JASS
Junior Award Scheme for Schools

A world wide Accredited Learning Programme for young people. Recognising wider achievement.

JASS in Woodlands School, Edinburgh

Opened in April 2008, Woodlands is situated on a campus shared with Currie High School in the south west of Edinburgh. The school meets the additional support needs of secondary aged children and young people with significant and complex learning difficulties in the moderate to severe range.  Woodlands serves a wide area and has pupils travelling from all over Edinburgh and from East, Mid and West Lothian. The maximum school roll is 80.

Woodlands school have been using JASS at Gold Level for their Senior B Class to assist with their formal education and skills development. Teacher Sandra Park needed a programme that would be very flexible and deliver learning experiences and outcomes for a group with very limited writing skills but good verbal communication skills.

Sandra has used the JASS programme in tandem with lesson plans linked to the Curriculum for Excellence to give her class meaningful learning experiences.  The approach taken has been to focus on one section of JASS per term, with term 4 (the spring-summer term) being saved for Adventure when the weather is better. JASS at Gold level requires 18 hours for the 3 sections : Me and My World, My Interests and Get Active Stay Active,  with 8 hours for Adventure.

As pupils come to the school from a wide geographical area, it is not practical to offer JASS out with the school day.  With a wide mix of abilities and opportunities out with school, it was considered more manageable to make JASS part of the curriculum.

Opportunities for cross curricular learning are built in to this programme.

The Healthy Tuck Shop – Me and My World:

This section of JASS is about running a community or environmental awareness project as a group. It is most often done within school hours and can have a fundraising element to it.

The focus for the Woodlands JASS group was on the promotion of healthy eating, developing Enterprise Skills and also the chance to raise some funds for the school. The class set about running a snack/tuck shop on a trolley that would sell very reasonably priced snacks to pupils and staff during breaks and at lunch time.  Using an adapted IKEA unit with wheels initially (but now with a specially purchased snack trolley), the group set up a range of healthy snacks with a selection of fruit and energy bars, some sweet treats, low fat/salt crisps and some stationary items.

The group have built up a very good relationship with the  local cash and carry and hold a school account there. This enables them to buy items at a greatly reduced price and raise a small amount of funds for the school at the same time as offering the snacks at low prices to staff and pupils.  They use the school minibus to go to the cash and carry every 2 weeks.

The class assess the tasks for each week and review their progress.  They make a list for the cash and carry and discuss which lines are selling well and what they would like to try next. Pupils deal with the ordering and payment. They review their sales and profits as a class. They have had to overcome issues like shoplifting and the need to promote the fruit, which was not selling well initially.

They record the sales daily as they restock the trolley and come up with promotions that would encourage healthier snack choices.  When the trolley was mostly sweets and chocolate, it made a good profit. During Health Week the trolley had only healthy snack choices and made a loss. The group decided to sell some sweets and chocolate but to run promotions making the fruit much more attractive e.g buy 2 pieces of fruit and get your 3rd one free.

They decided to take action on shoplifting by having a notice to raise awareness that shoplifting is stealing and they have a ‘watcher’ rota .

They discuss the sell by dates on fruit and offer quick sale promotions. The snack trolley is particularly popular with staff.

The class peer -assess each other’s contribution using a series of colourful stampers. They assess their own learning using picture communication symbols (Dynavox  LLC) .

Learning experiences and outcomes for Health and Wellbeing and Numeracy and Literacy are all recorded as part of the Tuck Shop project

Rag Bag and Fashion Show- Me and My World – Science and Recycling

The class decided to work in partnership with Currie Community High School (CCHS), with whom they share a campus, to promote the Rag Bag clothing recycling scheme and to work towards a joint Fashion Show with auction of the outfits.

Class Senior B invited the senior DHT from CCHS to attend a class meeting. The meeting was  minuted  and Class B have been invited to speak at a CCHS assembly to promote the Rag Bag collection points at both schools and the Fashion Show. Class B will be working with models from CCHS and Woodlands and both schools will work together to organise and promote the event.

Every week, Class B go through the donations and vote on what they want to keep for the Fashion Show.    A steam cleaner will be hired in to clean everything for the show, planned for the week before Easter.

Profits from the Fashion show ticket and clothing sales will go to Rag Bag and the school. This project promotes cross-curricular learning : the art teacher has textile experience and a student placement Art Teacher can also help the class to repair and display the clothes, the CDT teacher can help with building the cat walk and drama staff will be involved in the overall production and the models.

With both the Tuck shop and the Fashion Show, the Woodlands Gold JASS group are on target to raise over £1000, more than recouping the cost of their JASS packs.