At LCA our curriculum has always been designed to put Personal, Social, Economic and Health Education (PSHE) and pastoral support at its core to support our most vulnerable children and ensure they are ready to learn. This has become even more important to our school community as we begin to recover from the trauma caused by the Covid-19 pandemic.

Our children may have been affected by one or all of the following experiences: loss of structure and routine, loss of freedom, loss of connection and loss of opportunity. In many cases they will need support with their mental health and wellbeing and will be suffering with feelings such as anxiety, loss, loneliness, bereavement, uncertainty and sadness. Our recovery curriculum at LCA will recognise this and support pupils using the 5 pillars of recovery from trauma:

  • Ensuring pupils feel safe
  • Restoring a sense of calm
  • Re-establishing connectedness
  • Self and community efficacy
  • Nurturing hope

Reading

Reading will then be prioritised by all staff, as leaders recognise that this is the key to unlocking all other areas of the curriculum for our pupils. Our intention will be to immerse all pupils in high quality texts from the first day of our return to re-ignite their imaginations and re-engage them in the pleasure of reading. The teaching of reading will then be prioritised throughout the entire curriculum to strengthen prior knowledge and support children to move forward with new learning.

Due to restrictions on the sharing of resources, including books, we have invested in an online resource called Reading Planets which will allow children to access high quality reading books at home. These books will be closely matched to their phonic knowledge.

The Broader Curriculum

We have no intention of narrowing our curriculum on our return to school and will continue to deliver a broad range of subjects. We recognise that for many of our pupils, non-core subjects form part of their strengths and act as a driver for their attendance at school and so eliminating any of these, even for a short period, is unacceptable for us.

How will the recovery curriculum be implemented?

In the early days and weeks of the new academic year teachers will be applying a fluid approach to curriculum delivery in order to assess and begin to meet the emotional needs of their class. School leaders are fully aware that there will be peaks and troughs in the needs of the pupils and this will mean that timetabling and planning will need to be flexible. Teaching staff will use the 5 pillars of trauma as a guide for planning and delivering support for the emotional wellbeing of pupils:

  • Ensuring pupils feel safe
  • Restoring a sense of calm
  • Re-establishing connectedness
  • Self and community efficacy
  • Nurturing hope


In terms of planning for English and maths, teachers will use the map, master, move forward approach:

  • Map – Teachers will assess each pupil to establish the knowledge and skills that have been embedded and where ‘Gap Knowledge’ exists from previous year groups.
  • Master – Teachers will use the map to create medium term plans to support pupils to master and embed knowledge and skills from the previous year group.
  • Move forward – Teachers can then use medium term plans to plan ways to deliver new knowledge and skills through a coherent sequence of work.

With regard to other subjects, subject leaders have established the knowledge and skills that have either not been taught or may not have been embedded within their subject area. From this, they have decided what is considered as ‘Gateway Knowledge’ and therefore essential for the next steps in the curriculum. Key stage leaders and teachers will decide how, when and where this gateway knowledge is taught alongside delivering new knowledge for the current year group. This ‘map’ will be presented as a coherent sequence of work in the form of a medium term plan. It is the role of the key stage lead to check coverage and pass any relevant information around the need to consolidate and revisit to the next class teacher.