A learning system designed around every child.

Make room for individual learning.

In special education, a useful learning plan begins with understanding the child. Teachers and therapists turn observations into long-term goals, smaller teaching objectives and practical classroom activities. Those plans also need careful review, regular updates and a clear way to keep families involved.

Saint Clare needed a system that reflected this work in detail. Sozcode brought planning, curriculum knowledge and school administration into a connected LMS, with AI assistance inside the preparation process. The intention is to make the school’s experience easier to draw on while preserving the judgement of the educators who know each learner.

From a learning goal to something a teacher can use.

Individualised Education Plans move through draft, vetting, vetted and approved stages. Goals and teaching procedures have their own context, comments and review controls, so feedback stays attached to the work it concerns. AI helps prepare and refine content within that process.

• Develop objectives with context. AI-assisted tools help teachers draft and refine long-term goals and short-term objectives. Suggestions can be previewed and selected before being applied, keeping the teacher involved in what becomes part of the plan.
• Turn objectives into teaching preparation. Quarterly lesson plans connect selected objectives to teaching procedures. The teaching-guide tools can expand procedures into structured sections and generate visual teaching aids. Staff can edit the guide and its image prompts, then download material for use outside the system.
• Connect planning with the school day. Classes, attendance, daily updates and therapy messages sit alongside education plans. The companion mobile app uses the same student and class data as the LMS, connecting families to their children’s published updates and direct conversations with the school.

Make the school’s curriculum knowledge reusable.

Approved education plans contain knowledge that is valuable beyond a single planning cycle. The Short Term Objective Bank brings that material into a searchable collection, grouped by domain, subdomain and class level. Staff can browse an area of learning or narrow the bank to the level they are working with.

The bank distinguishes objectives taken from approved plans from AI-proposed additions accepted during curation. An “Original only” filter lets staff focus on the source material. This gives educators a practical starting point for planning, with the origin of the content still visible.

Connect observations with the language of the curriculum.

A teacher’s description and a curriculum framework do not always use the same language. The planning guidance groups familiar observations—such as turn-taking, requesting assistance or managing belongings—under relevant domains and subdomains. It makes the relationship between classroom observations and curriculum terminology easier to inspect.

This guidance is a curated reference drawn from historical planning analysis. Educators can use it to consider possible areas of focus, alongside their knowledge of the child. It also makes the school’s planning conventions more accessible to someone preparing a plan for the first time.

Find the teaching knowledge that keeps proving useful.

The Insights view surfaces objectives that recur across approved education plans. Instead of searching old documents one at a time, staff can see frequently used items together with their curriculum context and source counts.

Repeated use provides a useful starting point for curriculum discussion. It can help the school identify material worth maintaining as shared reference, while teachers continue to choose objectives that fit the individual learner. The counts describe the source collection; they are not measures of student attainment.

See where the resource bank needs more attention.

A large collection can still have gaps. The coverage matrix shows the number of objectives available for each domain and class level, making sparse areas easier to spot. A separate set of notes highlights thinly covered subdomains and inconsistencies found during curation.

This turns the bank into a curriculum maintenance tool as well as a reference library. The school can identify where to review, clarify or extend its material before the next planning cycle, using a shared view of what is already available.

Make the review process visible across the school.

The review analytics workspace brings together feedback volume, coverage, reviewer roles and trends over time. It also distinguishes comments on sections that have since reached approval from comments on sections still moving through the review process. School leaders can see the shape of the work without opening every plan.

The purpose is to support a consistent review process: understand where feedback is concentrated, see which parts of planning attract repeated attention and carry that knowledge into better preparation. Alongside the curriculum bank and teaching tools, it helps the school build on the work its educators have already done.