Curriculum Rationale at Oaklands School

The curriculum at Oaklands School is highly personalised and inclusive.. Click on the roots to see the principles we base our curriculum upon.

oaklands school is committed to delivering a curriculum that is meaningful, aspirational, consistent and reflective. click on the branches to see what strategies are used to achieve this.

oaklands school is committed to delivering a curriculum that is meaningful, aspirational, consistent and reflective. click on the branches to see what strategies are used to achieve this.

The curriculum at Oaklands School is highly personalised and inclusive.. Click on the roots to see the principles we base our curriculum upon.

Child at the centre

Our curriculum reflects the unique and complex learning profiles of our pupils.

Child at the centre

Our curriculum places the child's wellbeing, dignity, communication, and sensory development at the heart of all learning experiences.

Our Core Purpose

Our core purpose is to enable every learner to achieve their full potential, however that is expressed.

Our Learning

Learning is developmental, holistic, and highly individualised, ensuring learners are empowered, respected, and nurtured as equal citizens.

Based on the UNCRC principles

Article 23 – “Children with disabilities have the right to a full and decent life with dignity and independence.”

Based on the UNCRC principles

Article 28 – “Every child has the right to an education.”

Based on the UNCRC principles

Article 12 – “Every child has the right to express their views and be heard.”

Curriculum Design

Our curriculum is underpinned by the four contexts for learning in Curriculum for Excellence (CfE), adapted to meet the needs of children with PMLD: • Curriculum Areas and Subjects • Interdisciplinary Learning • Ethos and Life of the School as a Community • Opportunities for Personal Achievement

Curriculum Design

The curriculum framework is structured around: • Health and Wellbeing • Communication (including literacy and expressive/receptive language) • Cognitive and sensory learning • Physical development and movement • Expressive Arts and Creativity • Technological and environmental exploration

Curriculum Pathways and Progression

All learners at Oaklands follow personalised learning pathways tailored to their individual needs. These are informed by: • Foundation Milestones (from Complex Needs Curriculum) • Education Scotland’s Benchmarks for Complex Needs and PMLD • Individualised Education Plans/Child’s Plan/Wellbeing Assessment Outcomes • Raising Attainment for All (RAFA) principles

Curriculum Pathways and Progression

We use key developmental indicators to track progress, such as: • Engagement profiles • Sensory responses • Communication cues and intentionality • Motor development and control • Emotional regulation and self-awareness

Pedagogy and Learning Approaches

Our pedagogy is grounded in multi-sensory, interdisciplinary and relationship-based approaches, drawing from: • Intensive Interaction • Total Communication (including Signalong, Eye Gaze, AAC) • Sensory Integration approaches • Play-based and experiential learning • Outdoor learning and community engagement

Pedagogy and Learning Approaches

All staff are trained to observe and interpret small but significant changes in behaviour, communication, and engagement. We ensure consistency of teaching strategies, routines and expectations across the school, supported by: • Shared planning formats • Moderation activities • Collaborative reflection and observation • Robust transitions planning These support QI 2.3: Learning, Teaching and Assessment and QI 2.2: Curriculum in HGIOS4.

Equity, Inclusion and Achievement

We celebrate wider achievement through: • Sensory stories and expressive arts events (e.g. Christmas show) • Participation in national initiatives (e.g. Scottish Book Trust, Outdoor Learning Awards) • Recognition of progress in personal and social skills (e.g. • Community and enterprise projects (e.g. ) • Supported participation in local authority and national networks for ASN

Equity, Inclusion and Achievement

We implement the principles of Raising Attainment and Achievement by: • Setting individualised, aspirational targets for every learner • Using data-informed planning to measure and improve learner engagement • Focusing on what each learner can do, not just on developmental level Progress is captured through multi-modal evidence (photos, videos, learning logs) and shared with families to strengthen parental engagement and co-production.

Quality Assurance and Evaluation

We engage in rigorous self-evaluation and collaborative professional inquiry in line with HGIOS4 QI 1.1, 1.2, 2.3, and 3.2. Our curriculum is reviewed annually through: • Feedback from learners (through AAC/symbols/observation) • Parental and multi-agency feedback • Moderation of planning and evidence • Professional dialogue and peer observation • Learner review meetings and Pupil Support Plans

Quality Assurance and Evaluation

We ensure curricular consistency and continuity through: • Shared whole-school curriculum maps • Agreed progression pathways • Use of Foundation Milestones and Education Scotland Benchmarks • Cross-class planning meetings and moderation

Based on the UNCRC principles

Article 28 – “Every child has the right to an education.”

