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The Government's roadmap to recovery from the educational deficit caused by Covid-19 appears to pivot, primarily, on 'catch-up' plans and 'discipline hubs'. Despite continuous teaching online and in Covid-restricted classroom formats, teachers have been urged to act like 'absolute heroes' and abide by their 'moral duty' to keep schools open. However, neither appeals to 'heroic' duty nor Nolan's Seven Principles of Public Life, are likely to provide the conceptual underpinning required of a roadmap to meet the complex challenges of children's new learning needs or enhance their wellbeing. This article offers an alternative approach to educational principles for navigating the unchartered territory of the 'Covid decade' now unfolding.