TVS COVID-19 Learning, Curriculum and Assessment

Our school is facing a significant challenge in re-planning our curricula, with the added complexity of aligning what is learned at home with what is taught at school. While the COVID-19 pandemic has changed many things, our curriculum framework continues to apply where our learners are at the heart of education. There is a huge challenge to deliver a coherent curriculum to pupils both at home and in school while maintaining social distancing and safety for staff and pupils.

To deliver high-quality education to all our students, we will have to consider the following: 

1. Supporting children in school
2. Delivering remote education online
3. Planning for the future - the recovery curriculum
4. Assessment 
Supporting children in school

The Village School is committed to ensuring the safety and wellbeing of all its pupils. 

The Village School will continue to be a safe space for all children to attend and flourish. The Headteacher will ensure that appropriate staff are on-site and staff to pupil ratio numbers are appropriate, to maximise safety.

In response to COVID -19, our curriculum is focusing on what pupils must know to help them come back to school and adapt to a new environment.

We are delivering the critical elements of learning focused on: 

  • Improving wellbeing
  • Communication 
  • PHSE 
  • Expressive arts 
  • Life skills - including cooking, and self-help skills 
  • Offering an OT and physio program 
  • Sensory integration and self-regulation 

In the long term, we’ll make sure any skills and knowledge lost during this period are brought back into the curriculum so that pupils can recover this loss of knowledge and understanding. 

Delivering remote education online

The Village School is committed to ensuring the safety and wellbeing of all its children and students. 

We will be contacting all our pupils and families. 

These plans set out:

  • Weekly contact with families via phone or google meet 
  • Weekly lesson via google meet( individually or in a group)
  • The class teacher or teaching assistant will make the contact 
  • Making video recordings of lessons taught on-site and offering them online so that they can still access the lesson
  • During the weekly contact with pupils and families, teachers are optimising the time they have with the pupils and supporting learning by: 
  • giving expert instruction or explanation to families 
  • Modelling
  • Feedback

Most pupils are unable to independently structure their at-home and teachers are sending weekly time tables to help children and their families. Our teachers are setting a realistic programme of work for pupils, parents and carers to fit it into their current home life. In addition to that and where appropriate, we send work to do at home, which gives them opportunities to practice what has been modelled for them via google classroom or meetings. 

Online safety in schools 

The Village School will continue to provide a safe environment, including online. This includes the use of an online filtering system. Where students are using computers in school, appropriate supervision will be in place.

The recovery curriculum 

Planning for a wider school opening for September 2020 is difficult, planning for daily activities and enrichment when we can’t be sure which pupils will be able to come to school. It will be especially important for those pupils who have been out of school for a long period of time and their curriculum will have to have a completely new focus. Our expectation will have to change, pupils outcomes will have to change, our assessment will have to change. We can not expect children to come back in September and start educating in the same way as before. There may be aspects of the broader curriculum pupils won’t be able to access for a while. Because of this uncertainty, we are thinking creatively about what we can deliver in our physical school and through remote learning so that pupils still receive as broad an education as possible.

We will have to make some difficult decisions about what content is most useful to our pupils. Our curriculum has to focus on the recovery of lost knowledge, approaches concerned with the fundamental wellbeing, and secure positive development of the child. We will have a greater, weekly emphasis on wellbeing, communication, PSHE and reaffirming learning to learn  behaviours, allowing pupils more extended periods to settle in and adapting our expectation on academic outcomes.

We will continue to investigate and change our approaches based on the best available research and experiences gained during our pilot phase. 

In our approach we will have to consider the following: 

  • Consider the pupils’ mental health and wellbeing and make sure that our pupils receive additional support, so they are ready to learn.
  • Assess where pupils are in their learning, and agree on what adjustments may be needed to be implemented within the school curriculum.
  • Identify and plan how best to support education for different groups of learners across the school.

We will use best endeavours to support pupils attending school as well as those remaining at home, through blended learning approach making sure we support them adequately. 


The teacher has regular contact with our students and can assess pupils’ learning at home. We are working towards establishing an effective cycle of feedback to ensure that we know current pupils engagement levels. 

We are updating our curriculum maps to make sure the essentials will be covered in class as well as online learning.

In September, we won’t be able to baseline assessment because the gap analysis would be too complex. Instead, teachers use formative assessment to identify gaps in learning and feed those back to senior leaders. 

The assistant headteacher and senior leaders then look for patterns, which become mini-objectives for departmental teams to address whenever pupils return to the classroom and form a central part of the wider curriculum plan.