Pedagogy and Learning Approaches

Our pedagogy is grounded in multi-sensory, interdisciplinary and relationship-based approaches, drawing from: • Intensive Interaction • Total Communication (including Signalong, Eye Gaze, AAC) • Sensory Integration approaches • Play-based and experiential learning • Outdoor learning and community engagement

Quality Assurance and Evaluation

We ensure curricular consistency and continuity through: • Shared whole-school curriculum maps • Agreed progression pathways • Use of Foundation Milestones and Education Scotland Benchmarks • Cross-class planning meetings and moderation

Our Core Purpose

Our core purpose is to enable every learner to achieve their full potential, however that is expressed.

Curriculum Pathways and Progression

All learners at Oaklands follow personalised learning pathways tailored to their individual needs. These are informed by: • Foundation Milestones (from Complex Needs Curriculum) • Education Scotland’s Benchmarks for Complex Needs and PMLD • Individualised Education Plans/Child’s Plan/Wellbeing Assessment Outcomes • Raising Attainment for All (RAFA) principles

Based on the UNCRC principles

Article 23 – “Children with disabilities have the right to a full and decent life with dignity and independence.”

Pedagogy and Learning Approaches

All staff are trained to observe and interpret small but significant changes in behaviour, communication, and engagement. We ensure consistency of teaching strategies, routines and expectations across the school, supported by: • Shared planning formats • Moderation activities • Collaborative reflection and observation • Robust transitions planning These support QI 2.3: Learning, Teaching and Assessment and QI 2.2: Curriculum in HGIOS4.

Child at the centre

Our curriculum reflects the unique and complex learning profiles of our pupils.

Quality Assurance and Evaluation

We engage in rigorous self-evaluation and collaborative professional inquiry in line with HGIOS4 QI 1.1, 1.2, 2.3, and 3.2. Our curriculum is reviewed annually through: • Feedback from learners (through AAC/symbols/observation) • Parental and multi-agency feedback • Moderation of planning and evidence • Professional dialogue and peer observation • Learner review meetings and Pupil Support Plans

Based on the UNCRC principles

Article 12 – “Every child has the right to express their views and be heard.”

Curriculum Design

Our curriculum is underpinned by the four contexts for learning in Curriculum for Excellence (CfE), adapted to meet the needs of children with PMLD: • Curriculum Areas and Subjects • Interdisciplinary Learning • Ethos and Life of the School as a Community • Opportunities for Personal Achievement

Equity, Inclusion and Achievement

We implement the principles of Raising Attainment and Achievement by: • Setting individualised, aspirational targets for every learner • Using data-informed planning to measure and improve learner engagement • Focusing on what each learner can do, not just on developmental level Progress is captured through multi-modal evidence (photos, videos, learning logs) and shared with families to strengthen parental engagement and co-production.

Child at the centre

Our curriculum places the child's wellbeing, dignity, communication, and sensory development at the heart of all learning experiences.

Curriculum Design

The curriculum framework is structured around: • Health and Wellbeing • Communication (including literacy and expressive/receptive language) • Cognitive and sensory learning • Physical development and movement • Expressive Arts and Creativity • Technological and environmental exploration

Equity, Inclusion and Achievement

We celebrate wider achievement through: • Sensory stories and expressive arts events (e.g. Christmas show) • Participation in national initiatives (e.g. Scottish Book Trust, Outdoor Learning Awards) • Recognition of progress in personal and social skills (e.g. • Community and enterprise projects (e.g. ) • Supported participation in local authority and national networks for ASN

Our Learning

Learning is developmental, holistic, and highly individualised, ensuring learners are empowered, respected, and nurtured as equal citizens.

Curriculum Pathways and Progression

We use key developmental indicators to track progress, such as: • Engagement profiles • Sensory responses • Communication cues and intentionality • Motor development and control • Emotional regulation and self-awareness