Dysart School
Upper School
Curriculum
Contents Page
Key stage 3 Curriculum
3
Key stage 4 Curriculum
10
Key stage 5 Curriculum
16
PMLD Curriculum
20
1
Key Stage 3
2
Key Stage 3 Curriculum
The Key Stage 3 curriculum aims to provide a content focused curriculum with
foundation subjects being taught discretely to continue to develop the
students’ skills and knowledge of the world around them. The curriculum uses
a thematic approach so that the students are provided with rich, vibrant and
exciting lessons.
The curriculum has also been designed to promote the spiritual, moral, cultural,
mental and physical development of students at the school. Daily acts of
collective worship continue to take place to enhance and compliment the
students learning of Religious education at the school. At Key Stage 3 the
students also start to learn about sex and relationships through the RSE
programme (Relationship and Sex Education programme).
Dysart School also recognises that the national curriculum ‘is just one element
in the education of every child’ (The national curriculum in England, Key Stages
3 and 4 framework document, December 2014) so continues to provide a
holistic curriculum that supports our students’ needs. At this key stage the
students receive bespoke communication, occupational therapy and music
therapy sessions. Students also participate in a range of activities outside of the
school including horse riding, swimming, shopping and an annual residential
journey.
3
Autumn Term
1
2
Numeracy
A: Number and Place Value
B: *Number and Place
Value/**Addition and
Subtraction
C: Understanding shape
D: Handling data / measures
E: Problem solving
Literacy
Narratives
Non Fiction
Poetry
Communication
Reading
Phonics
Writing- colourful semantics /
guided writing / independent
writing
Physical Education Rotation-Swimming/ Horse
Riding/Bowling
Sports Afternoon- Tennis
-OT /Physio Session/Swimming
Year One
Spring Term
1
2
A: Number and Place Value
B: *Number and Place
Value/**Addition and
Subtraction
C: Understanding shape
D: Handling data / measures
E: Problem solving
Narratives
Non Fiction
Poetry
Communication
Reading
Phonics
Writing- colourful semantics /
guided writing / independent
writing
Rotation-Swimming/ Horse
Riding/Cycling
Sports Afternoon- Cricket
-OT/Physio Session/
Summer Term
1
2
A: Number and Place Value
B: *Number and Place
Value/**Addition and
Subtraction
C: Understanding shape
D: Handling data / measures
E: Problem solving
Narratives
Non Fiction
Poetry
Communication
Reading
Phonics
Writing- colourful semantics /
guided writing / independent
writing
Rotation-Swimming/ Horse
Riding/canoeing
Sports Afternoon- Gym and
Dance
-OT / Physio Session/Swimming
*P3-P7 **P8-NC
4
Fantasy Worlds
Science
Music
Changing State
Helping plants
grow well
Exploring Sounds
Manipulating
sound
Art
Talking textiles
History
Britain since 1948
Improving our local
area
RE
Sukkot
Keeping Healthy
Using a range of
ICT
Presentation skills
Making shields and
standards
Puppets
Romans
Seaside holidays
Visiting the Seaside
Personal hygiene
Feelings
Growing Up
Christmas
Special People Jesus
Solids, liquids and
how they can be
separated
Performing
Together
What a
performance
Where in the world
is Italy
Improving the
school grounds
RSE
Materials
viewpoints
Bread
Geography
Citizenship
Keeping Warm
Oh I Do Like To Be Beside The
Seaside
Exploring Tempo
ICT
Design Technology
When in Rome
Road Safety
Public Private
Special Stories –
Christianity
Special Places –
Mosque
Special Celebrations
in life - Marriages
5
Autumn Term
1
2
Numeracy
A: Number and Place Value
B: *Number and Place
Value/**Addition and
Subtraction
C: Understanding shape
D: Handling data / measures
E: Problem solving
Literacy
Narratives
Non Fiction
Poetry
Communication
Reading
Phonics
Writing- colourful semantics /
guided writing / independent
writing
Physical Education Rotation-Swimming/ Horse
Riding/Bowling
Sports Afternoon- Tennis
-OT /Physio Session/Swimming
Year Two
Spring Term
1
2
