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Curriculum and Mental Health

Curriculum and mental health and well-being

We are acutely aware of the potential impact Covid-19 may have had on the mental health and well-being of some of our children and families.  We are also aware of the potential loss of learning will vary from child to child depending on well they have taken to home-schooling.

 

Looking ahead into September, our priority will be to settle children back into the school routine, assess their needs and shape the curriculum accordingly. Some children will be excited and looking forward to the prospect, others less so perhaps. 

 

We know children are less likely to learn if they are anxious, worried or feel unsafe so it is important to provide some certainty, routine and reassurance before pressing ahead and making up for lost time.

 

This is why we have allocated the first two days of the autumn term as transition days and explained our rationale for this in Wednesday’s bulletin.

 

We expect to place greater emphasis on personal, social and emotional support and behaviours for learning when the children return. This may extend for a number of weeks or longer and will run alongside our catch up programme and wider curriculum.

 

Whilst we are not trained counsellors, we do have the skills in the school to provide pastoral support and develop a personal development curriculum that nurtures active and healthy minds.

 

Our autumn curriculum will depend on an assessment of need and may include lessons on teaching children to manage their anxieties and emotions using techniques such as Zones of Regulation, scaling, increased sensorial activities, yoga, guided imagery, mindfulness, how to talk about and recognise and name emotions.

 

We will also work on developing positive attitudes, resilience, appreciation, gratitude, reflection, self-help, the ability to put things into perspective and a growth mind-set.

 

Further, carefully planned activities will help children to value stillness and silence, the intangible, music, the arts, appreciation, gratitude, a sense awe and wonder and dealing with negative thinking traps. We are also considering the merits of a therapy pet.

 

We will of course focus on the basics of reading writing, and maths and identify and address any gaps in knowledge and understanding as well as building on prior learning including the progress children have made in the past few months.


If you would like further information on our approach to dealing with mental health or our curriculum, we have a couple of informative pages on our website for you to peruse:

 

https://www.stisted-academy.co.uk/mental-health-and-well-being/

 

 

https://www.stisted-academy.co.uk/our-curriculum/

 

 

 

Contingency Plans for continued Remote education

Schools have been asked to offer immediate remote education (home-learning) from autumn in the event of a class having to be sent home to self-isolate because of a confirmed case of coronavirus or if there is a local lock down requiring children to remain at home.  

We will be looking at different and enhanced ways in which we can deliver home-learning should the need arise.

We are therefore recommending that all families prepare for the eventuality and where possible have access to the internet and computer facilities their child can access.

 

If a family does not have access to these facilities, please could you let us know as we have been offering some families paper based resources as an alternative.

 

Curriculum and mental health and well-being

We are acutely aware of the potential impact Covid-19 may have had on the mental health and well-being of some of our children and families.  We are also aware of the potential loss of learning and the different levels of engagement with our Home-Learning programme throughout the lock down.

 

Looking ahead into September when all children are expected to return, our priority will be to settle children back into the school routine, assess their needs and shape the curriculum accordingly. Some children will be excited and looking forward to the prospect, others less so perhaps. We know children are less likely to learn if they are anxious, worried or feel unsafe.

 

We also know we need to provide some certainty, routine and reassurance before pressing ahead and making up for lost time.

 

This is why we have allocated the first two days of the autumn term as transition days and explained our rationale for this in Wednesday’s bulletin.

 

Years 1, 3 and 5 : Thursday 3rd September

Years 2, 4 and 6 : Friday 4th September                

 

We expect to place greater emphasis on pastoral care and personal, social and emotional support when children return in autumn. This will run alongside our catch up programme and wider curriculum.

 

Whilst we are not trained counsellors, we do have the skills in the school to provide pastoral support and develop a personal development curriculum that nurtures active and healthy minds.

 

Our autumn curriculum will depend on an assessment of need and is likely to include lessons on teaching children to manage their anxieties and emotions using techniques such as Zones of Regulation, scaling, increased sensorial activities, how to talk about and recognise and name emotions.

 

We will also work on developing positive attitudes, resilience, appreciation, gratitude, reflection, self-help, the ability to put things into perspective, develop an open mind, ponder the big questions in life and to develop a growth mind-set.

 

Further, carefully planned activities will help children to value stillness and silence, mindfulness, the intangible, music, the arts, appreciation, gratitude, a sense awe and wonder and dealing with negative thinking traps.

 

We will of course focus on the basics of reading writing, and maths and identify and address any gaps in knowledge and understanding as well as building on prior learning including the progress children have made in the past few months.


If you would like further information on our approach to dealing with mental health or our curriculum, we have a couple of informative pages on our website for you to peruse:

 

https://www.stisted-academy.co.uk/mental-health-and-well-being/

 

https://www.stisted-academy.co.uk/our-curriculum/

 

 

Catch Up Programmes

The government has announced that children in England are set to benefit from a £1 billion Covid “catch-up” package to directly tackle the impact of lost teaching time.

 

£650 million will be shared across state primary and secondary schools over the 2020/21 academic year to help children catch up.

 

We understand that schools will receive a one-off grant to support pupils in state education as the government recognises that all young people have lost time in education as a result of the pandemic.

 

There are over 8 million school children in England and if this grant is shared equally we anticipate this will amount to about £80 per child.

Separately, a National Tutoring Programme, worth £350 million, will be launched to increase access to tuition for the most disadvantaged children over the 2020/21 academic year.

 

Contingency Plans for continued Remote education

Schools have been asked to offer immediate remote education (home-learning) from autumn in the event of a class having to be sent home to self-isolate because of a confirmed case of coronavirus or if there is a local lockdown requiring children to remain at home.  

 

We will be looking at different ways in which we can deliver home-learning should the need arise.

 

We are therefore recommending that all families prepare for the eventuality and where possible have access to the internet and computer facilities their child can access.

 

If a family does not have access to these facilities, please could you let us know as we have been offering some families paper based resources as an alternative.

 

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