Curriculum & Subject Policies
A Recovery Curriculum: Loss and Life for our Children Post Pandemic – St Andrew’s CE Junior School, September 2020
Your child's wellbeing is always at the centre of our thinking. As children return to school in the coming months they will carry with them, (to whatever degree), elements of grief, trauma, loss and anxiety. These are all toxic in the learning process, and for some children may have extinguished the flame of learning that previously made them a happy, successful learner.
We acknowledge that children will have had different experiences during this time. However, the common thread running through all is the loss of routine, structure, friendship, opportunity and freedom. These losses can trigger anxiety in any child. Some of you may have experienced this with your own children.
We know that an anxious child is not in a place to learn effectively. So with this in mind, the school has thought about the most effective way to support your child’s ability to learn. This approach will encompass and support the academic expectations for your child.
Our MACAWS provision will become central to providing support for our children as and when required.
What is Recovery Curriculum?
Professor Barry Carpenter has developed the Recovery Curriculum, as a response to the losses described above. It is a way for schools to help children come back into school life, acknowledging the experiences the children have had. We want children to be happy, feel safe and able to be engaged in their learning. We have decided that a way to achieve this for the children is to acknowledge the importance of helping them lever back into school life using the following 5 Levers.
- 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.
Barry Carpenter, CBE, Professor of Mental Health in Education, Oxford Brookes University explains why a Recovery Curriculum is necessary to successfully transition children back to school. Click here to read more. https://www.evidenceforlearning.net/recoverycurriculum/
Statement of Curriculum Intent.
Our curriculum is based on the National Curriculum. Our pupils are offered a very wide range of experiences to extend their understanding of themselves and the world in which they live. Skills, attitudes and values are developed to prepare the children for the next stage of learning (Key Stage 2 ready and secondary ready), and enable them to be successful in their community.
Our vision and Christian Values form the basis for the curriculum we deliver and is relevant to the context of our school setting. We believe Character Education is vital in nurturing the whole child, encouraging independence and self-reflection and a well-balanced and informed view of Global issues, helping our children to become Global Citizens.
At St Andrew’s C of E Junior School we believe that learners should feel inspired to develop and succeed. We believe that learners achieve more when teaching allows it to be: creative, fun, memorable and purposeful, experimental, interactive and where possible practical. The learner should lead it and there should be opportunities for learners to be reflective, own their outcomes and set their own challenges through their choices in resources, planning, success criteria, feedback and next steps for success.
We believe that the learning experience at St Andrew’s Junior School should promote our children as: creative thinkers, risk takers who make mistakes as part of their learning journey and who are emotionally engaged within a varied inspirational contexts, maximising opportunities to learn across a variety of experiences which incorporate the importance of Christian values and Global Citizenship goals.
We make meaningful connections across subjects. The school expects everyone to develop and show a sense of responsibility and self-discipline whether alone, together, at work or at play, and to support policies on equal opportunities.
This policy makes reference to The New National Curriculum 2014. It is linked to our Equality, SEND and Teaching and Learning policies.
Please see your child's year group page to access the Curriculum Overview
What is the National Curriculum?
The National Curriculum was first introduced in 1988 to all state schools in England, Wales and Northern Ireland. It gives schools a list of subjects and topics they should teach for different age groups. The government also makes schools measure the standards their pupils achieve, using national tests and teachers’ assessment.
Why do we have a National Curriculum?
A national curriculum means that all children (of the same age) in England are learning the same things, no matter which school they go to. This keeps education consistent across the country. It also makes it easier to keep track of children’s progress and achievement levels if they are all following the same standards.
This is useful if your child moves schools. Covering the same topics and learning the same things in every school, a child should be able to move without it affecting their progress, or leaving gaps in their education.
Do all schools follow the National Curriculum?
The National Curriculum is not compulsory for all schools – only state primaries and secondaries. Schools that don’t have to follow the curriculum are academies, free schools and private schools. And home-schoolers do not have to conform to it, either.
What are key stages?
Year groups are separated into ‘key stages’ and the National Curriculum outlines what each level should be taught at that stage. Pupils take various tests and teachers make assessments at the end of each key stage to see how they are performing.
Which subjects are taught in primary schools?
The National Curriculum requires children to be taught the following subjects: English, maths, science, history, geography, art & design, music, design & technology, physical education (including swimming) and computing.
Religious education should be taught in all schools – covering a range of religions, but parents have the option to exclude their children from these lessons, if they do not wish their child to be taught about religious beliefs different to their own.
Optionally, modern foreign languages (e.g. French) are often taught in Key Stage 1, and ancient (e.g. Latin) and modern foreign languages in Key Stage 2.
Other popular subjects that are frequently taught in schools at both Key Stages are PSHE (which stands for ‘personal, social and health education’) and citizenship.
PSHE teaches children about staying safe, how to look after themselves, and healthy lifestyles. The subject is intended to teach children positive social skills and how to understand other people’s feelings.
How are primary school children tested?
Children are tested nationally at the end of each key stage, either by class tests or teacher assessments to monitor their educational progress against the national average. These National Curriculum tests are also known as SATs (standard attainment tests).
At the end of Year 2 (when KS1 finishes) and Year 6 (end of KS2) all children are required to take national tests or be assessed by teachers in English, maths and science.
See your child's class page for more detailed information about what is being taught this term.