James McFarlane School
Building our Curriculum
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.
• 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
• 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
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?
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
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.
• 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
Monday
Tuesday
Wednesday
Thursday
Friday
News Time
Literacy (Communication), Numeracy, Health and Wellbeing
Snack Routines
Exercise, Play and Leisure
Interdisciplinary
Learning
Interdisciplinary
Learning
Literacy (Communication), Numeracy, Health and Wellbeing
Lunch Routines incorporating Personal Care
Exercise, Play and Leisure
Interdisciplinary
Learning
Literacy (Communication), Numeracy, Health and Wellbeing
Home Time Routine
Core subjects
Citizenship
Literacy (Communication)
Numeracy
Health and Wellbeing
Personal
Achievement, RME
Core Elements
Citizenship – The
Child at the Centre
Literacy
(Communication)
Numeracy
Health and
Wellbeing (including
PE)
Citizenship Subject
Areas
Focus on specific
experiences and
outcomes
Expressive Arts
Science
Technology
Enterprise
Eco
Social Subjects
Religious and Moral
Interdisciplinary
Learning
8 week planning
cycle
3-4 curricular areas
Multi-stage
learning
Personalisation
and choice
Challenge week
ICT
Literacy,
Numeracy, Health
and Wellbeing
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
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
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
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
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
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
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