Statutory Operational Document, 2026 Academic Cycle
Southwark as a Classroom
Medium Term Sequencing and Delivery Plan
Plan Purpose and Mandate
This Medium Term Plan serves as the forensic roadmap for the delivery of the Southwark as a Classroom programme, providing practitioners with the exact clinical scaffolding, teacher implementation steps, and evidence markers required to facilitate learner progress across the Elevation Arc. By utilising the borough of Southwark as our laboratory, we transition learners from a rudimentary observation of their surroundings toward the strategic mastery of urban assets.
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, the community is a high density sensory environment. This plan ensures that academic rigour is balanced with the relentless maintenance of the safe base, ensuring that every community concept is accessible and empowering.
Delivery Standards
- Asset focus: Leading with cognitive superpowers in every urban module.
- Load reduction: Meticulous task decomposition for all community transitions.
- Chain of Evidence: Forensic recording of agency and worth on Sentinel.
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 community demand. We utilise the DELSA (Developmental, Emotional, Logical, Sensory, Academic) framework to map the transition from observation to agency.
Each week is structured to provide a clear path of awakening. The practitioner must identify the community safe base of the session, ensuring that the learner sees their own worth reflected in their surroundings. If a student becomes dysregulated by urban load, the practitioner must pause the MTP sequence and return to safe base co regulation protocols.
Teacher Scaffolding Protocol
- Retrieval Ritual: Connect current urban assets to a previous safety win.
- Forensic Modelling: Adult lead demonstrates the social scripts required for the site.
- Guided Navigation: Perform sensory audits of the Southwark asset.
- Independent Application: Evidence capture for the Cultural Capital portfolio.
| Unit/Week | Area of Study | Clinical Scaffolding (DDP/DELSA) | Implementation (Teacher Actions) | Impact (Sentinel Evidence) |
|---|---|---|---|---|
| Week 1 | The Thames Path Audit | Identifying safe, low arousal zones along the river path. | Adult lead performs a sensory walk, modelling how to identify quiet alcoves for regulation. | Student identifies three personal safe zones along the Bankside corridor. |
| Week 2 | The Golden Hinde: Scale | Tactile entry to the Elizabethan era, using the ship’s architecture to reduce load. | Explore the physical manifestation of Tudor ambition. Model the concept of the safe ship as a base. | Student can articulate how the ship’s design provided enclosure and predictability. |
| Week 3 | The Hinde: Logistics | Breaking down global navigation into manageable, three step instructions. | Student performs a logistics audit of the hold, identifying how spatial logic enabled survival. | Independent completion of a resource audit list for a mock 1577 voyage. |
| Week 4 | The Hinde: Navigation | Investigating early celestial tools as logical data points. | Model the use of early tools. Decompose the physics of the astrolabe into a visual logic flowchart. | Accurate prediction of direction using Elizabethan logic tools. |
| Week 5 | Southwark Cathedral | Exploring the silence and symmetry of the cathedral as a sensory sanctuary. | Adult lead models the social scripts of the cathedral, focusing on respectful silence and presence. | Successful navigation of the cathedral interior with positive regulation wins. |
| Week 6 | Awakening Project | Consolidating initial community wins to reinforce the learner’s emerging identity. | Review Sentinel wins from weeks 1-5. Student authors an Economic Explorer summary for the DDP. | Presentation of the Awakening Phase portfolio to the Principal. |
| Unit/Week | Area of Study | Clinical Scaffolding (DDP/DELSA) | Implementation (Teacher Actions) | Impact (Sentinel Evidence) |
|---|---|---|---|---|
| Week 1 | The Globe: Social Rules | Mastering the social rules of the theatre as a predictable system. | Adult lead demonstrates the social scripts required for the Globe. Practice non verbal cue interpretation. | Student identifies three social rules of the theatre and justifies their purpose. |
| Week 2 | The Globe: Performance | Applying AQA AO1 logic to character arcs and dramatic irony. | Attend a 20 minute scene rehearsal. Decompose the character motivations into a visual flowchart. | Independent analysis of one character’s narrative win within the scene. |
