skip to main content

A Recovery Curriculum

A recovery curriculum is not the same as a catch-up curriculum. A recovery curriculum is focused on the social and emotional aspects of returning to school; it deals with physical activity and in giving students the coping strategies they need for dealing with a very different world to the one we knew earlier this year.

lesley-cutout
Created and Led by
Lesley Minervini
Duration
Typical study time 4 - 6 hours
Target Audience
Head Teachers, Teachers, Teaching Assistants, Deputy Heads, Senior Leaders, Senior & Middle Leaders

Overview:

This recovery curriculum deals with physical activity and in giving students the coping strategies they need for dealing with a very different world to the one we knew earlier this year. A catch-up curriculum, on the other hand, is focused on closing the academic gaps resulting from months away from formal schooling.

  • Find out about the importance of personal development for students who have had a prolonged absence from school
  • Find out about all aspects of mental and physical well-being
  • Includes a six-week recovery programme

Learn about:

  • Explore the social and emotional effects of the pandemic on students
  • Learn about the latest research around trauma and recovery
  • Develop a trauma toolkit
  • Find out about Building Resilience
  • Explore character virtues.

Why this course is relevant or important:

Although both the recovery curriculum and catch-up curriculum are important, cognitive load theory tells us that if students are struggling to process a new normal, it is going to be too difficult to learn academic content. Therefore, the recovery curriculum is vital for a safe and successful return to school.

To offer you complete flexibility we have made this course fully online. Through a series of 2 videos, Lesley takes you through the latest research and offers practical guidance on returning to school; you can then download the 6-week curriculum and the many resources to support it- all from the comfort of your home or school office.

Take away:

  • Receive a six-week, fully resourced recovery curriculum for Years 1-6.

Booking Options

1-5 users
£375
6-20 users
£500
21-50 users
£650
51-100 users
£800
100+ users
Enquire

The prices above are the total amount you will pay for your group plus VAT.

Just select Pay by Invoice and enter the required information.

You have 30 days to pay your invoice.

If your selected date to access the course is prior to 30 days we will still grant you access to the course and your invoice is payable in line with our Terms and Conditions.

If you have selected 1-5 delegates, for example, but you only enter the details of 2 of the delegates now, you will have the option to add additional delegates via your CQE account up until 48 hours prior to your requested course start date.

Pay by Invoice
Evidence Informed
Evidence Informed
All our courses are based on peer-reviewed research.
Practical and inspiring
Practical and inspiring
We bridge the gap between evidence and practice.
Versatile environments
Versatile environments
We offer a choice between on-demand and live courses.

Latest from the Blog

Are We Misunderstanding Memory?
Are We Misunderstanding Memory?
26th May 2025
While memory is often defined as the retrieval of information from long-term storage, this narrow view risks reducing learning to passive recall. Drawing on cognitive science, this blog reframes memory as a dynamic construct involving remembering, knowing, and reasoning — all essential for usable knowledge. It argues that strategies like retrieval practice are effective for recall but insufficient for deeper understanding. To bridge this gap, the blog makes the case for explicitly teaching metacognition and oracy. These approaches equip pupils with the cognitive and communicative tools to connect, organise, and apply their knowledge, transforming memory from static storage into a flexible, functional system for thinking and learning.
Learning Traps: Teaching by Letting Students Fall In
Learning Traps: Teaching by Letting Students Fall In
7th Apr 2025
We often tell pupils that mistakes are part of learning — but what if we designed lessons to depend on them?“ Learning traps,” deliberate set-ups that help students learn through their mistakes, are not about tricking them but about crafting situations where getting it wrong becomes the most powerful route to getting it right. They expose faulty reasoning, common misconceptions, or surface-level thinking to deepen understanding. It’s a strategy as old as Socratic dialogue and as sharp as a well-set maths problem. And the evidence supports it. In this blog, you’ll discover five practical types of learning traps — from the ‘almost-right answer’ to the ‘fake success’ trap — each illustrated with classroom examples across subjects. You’ll also find guidance on how to use traps responsibly, along with references to key research on productive failure, retrieval, and metacognitive development.
Enquiry-Based Learning: Striking a Balance Between Curiosity and Prior Knowledge
Enquiry-Based Learning: Striking a Balance Between Curiosity and Prior Knowledge
10th Jan 2025
Enquiry-based learning is a pedagogical approach that lies at the heart of many curricula, such as the International Baccalaureate (IB) Primary Years Programme (PYP) and the International Primary Curriculum (IPC). It encourages students to ask questions, explore ideas, and construct their understanding of the world. However, this approach also raises important questions about its effectiveness for all learners, mainly when prior knowledge is limited.This blog explores the relationship between enquiry-based learning and prior knowledge, highlighting research supporting the need to balance discovery and foundational understanding.