A: Number and Place Value
B: *Number and Place
Value/**Addition and
Subtraction
C: Understanding shape
D: Handling data / measures
E: Problem solving
Narratives
Non Fiction
Poetry
Communication
Reading
Phonics
Writing- colourful semantics /
guided writing / independent
writing
Rotation-Swimming/ Horse
Riding/Cycling
Sports Afternoon- Cricket
-OT/Physio Session/
Summer Term
1
2
A: Number and Place Value
B: *Number and Place
Value/**Addition and
Subtraction
C: Understanding shape
D: Handling data / measures
E: Problem solving
Narratives
Non Fiction
Poetry
Communication
Reading
Phonics
Writing- colourful semantics /
guided writing / independent
writing
Rotation-Swimming/ Horse
Riding/canoeing
Sports Afternoon- Gym and
Dance
-OT / Physio Session/Swimming
*P3-P7 **P8-NC
6
‘Oh Mummy’
Science
Music
Moving and
Growing
Communication
Investigating
Pattern
Friendship
RE
Special Objects
Using a range of ICT
Visiting a museum
or gallery
My own timeline
Biscuits
Tudors - sailors
Going to the town
Being safe out and
about
Special stories Hindu
Friction and Forces
Exploring Sound
Sources
Body Parts
Diwali
Water
Musical
Instruments
Safety in the home
RSE
‘Commotion in the Ocean’
Presentation skills
Egypt
Citizenship
Life Cycles
Journeys
Eating fruit and
bread
Ancient Egypt
Design Technology
History
Geography
Light and shadows
Exploring
Instruments
Exploring Rhythm
ICT
Art
Rocks and soils
Journeys (Aboriginal)
Water
Caring for Animals
Public Private
Passover
Special Places Temple
Special People Mohammed
7
Autumn Term
1
2
Numeracy
A: Number and Place Value
B: *Number and Place
Value/**Addition and
Subtraction
C: Understanding shape
D: Handling data / measures
E: Problem solving
Literacy
Narratives
Non Fiction
Poetry
Communication
Reading
Phonics
Writing- colourful semantics /
guided writing / independent
writing
Physical Education Rotation-Swimming/ Horse
Riding/Bowling
Sports Afternoon- Tennis
-OT /Physio Session/Swimming
Year 3
Spring Term
1
2
A: Number and Place Value
B: *Number and Place
Value/**Addition and
Subtraction
C: Understanding shape
D: Handling data / measures
E: Problem solving
Narratives
Non Fiction
Poetry
Communication
Reading
Phonics
Writing- colourful semantics /
guided writing / independent
writing
Rotation-Swimming/ Horse
Riding/Cycling
Sports Afternoon- Cricket
-OT/Physio Session/
Summer Term
1
2
A: Number and Place Value
B: *Number and Place
Value/**Addition and
Subtraction
C: Understanding shape
D: Handling data / measures
E: Problem solving
Narratives
Non Fiction
Poetry
Communication
Reading
Phonics
Writing- colourful semantics /
guided writing / independent
writing
Rotation-Swimming/ Horse
Riding/canoeing
Sports Afternoon- Gym and
Dance
-OT / Physio Session/Swimming
*P3-P7 **P8-NC
8
Working 9 to 5
Science
Music
ICT
Art
Design Technology
Teeth and Eating
Exploring Pitch
Friction/Forces
People in action
What is sculpture?
Feelings
RE
Celebrations - Birth
Using a range of ICT
Sandwich Snacks
Toys and Games
Weather
Everybody is
different
Families
Special People Rama and Sita
Special places
Church
Circuits and
conductors
Portraits
Where in the
World - Greece
People who help
us
RSE
Improving an area
in school or
community
Exploring sound
colours
Fashion Design
The Ancient
Greeks
WWII
Going to the
countryside
Have a Break
Presentation Skills
Homes
Citizenship
Magnets and
Springs
Exploring Duration
Programming
History
Geography
Space
Groovy Greeks
Leisure
Time/Relaxation
Being Friends
Easter
Special stories
Islam
Ramadan
9
Key Stage 4
10
Key Stage 4 Curriculum
Dysart School’s Key Stage 4 curriculum aims is to begin to promote and
prepare students for the opportunities, responsibilities and experiences of later
life. In Key Stage 4 the curriculum is designed to act as a pathway for our
students to start to develop learning in a contextual manner with an emphasis
to give students greater opportunities to learn and develop life skills. To
facilitate this the school has adopted ASDAN’s Transition Challenge curriculum.
