Statutory Operational Document, 2026 Academic Cycle
Digital Literacy & Safety
Medium Term Sequencing and Delivery Plan
Plan Purpose and Mandate
This Medium Term Plan serves as the forensic roadmap for the delivery of Digital Literacy and Online Safety at Elevated Futures Education, specifically supporting the Sovereignty Pathway. It moves beyond high, level intent to provide practitioners with the exact clinical scaffolding, teacher implementation steps, and evidence markers required to facilitate learner progress across the Elevation Arc.
Every adult delivering this curriculum is required to read this document in conjunction with the student’s individual Dynamic Development Plan. We recognise that for the neurodivergent learner, digital sovereignty is a prerequisite for adult safety. This plan ensures that academic rigour is balanced with the relentless maintenance of the safe base, ensuring that every digital concept is accessible, restorative, and empowering.
Compliance Standards
- Statutory Alignment: KCSIE 2026, NSPCC, and DfE standards.
- Algorithm Forensic: Pedagogy as the primary vehicle for change.
- Load reduction: Meticulous task decomposition to prevent sensory overwhelm.
The MTP Clinical Operating Logic
The MTP is architected to ensure that the adult lead remains attuned to the student’s physiological state before introducing technological demand. We utilise the DELSA (Developmental, Emotional, Logical, Sensory, Academic) framework to map the transition from consumption to sovereignty.
Each week is structured to provide a clear path of awakening. The practitioner must identify the Digital Safe Base of the session, ensuring that the learner sees their own worth reflected in their digital presence. If a student becomes dysregulated by algorithmic nudges, the practitioner must pause the MTP sequence and return to the safe base co, regulation protocols.
Teacher Scaffolding Protocol
- Retrieval Ritual: Connect current digital logic to a previous safety win.
- Platform Forensic: Use high, density visual logic to explain addictive design.
- Guided Simulation: Perform real, world tasks in the school sanctuary.
- Sovereign Application: Evidence capture for the synoptic portfolio.
| Unit/Week | Area of Study | Clinical Scaffolding (DDP/DELSA) | Implementation (Teacher Actions) | Impact (Sentinel Evidence) |
|---|---|---|---|---|
| Week 1 | Hardware Rituals | Establishing physical safety and tactile logic to reduce setup anxiety. | Model the slow, mindful setup of a workstation. Focus on cable logic and tactile care. | Student demonstrates safe and organised hardware setup independently. |
| Week 2 | Digital Safe Base | Identifying safe vs high, arousal digital zones within the school portal. | Collaborative walkthrough of school apps. Use colour, coded tokens to mark quiet zones. | Student identifies three digital safe zones in the school system. |
| Week 3 | Login Mastery | Reducing cognitive load through the pattern, matching of secure rituals. | Model the login sequence using high, contrast visual cards. Practice password preservation. | Independent access to learning platforms with zero staff intervention. |
| Week 4 | The Online Help Card | Establishing non, verbal scripts for online distress or confusion. | Co, create a deck of “I am stuck” or “I feel overwhelmed” digital cards for the desktop. | Student uses a digital help card proactively before arousal reaches Level 4. |
| Week 5 | Sensory Audit: Apps | Auditing favourite apps for sensory load, including noise, light, and movement. | Perform a sensory audit of a popular learning app. Adjust internal settings for harmony. | Student identifies one app setting that reduces their sensory distress. |
| Week 6 | Awakening Review | Consolidating initial safety wins to reinforce digital identity. | Review Sentinel wins from weeks 1-5. Author a “Digital Superpower” summary for the DDP. | Student articulates one digital task they perform with total confidence. |
| Unit/Week | Area of Study | Clinical Scaffolding (DDP/DELSA) | Implementation (Teacher Actions) | Impact (Sentinel Evidence) |
|---|---|---|---|---|
| Week 1 | The Dopamine Loop | Understanding the biological stress response to notifications and pings. | Map the “Notification Cycle” on a board. Use a 1, to, 5 arousal scale for pings. | Student identifies their own physiological shift when a notification sounds. |
| Week 2 | Infinite Scroll Logic | Decomposing the addictive design of social platforms to build agency. | Audit a popular app, such as TikTok, to find the hidden gutter of time loss. | Student articulates why infinite scroll prevents a natural reset period. |
| Week 3 | Nudge Detection | Identifying marketing nudges that increase cognitive load and arousal. | Use the “Nudge Decoder” script to find three attempts to keep them online. | 100 per cent accuracy in identifying nudges in a sample checkout screen. |
| Week 4 | AI Truth Logic | Applying forensic verification to identify AI hallucinations or bias. | Compare an AI, generated summary to a primary source text. Find the error clues. | Successful identification of two logical inconsistencies in AI text. |
| Week 5 | Media Forensics | Critiquing digital news for sensationalism vs high, density fact. | Compare a tabloid headline to a scientific dataset. Use the “Fact Checker” script. | Student produces a red, amber, green truth report for an article. |
| Week 6 | Change Reflection | Evaluating regulatory efficacy during high, demand digital tasks. | Review Sentinel logs. Discuss how sovereign timers assisted academic focus. | Sentinel record of academic progress supported by self, regulation. |
| Unit/Week | Area of Study | Clinical Scaffolding (DDP/DELSA) | Implementation (Teacher Actions) | Impact (Sentinel Evidence) |
|---|---|---|---|---|
| Week 1 | Legal Literacy | Decomposing terms and conditions into logical, manageable rights. | Audit a popular app contract. Find three clauses that impact data safety. | Student identifies their legal right to a digital disconnect period. |
| Week 2 | Workplace Comms | Mastering professional digital platforms, such as Teams or Slack, for agency. | Model task brokerage through a digital project channel. Practice direct comms. | Successful brokerage of a task change via a professional platform. |
| Week 3 | Networking Pride | Building a professional LinkedIn profile based on cognitive assets. | Draft a professional biography. Highlight technical assets as superpowers. | Student secures one professional connection within their chosen field. |
| Week 4 | Digital Admin | Managing adult life tasks through banking and appointment platforms. | Practice digital banking security rituals and healthcare booking sequences. | Independent scheduling and attendance of a community check, in. |
| Week 5 | Remote Standards | Managing professional standards in a safe base home office. | Conduct a sensory audit of a home workstation. Plan digital boundaries. | Maintenance of professional standards during a trial remote project. |
| Week 6 | Autonomy Audit | Brokerage of digital needs for a future work placement or university. | Draft a digital access statement for a workplace. Practise self, advocacy. | Student successfully brokers one digital adjustment for work. |
Statutory MTP Verification
I verify that this Medium Term Plan aligns with the Sovereignty Pathway and the DDP framework. It provides the forensic detail required for high, quality pedagogical delivery.