In September 2020, we will be following a recovery curriculum where initially we will prioritise re-establishing core routines, core expectations and the core values we uphold within our school family at St Paul's. We will continue to ensure excellence for all our pupils and maintain a focus on delivering high-quality learning outcomes. Our Native Narratives theme will create and explore opportunities to help us explain the past 6 months. This term, all our learning from across school will be celebrated throughout the Native Narratives theme and will be shared virtually with all stakeholders in our school community.
We are implementing a recovery curriculum because nobody quite knows how adversely affected our children have been by the absence of the daily routine that school provides. From the evidence available, we can assume that some will have felt acutely the anguish caused by the lack of social interaction or feel loss from not being able to undertake the informal rituals of school life. It underlines that schools are so much more than places which provide education: they are about people and communities.
Our recovery curriculum will have a balance of 'how to learn best with what to learn'. This is summarised from the work of Barry Carpenter, taken from his Recovery Curriculum model:
Lever 1: Relationships – 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.
Lever 2: Community – 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 school.
Lever 3: Transparent Curriculum – 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.
Lever 4: Metacognition – 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.
Lever 5: Space – 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.