Individual learning towards an independent life

Email: - Phone: 01603 629440

Principal: Miss Rachel Quick


The Wherry School will deliver a high standard, individualised and personalised curriculum which meets the unique needs of each learner and the requirements of the National Curriculum. Detailed knowledge of the strengths of each learner and the difficulties they experience will be key to enabling success.  We work with families to develop and design each learner’s curriculum so we can include any learning needs identified in the home environment.

Each learner’s plan will enable them to progress both academically and socially.

Learners will make progress through an increasingly broad curriculum that is underpinned by:

  • individually planned programmes
  • specialised content
  • intensive staff input with therapeutic support
  • outcome-focused targets and goals
  • ongoing development according to learner progress.

Wherry School British Values Statement – 2017

Primary Curriculum

Full Curriculum – PDF

Relationships and Sex Education Policy

The Curriculum:

In both Key Stage 1 (ages 5-7) and Key Stage 2 (ages 7-11), the subjects of the National Curriculum are taught through integrated themes and topics, which change each term, as well as through subject-based teaching.  There is a strong focus on the development of the core skills of reading, writing, communication and mathematics both within daily English and Mathematics lessons and activities and throughout the curriculum.  This curriculum enables children to see connections in their learning, and develop their thinking skills and creativity.  Children also receive at least two hours of dedicated Physical Education each week.

The School implements the National Curriculum for all children from Year 1 to Year 6.  (The curriculum came into force in September 2014 ).  The Wherry Primary School Curriculum, devised to be implemented at the same time, incorporates the expectations of this National Curriculum, within the integrated approach detailed above.  Several new topics and themes may be drawn up and developed over the course of any year, to relate to local, national or global events eg Olympic Games  – however, every child’s entitlement to a broad and balanced curriculum, rooted within the National Curriculum, allowing individual progress and personalisation, is fundamental to our offer.

English and Maths National Curriculum (2014) Year group objectives are in linked documents.


Spiritual, Moral, Social and Cultural Learning opportunities are developed both across the subjects of the school curriculum and beyond the Curriculum itself

We deliver SMSC through a variety of ways beyond the curriculum:

  • Student Leadership opportunities e.g. School council, Breakfast club roles and responsibilities, Play Leaders and peer mentors, School Ambassadors, Eco Warriors etc.
  • Peer Mentor/Negotiators Programme.
  • Assemblies have a Spiritual, Moral, Social or Cultural theme.
  • Through community projects.
  • Our extensive Extra-Curricular Programme.
  • Taking part in charity work e.g. Children in Need, Sport Relief etc.
  •  Links with other schools
  • School productions e.g. our Christmas plays, Y5/6 summer performances, music concerts etc.
  • The Wherry School curriculum and whole school entitlement is designed to promote a wide range of activities and experiences for our children.
  • Visitors in to school e.g. local minister. All visitors in to school are vetted first and it is ensured that they speak to the children in line with this policy and other key policies such as Collective Worship.
  • Links with local places of worship eg Norwich Cathedral

The Wherry School Curriculum Map

English (including how we teach children to read, phonics development and writing)

English Teaching and English skills across the Curriculum::

The development of children’s language is crucial to all children’s success across the curriculum.  We want all children to be able to speak clearly and with confidence and to develop a love of reading and writing.  We aim to teach children to communicate effectively in speech and writing, and to listen with understanding.  We also aim to help children become enthusiastic, responsive and knowledgeable readers, recognising some of the limitations that children with Autism may have relating to fiction, fictional characters and characterisation as well as empathising with historical figures and actions – these are explicitly considered in the development of an individual child’s personalised curriculum. Throughout the school, literacy is taught daily.  English lessons and focus activities provide a range of opportunities to develop reading, writing and speaking and listening skills for different purposes.

English at The Wherry (Primary) School is taught discretely in English lessons, guided reading and phonics lessons. Skills in English are then further developed thematically across the curriculum.

  • It is a subject in its own right and the medium for teaching; for pupils, understanding language provides access to the whole curriculum.
  • Through being taught to write and speak fluently, pupils learn to communicate their ideas and emotions to others; through their reading and listening, others can communicate with them.
  • Through reading in particular, pupils have a chance to develop culturally, emotionally, spiritually and socially.
  • Literature, especially, plays a key role in such development and through books and well chosen stories, the children have the opportunity to explore whole-texts.
  • All children are taught the skills required to be competent speakers, listeners, readers and writers – this is developed alongside support from the school based Speech and Language Therapist to support the particular developmental needs of pupils with Autism, who have significant delays with social communication
  • The curriculum for each year


Speaking and Listening

From the early years onwards, spoken language is a key form of communication, underpinning the development of reading and writing.  At The Wherry School, the skills of speaking and listening are explicitly taught and children are given a wide range of opportunities to practise these skills and develop confidence and competence.  Throughout the School, children talk about their learning, developing ideas and understanding through discussion, asking questions, negotiating with others in group work and considering a range of viewpoints.


