Curriculum

 

Our curriculum is creative, relevant, enterprising, exciting and motivating.

 

At Dryden School we believe all children have a right to a broad, balanced and relevant education which provides continuity and progression and takes individual differences into account. Our curriculum should be flexible enough to meet the needs of all our students. Work in school, therefore should be designed to meet the often very diverse needs, of all pupils and the statutory requirements of their personal EHCP. We are passionate in promoting pupil engagement, differentiation and personalization. Our curriculum is underpinned and driven by our commitment to promoting communication, functionality, independence and wellbeing.

 Staff, parents and carers, and governors are totally committed to the development of our pupils and students in offering them the best education: an education that is rich in opportunities and experiences; one that meets the needs of each individual, is accessible and actively promotes achievement and progressions for all pupils and so allows them to achieve their full potential. Our curriculum prepares all of our students for adulthood.

We believe that the curriculum offered to our learners should reflect the aims of the school and follow the fundamental principles of breadth, balance, relevance and differentiation. The curriculum and its delivery are of paramount importance in the effective learning of each pupil. It covers all four areas of need communication, cognition, sensory and physical development and social, emotional and mental health. 

At Dryden School we believe all children have a right to a broad, balanced and relevant education which provides continuity and progression and takes individual differences into account. Our curriculum should be flexible enough to meet the needs of all our students. Work in school, therefore should be designed to meet the often very diverse needs, of all pupils and the statutory requirements of their personal EHCP. We are passionate in promoting pupil engagement, differentiation and personalization. Our curriculum is underpinned and driven by our commitment to promoting communication, functionality, independence and wellbeing. 

Staff, parents and carers, and governors are totally committed to the development of our pupils and students in offering them the best education: an education that is rich in opportunities and experiences; one that meets the needs of each individual, is accessible and actively promotes achievement and progressions for all pupils and so allows them to achieve their full potential. Our curriculum prepares all of our students for adulthood. 

We believe that the curriculum offered to our learners should reflect the aims of the school and follow the fundamental principles of breadth, balance, relevance and differentiation. The curriculum and its delivery are of paramount importance in the effective learning of each pupil. It covers all four areas of need communication, cognition, sensory and physical development and social, emotional and mental health. 

The curriculum is continually developed and reviewed and therefore is constantly evolving to ensure that we are responding to a rapidly developing world around us. Our curriculum will promote the spiritual, intellectual, personal, social and physical development of all our learners. It consists of key elements of the National Curriculum, Personal, Social, Health and Moral Education, Religious Education, PSHE and Citizenship as well as cross curricular themes. Extracurricular activities also form an important part of the curriculum. 

In light of the changes post Rochford review, we have reviewed our curriculum   content.

We  are offering four pathways- Hazel-pre-formal (P1- 3): Ivy- semi-formal ( P4-8):  Willow – formal ( level 1 beginning to access the National Curriculum and above) and  Elder- Post 16 – functional based curriculum focused on the adult outcomes- Life Skills, Community, Independence  and  Good Health. 

At Dryden, we believe our students should be challenged and encouraged through a growth mindset approach where they are not afraid to make mistakes but rather understand this is part of the learning process.  Education is a lifelong process and developing the key skills for all our pupils will enable pupils to continue to access learning opportunities. It is a progressive curriculum which is at its broadest atKS3 becoming more focused, as students progress through school. The 6th form provision increasingly will prepare students effectively for adult life. 

Students entering school at 11years of age will have the opportunity to access a wide range of subjects while the content for the Post 16 students requires a functional curriculum that emphasises practical, community based activities that focus upon the concepts, skills, knowledge and attitudes for adult life. 

For students with profound and multiple learning difficulties and who are likely to remain at the earliest stages of intellectual development for the majority of their school lives, the curriculum concentrates upon early cognitive and communication along with a greater weighting of therapy based content (e.g. physiotherapy, water therapy, rebound therapy).

Please Click on the link below for progression pathways:

Dryden Curriculum Progression Pathways 2018 – 2019

For full information about the curriculum at Dryden School please download the document below.

Dryden Curriculum Policy 2018

If you require further information or would like to discuss the curriculum followed at Dryden School please contact us and we will be happy to assist you.

Information about Post 16 Curriculum can be downloaded from the link below

Post 16 Brochure Prospectus

‘The curriculum is based on a thorough assessment of individual needs. Furthermore, it prepares students well for the next stage of their education and life in modern Britain ‘

‘Parents are overwhelmingly pleased with the school’

Ofsted 2015

curriculum

More Information

Curriculum Mapping –  KS3 (Y7-9) 3 year rolling programme and KS4 (Y10-11) 2 year rolling programme – update July 2016

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