On this page you will find our adapted curriculum for the next phase of our school as we welcome back all pupils in September. We are calling this our recovery curriculum, which acknowledges that there have been big losses to children as they have stayed at home. The focus for schools in the autumn will be upon ensuring that pupils are ready to learn and as such social and emotional learning will be prioritised. The act of recovery is at least as much an emotional and social one as it is academic, and our ability to recognise and plan for this will be at the heart of our learners’ eventual success. All of our subject leaders have prepared plans for the autumn term.
Academic Recovery Curriculum
These have been divided into 3 main groups, we will continue to use knowledge organiser and develop retrieval quizzes to support assessing what the children have retained:
Wellbeing is at the forefront of our recovery from the Covid-19 crisis. Every child in our school has had a different experience during this time and as a school we have prioritised what the children will need on their return to school.
During the first week, every year group will hold a SMILE session where all aspects of our SMILE scheme will be introduced. The aim of SMILE is to provide children with strategies to support them with their physical and mental wellbeing. We introduce methods that encourage socialising, movement, holding an interest, learning and engaging in tasks. Every child is different and so we use a range of resources to enable them to use what benefits them the most.
Every morning children will be asked to place their name on a feelings chart within their classroom and verbalise their feelings to their teacher. Expanding wellbeing vocabulary is essential in supporting children, as well as staff, to improve their wellbeing. ‘Circles times’ to discuss these feelings, as well as other topics, will be increased to allow children to speak and be heard amongst their peers and staff.
All classes will participate in the daily mile at least three times a week to ensure children have regular breaks from lessons so that they can physically move around and engage with their peers. Every Friday afternoon will be used for wellbeing time where children will take part in meditation sessions, creative projects or learning of their choice. All of these activities are used to reduce anxiety, build resilience and support reintegration to the school environment.
Over the academic year, we have mapped out a range of mathematical enrichment days. During these days, the children will be immersed in to a particular topic of mathematics.
Our long-term overview takes in to account learning objectives missed and those that need revising, within this we have referred to the DfE Mathematics Guidance to ensure all pre-requisites are covered during our mathematics lessons.
Our recovery curriculum for English focuses on structuring cohesive sentences accurately, using accurate punctuation relevant to each year group. Aspects of SPaG have also been identified to be taught through explicit lessons and focused on through scaffolding and writing.
In terms of reading the focus will be on question types and analysing the texts in different ways with specific attention paid to the pace of children's reading alongside expression and sight reading skills.
Within Fordbridge we work alongside the Solihull Music Service to create a broad and balanced coverage. To ensure a safe delivery of music lessons, government guidance (below) surrounding music will be considered at all times as well as the following measures we have implemented as a school.
Schools should note that there may be an additional risk of infection in environments where you or others are singing, chanting, playing wind or brass instruments or shouting. This applies even if individuals are at a distance. Schools should consider how to reduce the risk, particularly when pupils are playing instruments or singing in small groups such as in music lessons by, for example, physical distancing and playing outside wherever possible, limiting group sizes to no more than 15, positioning pupils back-to-back or side-to-side, avoiding sharing of instruments, and ensuring good ventilation. Singing, wind and brass playing should not take place in larger groups such as school choirs and ensembles, or school assemblies. Further more detailed DfE guidance will be published shortly.