At Dysart we believe that pupil success results from a child centred approach that blends together creative, cross-curricula and skills-based learning.
Our curriculum has been developed to give the necessary breadth and scope to meet the varied and diverse needs of our pupils. We recognise that our students have a vast range of academic and cognitive abilities along with very individual communication and learning styles and so we offer three distinct pathways within the school to meet those diverse needs.
If you would like more information about the Curriculum at Dysart School please contact Leigh Edser (Principal) or Steph Cruse (Vice Principal) via the school office
Tel: 020 8412 2600
The ‘Essentials’ and PSHE are fundamental principals in our curriculum that feed through and builds throughout the pathways across the years. The ‘Essentials’ ensure that pupils have all the tools to access their learning. All pupils at Dysart will have an ‘Essentials Toolkit’ which will be co produced by everyone who knows them. The toolkits will be informed by their EHC plan and a period of inquiry (which is ongoing). This information is to ensure that the team around each pupil has a clear understanding of who they are, their strengths, what they like/dislike how they need us to be, how they learn and how we can build on this.
Personal social health and economic education permeates throughout the Dysart ethos. At Dysart our PSHE offer, equips our students with the skills and knowledge to be healthy and stay safe and at home, in school and in the wider community. Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their personal and social lives in a positive way.
Pupils access a curriculum appropriate to age, needs and abilities with a particular emphasis on communication, emotional regulation and functional skills. Each pupil will have an EHC plan. EHC plans identify educational, health and social needs and set out the additional support to meet those needs (ref DFE). Setting these goals is a collaborative process with parents, teachers and a wider multi-disciplinary team , and informs, the student curriculum outcomes throughout the year.
Our pathways are not fixed and students may move from one to the other over their time at Dysart School. We know that learners develop at different rates and so may need different approaches and levels of learning support at different times throughout their learning journeys.
At the end of our pupils first year at Dysart School, they will be assessed against the EYFS framework along with a SCERTS assessment . These, along with an understanding of how a pupil learns, will be the basis on which pupils are aligned to a pathway Pupil’s joining in other Key Stages with be observed and assessed by the multidisciplinary team in order to create their Essentials toolkit. This alongside their Key Stage Skills ladders and SCERTS assessment will be the basis on which a pupil is aligned to a pathway.
By following a spiral curriculum, our pupils are able to revisit a topic or area several times throughout their school career. The complexity of the topic increases with each revisit but new learning has a relationship with old learning and is put into context. We believe the benefits of teaching in this way, are that information and learning are reinforced and underpinned each time the pupil revisits the topic. This allows a logical progression from simplistic ideas to more complex ideas. Furthermore, pupils are encouraged to apply their early learning to later objectives.