| Week 3 | The Tate: Visual Logic | Forensic auditing of visual symbols, interpreting abstract concepts as data. | Adult lead models how to critique contemporary art using the clinical curator’s checklist. | Production of a neuro affirming review of a Turbine Hall installation. |
| Week 4 | The Tate: Access Audit | Evaluating the inclusivity of cultural spaces to build social agency. | Conduct an accessibility audit of the Tate Modern, identifying barriers for neurodivergent audiences. | Submission of a formal digital accessibility guide for Southwark cultural sites. |
| Week 5 | Borough Market: Logic | Decomposing the supply chain of local vendors from origin to transaction. | Adult lead models the greeting scripts for traders. Map the fiscal logic of local community trade. | Successful execution of a professional enquiry script with a trader. |
| Week 6 | Change Reflection | Evaluating regulatory efficacy during formal community data collection. | Review Sentinel logs. Discuss how regulation assisted academic focus during the Market visit. | 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 | LSBU: Library Mastery | Decomposing the social and sensory load of the LSBU library system. | Adult lead models the research rituals of higher education. Identify innovation pods for study. | Independent use of the LSBU digital assets to locate one vocational source. |
| Week 2 | LSBU: Innovation Logic | Investigating the physics and tech logic of the LSBU innovation hubs. | Lead a transition meeting with an LSBU admissions tutor. Practise articulating superpowers. | Student successfully brokers one environmental adjustment for future study. |
| Week 3 | The Shard: Workplace math | Applying high level fiscal logic to the corporate ecosystem of London Bridge. | Adult lead models the professional greeting scripts for corporate environments. Map trade flows. | Production of a corporate ecosystem map for the London Bridge district. |
| Week 4 | More London: Advocacy | Understanding community rights and legal literacy within the Southwark hub. | Analyse local council documents to identify community rights. Practise civic participation scripts. | Student submits a formal response to a local community consultation. |
| Week 5 | Vocational Micro-Placements | Executing vocational skills within local community SMEs to build autonomy. | Coach facilitates a three hour placement with a local partner. Focus on relational safety. | Positive employer feedback recorded on the Sentinel platform. |
| Week 6 | Autonomy Review | Evaluating the longitudinal impact of the curriculum on professional agency. | Draft a reflection on the Elevation Arc journey through the borough. Identify future assets. | Production of a Southwark Legacy Portfolio entry for adulthood. |
Practitioner Delivery Guide
Site Attunement and Clinical Safety
The DDP Community Rhythm
Every visit to a Southwark site follows the predictable rhythm of the DDP Community Protocol, beginning with Site Attunement, where staff perform a sensory audit of the location before student entry. This is followed by Forensic Modelling, where the adult lead demonstrates the specific social scripts and navigation required. Students then engage in Guided Navigation, exploring the asset with clinical scaffolding, before moving toward Independent Agency within the sanctuary zone.
Clinical Scaffolding Standards
- Visual Escape Maps: Provide learners with a clear visual map identifying the nearest regulation zone for every site.
- Non-Verbal Scripts: Utilise communication cards to allow students to request a reset without verbal load in public.
- Interest Anchors: Always link the site visit to the student’s specific cognitive superpowers to maintain intrinsic motivation.
Sentinel Impact Measurement
Impact is measured not just through academic completion, but through the development of Community Agency. We track the student’s ability to navigate the borough with increasing autonomy and regulation.
Ofsted Readiness Check
- Intent is explicitly linked to the building of cultural capital and British values.
- Implementation demonstrates a high staff to student ratio and clinical safety.
- Impact is evidenced through longitudinal travel logs and community portfolios.
- Consistency is maintained between school sanctuary and community laboratory.