Position Statement For Recovery September 2020.
Re-establishing the ‘basics’ using the National Curriculum, English Programmes of study will be paramount for reading and writing. Oracy and reading will be prioritised in the first weeks to ensure that children hear stories, ask questions, use role play and have shared enjoyment of books. In the first week all children will have the opportunity to read with the class teacher.
Short discussions will take place with each child about their reading habits over the summer, favourite authors and book preferences. Initially children will be asked to read a text from their spring time book level and observations based on fluency and comprehension will be made. During the month of September, the children’s reading level will then be benchmarked so that appropriate texts can be selected for home books and their guided reading sessions. In EYFS and KS1 this will also provide an opportunity to assess phonics understanding (grapheme- phoneme correspondence) and reading of tricky words. Books will only go home once pupils are benchmarked, possibly weeks 3/4. Reading books being sent home as well as guided reading books used in class will be quarantined for 3 days on return before use by any other child or group. Teachers will take a selection of books into class for children to choose from as home readers. Children will not access the library or book collections themselves.
During the initial weeks teachers will use high quality texts that support the recovery curriculum. These texts instigate talk about hope, friendship and feelings. This is a slight change to our original long term English curriculum to reflect the unique situation we will be returning to in September. On return to school all classes will use the text ‘While we can’t hug’ by Eoin Mclaughlin, to encourage discussion about social distancing and alternative ways to show others that we love and care for them.
After a review of these first few weeks we are hopeful that we will be in a position to return to our original Long Term Planning. However, staff should be mindful that some units within year groups may need to be rearranged if it is felt more appropriate. These books will help re-establish whole class reading sessions, generate creative writing opportunities as well as provide cross curricular opportunities in the arts, science and humanities.
These writing experiences will encourage the freedom of writing again whilst also allow teachers to assess the ‘fundamentals’ of children’s writing, including:
· letter formation/handwriting
· word level - spellings
· sentence punctuation
· composition & grammar
· writing stamina
Following this, teachers will be able to complete a gap analysis and reflect on content and objectives that may need to be covered or included from the previous year. This will be a priority so teachers are able to adjust/tailor planning as they commence their new units - Weeks 5/6.
At Chorlton CE our vision is:
Shaping our Curriculum
From this we have developed a ‘knowledge-engaged’ curriculum where knowledge and skills are intertwined; we do not perceive a tension between these areas of learning. With a clear curriculum overview drawn from the National Curriculum, we have carefully mapped the knowledge and skills in an age-appropriate and progressive way from Nursery-Y6. This ensures that pupils are able to build upon prior knowledge and apply skills across the curriculum. Where appropriate, cross curricular links are made, in order for the curriculum to be relevant and meaningful for pupils and to put knowledge into context.
At the same time, through the curriculum, pupils’ spiritual/emotional, moral, social and cultural wellbeing is nurtured. When they leave Chorlton CE as well as achieving in their learning they will also be prepared for life, with resilience, compassion and having developed courageous advocacy.
For details of how each curriculum area has been shaped and an overview of the progression of skills and knowledge please see individual curriculum subject pages