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James McFarlane School Building our Curriculum

James McFarlane School Building our Curriculum. James McFarlane School.

charlene-durham
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James McFarlane School Building our Curriculum

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  1. James McFarlane SchoolBuilding our Curriculum

  2. James McFarlane School The school meets the needs of pupils from 5 to 19 years with severe and complex additional support needs including autism spectrum disorders, often with challenging behaviour, complex and multiple disabilities and sensory impairment.

  3. Every pupil in school has an Individualised Educational Programme • This contains aims and targets for every area of the Elaborated curriculum (linked to CfE outcomes) or • National Qualifications and ASDAN programmes

  4. There is a strong emphasis not only on formal learning, but also on movement skills and communication • For all pupils we concentrate on self-help and independence skills

  5. Developing a High Level Curriculum Plan • What will our school look like in 3 years time? • What are the steps we need to take to get there?

  6. What do I want my school to look like in three years time? • 0-18 coherent curriculum, facilitated by collaborative working with partners • characterised by pedagogy which promotes and facilitates active learning throughout the curriculum at all stages • personalisation and choice are encouraged through interdisciplinary learning teams • pupils’ views are encouraged and developed and considered

  7. For the purpose of this exercise discussion took place at collegiate meetings around the content of BYC. Specific focus was given to pupil entitlement (e.g. 2 hours quality PE) and totality of the curriculum. As a result of positive discussion we arrived at the following conclusions.

  8. The school day will be redesigned to comprise of three learning blocks giving 15 learning blocks per week • Three blocks per week will be allocated for Interdisciplinary Learning Experiences • (Are all our blocks ILE’s ?) • One block will be allocated for Personal Achievement. This focus will be further developed to provide opportunities for pupils to share, celebrate and build on achievements within the family, home and community as well as within the school context • The remaining time will concentrate on tailoring the curriculum to the individual needs of the pupil

  9. Learning teams • Teachers continue to plan for and work collaboratively across primary and secondary stages in line with CfE • Choice is exemplified by the identification of reinforcers and motivators and knowledge of each individual pupil

  10. Model of Change – Year 1 • Staff will prepare the more detailed structural timetable changes • Staff will further develop interdisciplinary approaches and practice • Staff will identify and implement appropriate learning outcomes for their individual pupils in the areas of literacy, numeracy and health and wellbeing • Staff will incorporate outcomes into current planning and reporting This will involve analysis of current practice and exploration in how to make meaningful and relevant connections across curriculum areas

  11. Model of Change – Year 1 Staff will prepare the more detailed structural timetable changes by: • Merging existing Elaborated 5-14 curricular areas • Mapping pupil targets to experiences and outcomes • Identifying the various aspects of quality PE • Identifying what we as a school believe what Interdisciplinary Learning means for us • Identifying three blocks of Interdisciplinary Learning

  12. Model of Change – Year 1 Staff will further develop Interdisciplinary approaches and practice by: • Further development of cross curricular opportunities, for example, NQs, ASDAN and Topic Work

  13. Model of Change – Year 1 Staff will identify and implement appropriate learning outcomes for their individual pupils in the areas of literacy, numeracy and health and wellbeing by: • Ongoing multidisciplinary assessment with partner agencies (Allied Health Professionals, Social Services, etc) and parents • Improved working knowledge of the experiences and outcomes

  14. Model of Change – Year 1 Staff will incorporate experiences and outcomes into current planning and reporting by: • Further review of current planning procedures of IEPs, daily plans, forward plans, quarterly and annual reports

  15. Model of Change – Year 2 • Review curriculum across year to ensure progression, depth and breadth • Extend opportunity to work collaboratively in subject areas, including cross-sectoral working (nursery and secondary) • Extend opportunity to work collaboratively across other stages to broaden teaching experiences in interdisciplinary learning blocks

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