Transition Challenge provides a framework of activities to develop and
accredit independent living and personal skills for learners with SLD and PMLD.
Transition Challenge works through areas of activity relating to statutory
programmes of study for National Curriculum subjects, complemented by
activities contributing to the skills of adult living. (ASDAN website, 2015)
Within Key Stage 4 the students will complete a choice of activities from each
of the five modules:





Knowing How
Making Choices
Feeling Good
Moving Forward
Taking the Lead
The curriculum continues to promote the spiritual, moral, cultural, mental and
physical development of students at the school. Daily acts of collective
worship continue to take place to enhance and compliment the students
learning of Religious education at the school. At Key Stage 4 the students
continue to learn about sex and relationships through the RSE programme
(Relationship and Sex Education programme).
Dysart School also recognises that the national curriculum ‘is just one element
in the education of every child’ (The national curriculum in England, Key Stages
3 and 4 framework document, December 2014) so continues to provide a
holistic curriculum that supports our students’ needs. At this key stage the
students receive bespoke communication, occupational therapy and music
therapy sessions. Students also participate in a range of activities outside of the
school including swimming, shopping, recreational visits areas of interest and
an annual residential journey to the New Forest.
11
Autumn
Knowing How
Maths
Literacy
Science
Creativity
Citizenship
PE
Leisure and
Recreation
Life Skills
Spring
Making Choices
Summer
Taking the Lead
A: Counting and place value
A: Counting and place value
A: Counting and place value
B: Securing number facts,
B: Securing number facts,
B: Securing number facts,
understanding shape
understanding shape
understanding shape
C: Handling data and measures
C: Handling data and measures
C: Handling data and measures
D: Handling data / measures
D: Handling data / measures
D: Handling data / measures
E: Securing number facts, and
E: Securing number facts, and
E: Securing number facts, and
problem solving
problem solving
problem solving
Autumn 1
Autumn 2
Summer 1
Summer 2
Spring 1 and Spring 2
Shakespeare- a
Treasure island
Midsummer night’s
Polar Express
Myth/Fable
Alice in Wonderland
dream
All about me
(Changing State)
(Materials)
Floating and Sinking
Magical Materials
(Mighty Me)
Potions
DT
DT
Art
Art
DT
Art
CookingMaking musical
Van Gogh
Art media
Logos
Modern art
Enterprise
instruments
Citizenship
Citizenship
Citizenship
RE
RE
PSHERE
RSE
Care of
RSE
RSE
Harvest
Christmas
Easter
likes
Hinduism
animals
dislikes
Ball Skills
Ball Skills
Gym
Dance
Athletics
Athletics
Choices for Friday morning
Friday morning
Friday morning
 Swimming Kingfisher
 Panathlon
 Swimming Kingfisher
 Canoeing
 Dance
 Panathlon
Choices for Friday leisure afternoon
Choices for Friday leisure afternoon
Choices for Friday leisure afternoon
 Yoga
 Spa
 I pads
 Wii games
 Board Games/Puzzles
 Yoga
 Cooking
 Interactive Floor
 Walk in the park
Choices for Monday morning
Choices for Tuesday morning
Choices for Tuesday morning
 Admin
 Tuck shop
 Health and beauty
 Cooking
 Volunteering
 School supplies
 Gardening
 Gardening
 ICT embedded throughout
 MFL embedded throughout the curriculum
 Music embedded throughout the curriculum
13
Autumn
Feeling Good
Spring
Moving forward
Summer
TBC
Maths
A: Counting and place value
B: Securing number facts,
understanding shape
C: Handling data and measures
D: Handling data / measures
E: Securing number facts, and
problem solving
A: Counting and place value
B: Securing number facts,
understanding shape
C: Handling data and measures
D: Handling data / measures
E: Securing number facts, and
problem solving
Literacy
Roald Dahl
A: Counting and place value
B: Securing number facts,
understanding shape
C: Handling data and measures
D: Handling data / measures
E: Securing number facts, and
problem solving
Modern
Poetry
messaging
Plants
Space
Science
Creativity
Citizenship
Personal care
DT
Textiles
Citizenship
Feelings
Ball Skills
PE
Leisure and
Recreation
Life Skills
A Christmas Carol
Art
Drama
RSE
RE
Christmas
Ball Skills
Friday morning
Swimming Kingfisher
Choices for Friday leisure afternoon
 Yoga
 Wii games
 Cooking
Choices for Monday morning
 Admin
 Cooking
 Gardening
DT
Technology
Citizenship
Rules
Art
Tate modern
RSE
Gym
Michael Rosen
DT
RE
Celebrations
Citizenship
around the
world
Dance
Friday morning
 Climbing wall
