly ‘Friday Challenge’ will provide an opportunity to apply this.
- Each day will involve time developing relaxation, mindfulness techniques to support children’s wellbeing.
- Teachers will support children to develop a clear routine with visual reminders displayed throughout the day.
- Collective worship will be carried out daily, via zoom for phase and whole school to support our community to feel a sense of ‘togetherness’ and a sense of ‘belonging’. Children will spend time exploring our school ethos ‘Rooted in love’ and our core values.
- Teachers will give children a range of physical experiences where they are engaged with meaningful, practical and multisensory activities.
- Children will be praised for hard work and this will be celebrated through displayed work, twitter, website, visiting head teacher and weekly certificates.
- Maths will focus on revision activities and exploration as well as practical maths to rebuild children’s confidence.
- Children will be supported to write, building up their stamina through slow writing, short burst writing with clear modelling from the class teacher. There will be lots of opportunity for talk, discussions, sharing ideas and drama to explore the text.
- Children will use the outdoor environment to support their learning and will have opportunities to explore, investigate and learn across a variety of subjects, where possible linked to the class text
Senior leaders and Governors will review the impact of the Recovery Curriculum through discussions with children, teachers and parents as well as learning walks. Teachers will be using this time to get to know children and gather evidence to generate a baseline assessment. Our next topic will be ‘Giving Back’, each year group has a charity they will be learning about and supporting throughout the year.
Curriculum Intent 2020-21
A Curriculum of Opportunities
The curriculum at St Mary Redcliffe Primary will;
- Help children to recover from their loss of routine, structure, friendship, sleep, opportunity and freedom during COVID-19.
- Support children to understand the importance of wellbeing for themselves and others.
- Provide opportunities to develop children’s mental health and well-being.
- Provide opportunities to build up resilience and develop growth mind-set strategies.
- Prepare our children to be responsible global citizens who understand their rights and responsibilities in their local and wider community.
- Enable our children to master basic skills in reading, writing and maths.
- Give opportunities for children to apply skills, knowledge and understanding to all curriculum areas.
- Ensure breadth, depth and progression in our curriculum through carefully sequenced planning.
- Revisit and build on previous knowledge and understanding.
- Provide targeted support for our disadvantaged pupils to reduce the gap in skills, knowledge, understanding and vocabulary.
- Expect children to correctly use and apply the vocabulary taught.
- Provide extracurricular activities, educational visits and visitors for all to enhance their learning experiences.
- Challenge our pupils and prepare them for their futures.
The curriculum is knowledge, language and culturally rich reflecting the needs of our diverse community and our Christian distinctiveness. It will prepare our children effectively for their future, allowing them to flourish in everything they do.
Our 12 school Christian values are intrinsic throughout our whole curriculum and are evident in the ethos of our school, ‘Rooted in Love’.
Our aim is to embed a mathematics mastery approach whilst using the White Rose schemes of work and planning materials. This approach has mathematical problem solving at its heart and has three key principles; we teach children to:
1. Use spoken and written language with confidence and clarity to explain and justify mathematical reasoning.
2. Have a deep conceptual understanding of mathematical concepts.
3. Develop mathematical thinking, including generalising, classifying and comparing, and modifying.
We aim to engage our children by using a range of high quality texts as the stimulus. We value the importance of talk therefore children will begin by orally retelling and exploring language in EYFS. By the end of year 6 we aim for the children to have become confident, creative writers who can write coherently for a range of purposes and audiences. The children will follow our Handwriting Policy whereby they begin with mark making and then progress to develop a cursive handwriting script.
Reading is very important to us and we work hard to create a love of and passion for reading in every child. We use the Letters and Sounds Scheme which aims to build children's speaking and listening skills as well as prepare children for leading to ready by developing their phonic knowledge and skills. We have a levelled reading scheme (Oxford Reading Tree) where by children start with picture books and then children progress through the scheme. We have recently purchased new Oxford Reading Tree books so children have access to levelled books through out the school. All children are also provided with free access to Oxford Reading Buddy at home. Children in year 2-6 have regular guided reading sessions where they are taught comprehension skills. Children have opportunities to read and talk about books regularly to teachers, teaching assistants and volunteers. The children are very proud of their new library and love to spend lunchtimes and class sessions choosing new books and developing their passion for reading.
