Curriculum Implementation and Impact

Our Curriculum – The Implementation


Infant Curriculum – Foundation stage and key stage 1  To ensure a developmentally rich curriculum from Reception to Year Two, planning is informed by the Early Years framework (Birth to 5). This is used alongside the Equals schemes of work to provide a broad and balanced curriculum. Central to the delivery of the infant curriculum is structure combined with a play based approach to learning.

Junior Curriculum – Key Stage 2 – In order to continually develop and challenge our learners, the Key Stage 2 curriculum builds on skills acquired in the infants. Learners are supported to build on and generalise prior knowledge and skills within the wider school community. The Junior curriculum is informed by bespoke skills ladders (adapted from the National curriculum) and the Equals schemes of work.

Middle School Curriculum – Key Stage 3- To ensure our learners continue to gain and improve upon existing knowledge, the focus in Key Stage 3 is developing and generalising skills within the wider community. This is to ensure they have acquired the skills in order to access the next stage of their education and begin the journey towards accreditation. The Middle School curriculum continues to be informed by bespoke skills ladders (adapted from the National curriculum) and the Equals schemes of work.

Upper school Curriculum – Key Stage 4 & 5 – The focus in Key Stage 4 and 5 is to prepare our learners for life after Dysart by consolidating knowledge through accredited qualifications. The Upper School curriculum is informed by Asentis focusing on independence skills, work related learning opportunities and personal development.

Dysart Curriculum Implementation

Our Curriculum – The Impact

The impact of our curriculum is judged by how pupils have progressed against their personalised EHCP outcomes and the curriculum skills ladders. Ultimately the impact of the curriculum can be judged on the basis of the skills pupils develop between where they were when they first started at Dysart and where they are when they leave. This is reviewed and assessed annually at their EHCP annual review.

Teachers use a mixture of formative and summative assessment when looking at pupil progress. This assessment is evidenced through a robust system of qualitative and quantitative data. We use the ‘Evidence for Learning Application’ to collect photo/video evidence alongside comments from class staff and this evidence provides the basis when assessing pupil progress. Parents also have access to this and can share pupil progress towards outcomes generalised outside of school.

You are rightly proud of your work around pupil wellbeing, and ensuring pupils are ready for learning.  This has enabled you to establish a calm and purposeful learning environment for pupils with considerable needs.

Ofsted 2018

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