 Guga fit
Choices for Friday leisure afternoon
 Spa
 Board Games/Puzzles
 Interactive Floor
Choices for Tuesday morning
 D of E
 School supplies
Art
RSE
RE
Athletics
Athletics
Choices for Friday morning
 Swimming Kingfisher
 Canoeing
 Pantathalon
Choices for Friday leisure afternoon
 I pads
 Yoga
 Walk in the park
Choices for Tuesday morning
 Tuck shop
 Child care
 Woodwork
 ICT embedded throughout
 MFL embedded throughout the curriculum
 Music embedded throughout the curriculum
15
Post-16
16
Key Stage 5 Curriculum
The Post-16 curriculum at Dysart School aims to prepare students for
employment, independent living, being healthy adults and participating in
society. The curriculum is starting to develop bespoke pathways so students
receive individualised routes to prepare them for their specific post school life
destination.
All students are given the opportunity to participate in high quality and
meaningful work experiences which is supported in school through
contextualised learning. With the aim that learning should not be repeated if
they have already obtained the skills successfully, Dysart School has adopted
units from the OCR Life and Living Skills to provide a coherent study programme
which provides stretch and progression and enables them to achieve the best
possible outcomes in adult life.
The curriculum continues to promote the spiritual, moral, cultural, mental and
physical development of students at the school. Daily acts of collective
worship continue to take place to enhance and compliment the students
learning of Religious education at the school. At Key Stage 5 the students
continue to learn about sex and relationships through the RSE programme
(Relationship and Sex Education programme).
Dysart School aims to provide a holistic curriculum that supports our students’
needs. In the Post-16 department students receive bespoke communication,
occupational therapy and music therapy sessions. Students also participate in
a range of activities outside of the school including swimming, shopping,
recreational visits, country walking, canoeing, work experience (at external
venues) and have the option to attend an annual residential journey to the
Isle of Wight.
17
• Communication Skills
• Decision Making
• ICT skills
• Travel
• Resilience
• Problem Solving
• Age Appropriate learning
Training and
Education
Work
Related
Learning
• Relationships
• Communications
skills
• Accessing the
community
resources
• Express opinions
• Emotionally mature
• Resilience
• ICT skills
• Travel
• Coping with change
Mission Statement
In Post-16 the curriculum reflects the change in emphasis in preparing our young people for life beyond the school. Our goal is to equip our students to be independent
lifelong learners who are responsible and have the skills to adapt to new challenges. We aim to achieve this by educating our young citizens in four key strands: Training
and Education, Work Related Learning, Independent Living and Relationships and Community. Embedded throughout these four strands is the belief that students are
taught the fundamental skills needed to communicate, building towards functional Literacy and Numeracy skills which will support them in their post school life. All
students benefit from access to a wide range of creative opportunities that encourage student success and are accredited through the OCR framework.
• Communication Skills
• Eating/Cooking healthy
meals
• Problem solving
• Shopping
• Leisure skills
• Decision making
• ICT skill
• Make safe choices
• Resilience
• Personal care and Travel
Independent
Living
Relationships
and
Community
• Communication Skills
• Decision Making
• Organisational
• Accreditation/qualifica
tions
• ICT Skills
• Travel
• Resilience
• Relationships
• Managing Self
• Advocacy
18
Rolling Programme
Year
12
13
14
Developing communication skills (B07)
Developing reading skills (B08)
Making requests and asking questions in
familiar situations (B01)
Developing number skills (J03)
Recognising time through regular events (J01)
Early mathematics measure (J02)
Understanding what money is used for (J05)
Developing communication skills (B07)
Developing reading skills (B08)
Making requests and asking questions in familiar
situations (B01)
Developing number skills (J03)
Recognising time through regular events (J01)
Early mathematics measure (J02)
Understanding what money is used for (J05)
Developing Skills for the workplace; following
instructions (N1)
Participating in a mini enterprise project (N3)
Options: Tuck shop, Gardening, School
cleaning, Mini Enterprise.