We aim to give our children the basic skills in spelling, grammar and punctuation to enable them to read and write confidently across the curriculum and apply their knowledge.
We provide a progressive curriculum that builds upon previous learning and enables our children to understand the main ideas and concepts of science as set out in National Curriculum. Through scientific enquiry the children are given an opportunity to explain and apply scientific information to solve problems. Our science curriculum is supplemented by our Forest School and work on climate change and sustainability which encourages our children to develop a love for nature and have an awareness of environmental issues which impact our lives.
RE is a golden thread of influence beyond a single lesson. We follow two schemes – Understanding Christianity and South Gloucestershire’s Agreed Syllabus. These enable our children to develop a deeper understanding of Christianity as a global faith with world-Church links; to consider other world religions through exploring a range of faith-related questions; and to consider some of Life’s Big Questions. These 3 aspects guide us in looking inwards, projecting outwards through “social action and courageous advocacy” and enabling self-reflection. Our learning experiences both in and out of the classroom encourage children to develop their creativity, discussion and thinking skills and open their minds and hearts to understanding and accepting different world-views in our school’s diverse community.
Every year the children will have the opportunity to take part in fieldwork, which will include: questionnaires, field sketching, photos, video/audio recording and measurement. The map work skills include using and interpreting, position and orientation, drawing, symbols, perspectives/scale and digital map making.
Each history theme will have a focus on chronology where children will understand where the civilisation they are studying fits in time. They will also have opportunities to find out about the past and to interpret it by using a range of historical resources including: museums, portraits, historical maps, artefacts, diaries/letters, graves, local landmarks and buildings, newspaper reports, audit books, logbooks, recipes, film clips and visitors.
In Art, we offer an inspiring, varied, and exciting curriculum, focussing on creative activities that support Topics through project work; confidence-building one-off lessons that develop fundamental art skills area also included. Every year group covers the core disciplines of Drawing, Painting with colour theory, Sculpture particularly through using clay and learning from diverse Contextual sources. Throughout their school journey, pupils will also have opportunities to further develop their creativity and through Collage, Printing, Textiles, Sustainable Art and World Crafts, and their self-expression skills through imaginative, free-flow art sessions. Enrichment opportunities include taking part in the local Arts Trail, whole-school Art and Clay Days, off-site exhibitions, getting involved in Community Art events, and visits from Bristol artists.This approach offers the children a broad, aspirational range of creative experiences, enabling them to find their own artistic interests and strengths, with the aim of being confidently able to make self-directed Art in Year 6.
Children will learn the technical knowledge and develop the skills of design, make and evaluate linked to the key themes in our curriculum. In addition, every year will undertake a cooking project to emphasise good nutrition as part of a healthy lifestyle. Examples of projects at SMRP include; making a house for the three little pigs that could withstand an earthquake, sewing a keepsake purse for a WW2 soldier’s treasures and creating a pulley system to sort Mr Fry’s recycling.
Throughout the school children will have opportunities to appreciate, compose and perform a range of genres from our locality, across the world and throughout time. Every child will have the opportunity to learn a tuned instrument during their time at our school. We work closely with Bristol Plays Music and we are about to start the second year of the Earthsong Whole Class Ensemble Tuition.
We follow our own self-designed computing progression, which develops children’s skills across a range of areas including coding, creative use of technology and the online world. Online safety is taught across the key stages.
Children in Key Stage 2 learn Spanish. By the time children leave the school they have a basic conversational language and understand basic vocabulary.
The school’s PSHE curriculum enables our children to become healthy, independent and responsible members of our society. We use the Jigsaw scheme to help our children understand how they are developing personally, socially and spiritually, as well as enabling them to understand the many of the moral, social and cultural issues that are part of growing up. It provides the children with opportunities to learn about their rights and responsibilities and appreciate what it means to be a member of a diverse society. Children also learn about their economic responsibilities and develop their own sense of self-worth by playing an active, positive role in contributing to school life and the wider community.
All children will experience environmental education through forest school. They will have hands on experiences to develop self-esteem, confidence and an opportunity to achieve and thrive in the outdoors.
As an important part of our integrated approach to Spiritual, Moral, Social & Cultural education at St Mary Redcliffe Primary, we promote children’s understanding of British values by embedding them across the school curriculum so that they permeate children’s learning as well as influence the values and ethos of the school.