The Recovery Curriculum


Our recovery curriculum at Moorlands has a dual purpose: wellbeing and academic. 

At Moorlands we always place great value on relationships, wellbeing and awareness of mental health. During these uncertain times these things are more important than ever which is why we have designed our recovery curriculum to reflect this.

Our academic curriculum has been adapted to take into account the gaps in children's learning as a result of school closure.


Relationships, Wellbeing and Mental Health

We recognise that children and indeed our whole school community have suffered losses of relationships over the past 6 months and will need help to reconnect with their peers and the teaching staff many of which have changed as the children move through year groups. This is particularly important as we welcome our new year 3 children.

With this in mind we are continuing with our PSHE scheme of work, Jigsaw, which started last year, focussing on relationships and allowing time for meditation and quiet contemplation. We will also be supplementing these sessions with an additional wellbeing session each week focussing on the following (but not exclusively):

Coming together again


Belonging and feeling safe in school

Reconnecting with friends

Being positive and looking forward to learning.


We also take this opportunity to do the Moorlands Mile (if weather permits.)


Creating a sense of collectiveness

Whilst we can’t all be together we feel that it important to create a sense of collectiveness where we can, giving children purposeful and rewarding tasks to work together on. Some of the things we are doing include:

Holding regular value days to celebrate our school values

Virtual PTA events to promote our school community

Weekly awards assemblies for each year group

Own clothes days to celebrate events


We acknowledge that every family’s experience will have been different over the last several months and have adapted our curriculum to take this into account. Staff have looked at the objectives not covered in the previous year, including those from year 2, and have worked these into the curriculum for this academic year. Different subjects are approaching this in different ways due to the nature of the subject, teaching techniques and learning styles. More details can be found in the individual subject links.

As always, teachers will use a variety of informal assessment tools, to gauge gaps in children’s learning and will plan and deliver lessons accordingly. We have made the decision to not formally test children with written test papers until after October half term.