John Jamieson School

John Jamieson is an open and welcoming, generic, all age Special School and National Teaching School which caters for pupils with a learning difficulty

Pathways to Learning and Curriculum Webs

Our curriculum and learning environment demonstrates a bespoke approach that reflects the divergent needs of our pupils. This is demonstrated through the East SILC pathways to learning; the sensory, towards independence, and the independent curriculum. These pathways reflect the experience of learning encountered by our young people from entry through to aspiring destinations. Planning, curriculum webs, and Individual Learning Pathway Plans reflect the pathways and demonstrate our commitment to delivering a highly individualised learning experience for our pupils.

We have a long term plan to show our broad and balanced curriculum. The long term plan indicates what aspects of the curriculum are taught at each phase, key stage and by pathway.

Specific Pathways

Below is an overview of all aspects of our specific pathways.

The Sensory Curriculum

At the East SILC we aim to provide a highly personalised and bespoke approach to learning for our most complex sensory learners. We aim to achieve this through tailored specialist provision and a highly personalised curriculum, pedagogy and assessment.

 

Our provision

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Each learner within the sensory strand has access to a range of specialist provision. This includes Physiotherapy, Occupational therapy and Nursing input, as well as access to Hydrotherapy, Soft play, specialist sensory rooms and on site Speech and language therapists and bespoke communication interventions.

 

 

 

 

 

 

 

Our curriculum

Our curriculum is designed to be bespoke and personalised for each leaner. Lessons are delivered under session focuses given in the Equals Pre-formal (PMLD) Curriculum, which are;

  • Communication
  • Music
  • Sensory Cookery
  • Sensory Exploration
  • Sensory Stories
  • Movement, Physiotherapy and Hydrotherapy
  • Drama, Poetry and Literature
  • Art
  • Inclusive Community

Learning is delivered through a mixture of structured activities, independent work, group sessions and continuous provision, with a focus on play, engagement and independent learning throughout. The amount and frequency of lessons is decided by teachers based on the needs of the class and pupils, with each class having at least one of each session to ensure a broad and balanced curriculum.

An example timetable is shown below;

 

 

 

 

 

 

Sensory Profiles

Through structured sessions, teachers deliver personalised curriculum targets based on each pupils Sensory Profile. The Sensory Profile is the heart of the learner’s curriculum and is based on the four areas of need (Communication and Interaction, Cognition and Learning, Sensory and Physical and Social, Emotional and Mental Health) and the pupils EHCP. These make explicit the skills which are being delivered through each session. These ensure that regardless of the session context, skills which are central to the learner’s progression and future remain central to their learning.

 

Our Planning

Our planning process also ensures that skills remain at the heart of pedagogy and practise. Our Long Term Plan has been designed to be an exciting and engaging range of topics which have been developed to fit in with both the National Curriculum and topics which learners in other strands are working on, but which are relevant, meaningful and accessible for sensory learners. We have also ensured that Sensory learners access Humanities, Art, PHSE, MFL and music through topic exploration weeks. 

When completing Medium Term Plans, teachers use Skills Menus based on existing curriculum tools including Routes for Learning, The Sounds of Intent Framework and the EYFS Framework. These are used to inform planning and to make clear what skills learners are expected to gain from each session activity and plan.

An example Skills Menu is shown below;

 

An example of how the skills menus feed into planning is shown below;

 

Our assessment

Learners are assessed through continuous observation, B2, progression through the Skills Maps and evidence on Evisense. Consecutive Learning Profiles are also kept and annotated as working documents to demonstrate progress over time.