Preparation for work (N05)
Participating in a mini enterprise project (N03)
Preparation for life and work (N05)
Participating in a mini enterprise project (N03)
Options: Gardening, Café, Buying cooking
resources for the school, Mini Enterprise.
Options: Gardening, Individual work placements, Mini
Enterprise.
Developing self: awareness: All about me
(M02)
Healthy Living (M09)
Travel within the community: Going places (C06)
Discrete RSE
Emotional wellbeing (M08)
Discrete RSE
The rights and responsibilities: everybody
matters (M01)
Discrete RSE
Dealing with problems (M08)
Using a community facility over a period of
time (C03)
Using a community facility over a period of time
(C03)
Using a community facility over a period of time (C03)
Preparing drinks and snacks (D06)
Taking part in daily routine activities (M03)
Selecting and using cooking equipment (D04)
Participate in carrying out household tasks
(D05)
Developing communication skills (B07)
Developing communication skills (B07)
Training and Education
Literacy
Numeracy
Developing communication skills (B07)
Developing reading skills (B08)
Making requests and asking questions in familiar
situations (B01)
Developing number skills (J03)
Recognising time through regular events (J01)
Early mathematics measure (J02)
Understanding what money is used for (J05)
Work Related Learning
Work Related
Learning
Work
Experience
Relationship and Community
Sports and
Leisure
Independent Living
Leisure Skills
Planning and preparing a simple meal (D01)
Developing independence skills; looking after your
own home (D07)
Independent travel training.
Developing communication skills (B07)
Functional ICT skills to run through all areas. IEP’s to support this
19
PMLD Curriculum
20
Curriculum
The PMLD curriculum has been designed to support the students to make the
best possible progress in developing skills, knowledge and understanding.
Using Penny Lacey’s model the curriculum focuses on four key areas:
1.
2.
3.
4.
Self-care and independence
Physical
Cognition
Communication
The school has also adapted ‘Routes for Learning’, ‘Quest for Learning’ and
the ‘Tadworth Trusts’ assessment tools. Using this amalgamation of assessment
the school is able to create a holistic picture, detecting subtle changes that
indicate learning and records the uneven learning profiles of our students.
The class has also taken on a reverse integration model whereby students are
given the opportunity attend traditional curriculum subjects such as Science,
Maths, Literacy etc. This provides the students with a rich and broad curriculum
which is also individualised to meet their specific needs.
The curriculum continues to promote the spiritual, moral, cultural, mental and
physical development of students at the school. Daily acts of collective
worship continue to take place to enhance and compliment the students
learning of Religious education at the school. The students continue to learn
about sex and relationships through the RSE programme (Relationship and Sex
Education) which is differentiated to the appropriate developmental level.
Dysart School aims to provide a holistic curriculum that supports our students’
needs. The students receive bespoke communication, occupational therapy
and music therapy sessions. They also participate in a range of activities
outside of the school including swimming, shopping, recreational visits, and
have the option to attend an annual residential journey.
21
22
Help with laying
table
Feeding
Help with
changing
Touch cues
Objects of
reference
Movement
programme
23
Trampoline
Companion
cycling
Eye Gaze
Changing
Positions
Sherborne
Movement
Swimming
Occupational
therapy
Music and
movement
Physiotherapy
24
Eye gaze
Switch activated
toys
Sensory floor
Messy play
Cooking
Music
Cause and
effect switch
Smell
s
Opti-music
Water
Lights
Sensory
garden
Messy art
Resonance
board
Community
visits
Foot spa
Treasure
baskets
Trampoline
Tac pac
Soft play
Sensory room
25
RESPONDING
INTERACTING
Eye Gaze
Happiness
Audit
Sensonlogy
workout
COMMUNICATING
Sherborne
Movement
Story
Massage
Music
Art
Intensive interaction
Drama
Drama
Sensory
Story
Touch Cues
Massage
Tac pac
Parachute games
26