Our Curriculum has been built to ensure personalised Learning outcomes taken from each pupil’s EHCP are at the heart of their curriculum, and the motivation to learn and generalise these skills is provided through the exciting and engaging delivery of sessions and topics adapted from the National Curriculum and the Equals Curriculum. The opportunity to access a broad and balanced skillset is provided through the use of skills menus to inform planning and curriculum content. In addition to this, we strive to ensure that learning throughout the day is pupil focused and not exclusively outcome focused; through our sessions we aim to provide a responsive learning environment in which the pupil plays a role in directing their own learning, which allows for the fact that learning in our complex pupils is often not linear and predictable. Throughout all sessions the focus is on engagement, practitioner responsivity and flexibility, personalisation of learning and fun.

The Sensory Curriculum

At the East SILC we aim to provide a highly personalised and bespoke approach to learning for our most complex sensory learners. We aim to achieve this through tailored specialist provision and a highly personalised curriculum, pedagogy and assessment.

 

Our provision

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Each learner within the sensory strand has access to a range of specialist provision. This includes Physiotherapy, Occupational Therapy and Nursing input, as well as access to Hydrotherapy, Soft play, specialist sensory rooms and on site Speech and language therapists and bespoke communication interventions.

 

 

 

 

 

 

 

Our curriculum

Our curriculum is designed to be bespoke and personalised for each leaner. Lessons are delivered under session focuses given in the Equals Pre-formal (PMLD) Curriculum, which are;

  • Communication
  • Music
  • Sensory Cookery
  • Sensory Exploration
  • Sensory Stories
  • Movement, Physiotherapy and Hydrotherapy
  • Drama, Poetry and Literature
  • Art
  • Inclusive Community

Learning is delivered through a mixture of structured activities, independent work, group sessions and continuous provision, with a focus on play, engagement and independent learning throughout. The amount and frequency of lessons is decided by teachers based on the needs of the class and pupils, with each class having at least one of each session to ensure a broad and balanced curriculum.

An example timetable is shown below;

 

 

 

 

 

 

Sensory Profiles

Through structured sessions, teachers deliver personalised curriculum targets based on each pupils Sensory Profile. The Sensory Profile is the heart of the learner’s curriculum and is based on the four areas of need (Communication and Interaction, Cognition and Learning, Sensory and Physical and Social, Emotional and Mental Health) and the pupils EHCP. These make explicit the skills which are being delivered through each session. These ensure that regardless of the session context, skills which are central to the learner’s progression and future remain central to their learning.

 

Our Planning

Our planning process also ensures that skills remain at the heart of pedagogy and practise. Our Long Term Plan has been designed to be an exciting and engaging range of topics which have been developed to fit in with both the National Curriculum and topics which learners in other strands are working on, but which are relevant, meaningful and accessible for sensory learners. We have also ensured that Sensory learners access humanities, art, PHSE, MFL and music through topic exploration weeks. An example of the long term plan is as follows;

 

When completing Medium Term Plans, teachers use Skills Menus based on existing curriculum tools including Routes for Learning, The Sounds of Intent Framework and the EYFS Framework. These are used to inform planning and to make clear what skills learners are expected to gain from each session activity and plan.

An example Skills Menu is shown below;

 

An example of how the skills menus feed into planning is shown below;

 

Our assessment

Learners are assessed through continuous observation, B Squared, progression through the Skills Maps and evidence on Evisense. Consecutive learning profiles are also kept and annotated as working documents to demonstrate progress over time.

Our curriculum has been built to ensure personalised learning outcomes taken from each pupil’s EHCP are at the heart of their curriculum, and the motivation to learn and generalise these skills is provided through the exciting and engaging delivery of sessions and topics adapted from the National Curriculum and the Equals Curriculum. The opportunity to access a broad and balanced skillset is provided through the use of skills menus to inform planning and curriculum content. In addition to this, we strive to ensure that learning throughout the day is pupil focused and not exclusively outcome focused; through our sessions we aim to provide a responsive learning environment in which the pupil plays a role in directing their own learning, which allows for the fact that learning in our complex pupils is often not linear and predictable. Throughout all sessions the focus is on engagement, practitioner responsivity and flexibility, personalisation of learning and fun.

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Our Achievements