  • Throughout the school opportunities to develop pupil’s spoken language in a range of contexts underpins the development of reading and writing.
  • Pupils are encouraged to speak clearly, confidently and with expression in order to communicate their ideas and feelings.
  • They are taught to understand and use the conventions for discussion and debate.
  • All work relating to Speaking and Listening is supported by the school based speech and language therapist and other school based psychologists
  • For younger pupils, such opportunities include role play within the indoor and outdoor learning environments, where children can explore language in play-based contexts such as a doctor’s surgery, post office, building site, supermarket, home etc.  There are also regular opportunities for children to bring in and talk about objects from home.
  • In Years 1 and 2 children are encouraged to regularly bring an object in the ‘Talk Bag’ , their peers are taught to listen and ask relevant questions after the ‘presentation’, whilst the speaker learns both to present ideas and to respond to such questions.
  • As the children get older, such opportunities are extended with children preparing to speak to an audience using posters, models, ICT presentations etc. as prompts.
  • Children learn to use spoken language in different contexts such as a weather or news report or a formal debate.
  • Spoken language is also developed through drama activities as children improvise, refine and rehearse scripts and learn to present these to an audience.
  • Rehearsing ideas through role play and spoken language enables children to explore different genres, identify with characters and develop vocabulary: teachers often use this approach as preparation to improve the quality of written work



At The Wherry School children learn to develop their word reading and comprehension skills in order to become fluent and reflective readers, enabling them to foster a long term love of reading.

Importance of reading, books and written examples to support learning


  • Pupils develop their ability to explain their understanding of books and other reading, and to prepare their ideas before they write.
  • They are encouraged to discuss their ideas in order to make sense of their learning.
  • We aim for all children to read widely and often across a range of subjects to a high standard.


The School seeks to foster a love of books and of reading and from children’s entry to the School books may be enjoyed by children on their own or with others.

  • In the early stages, children are encouraged to retell familiar stories using pictures as prompts and to begin to recognise familiar letters and key words within the text.
  • A wide range of fiction and non-fiction books, available to the children in their classrooms and in the school Library, supports this love of books, as do ‘big books’ and interactive books which teachers and Early Years practitioners use to model reading skills in the early stages.
  • The School teaches the children a variety of reading strategies including phonics, whole-word recognition and reading for meaning.
  • Books from a range of published reading schemes are used to structure the development of children’s reading skills and are colour-coded in levels/Bands with different styles of book, fiction and non-fiction, within each level – this is to allow children to recognise that reading is not limited to a series of schemed books, which children with Autism may struggle to read out of order, or to generalise the necessary skills.
  • Children are encouraged to choose a book to read from those at their level and sets of books at extended levels may be used for group guided reading sessions in class.
  • The teacher assesses when a child is ready to move to another level.
  • These levels support individual reading development until children are sufficiently fluent and independent to choose their books solely from the school or class library – the child will now be a “free reader”
  • Children read to all staff, and reading is monitored closely.
  • Detailed reviews and assessments are made each term to measure progress.
  • It is also beneficial for children to have stories read aloud to them, or to use their developing skills in other contexts, eg to follow a recipe, read instructions for a number game or carry out research into a topic.
  • Teachers, teaching assistants and our School Librarian promote reading through sharing books by reading aloud, focuses on authors and by encouraging peer recommendations and book reviews.



  • Comprehension skills are developed in guided reading sessions through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction within English lessons and across the curriculum, integrating reading in all areas of learning
  • Within guided reading and English, children read widely a range of fiction and non-fiction texts to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.



Phonics (the sounds made by letters and groups of letters) are taught in regular sessions through the Early Years and Key Stage 1 (Nursery to Year 2) via the Letters and Sounds programme and this supports the development of both reading and spelling.

  • Children develop their understanding not only of phonics but also of concepts such as rhyme, blending sounds to make a word and separating a word into its component sounds.
  • This practice is built on further up the school as children explore more complex letter patterns, prefixes and suffixes.
  • Emphasis is placed on correcting common errors, expanding vocabulary and developing spelling strategies.
  • From Year 2 children are expected to practise spellings and letter patterns using the ‘Look, Cover, Write, Check’ method
  • Phonics is a way of teaching children to read quickly and skilfully. They are taught how to:
  • recognise the sounds that each individual letter makes;
  • identify the sounds that different combinations of letters make – such as ‘sh’ or ‘oo’; and
  • blend these sounds together from left to right to make a word.
  • Children can then use this knowledge to ‘de-code’ new words that they hear or see. This is the first important step in learning to


We recognise that many children with a diagnosis of Autism do not learn to read using a synthetic phonics approach, where sounds are taught in isolation – therefore the teaching of reading and phonic development is enhanced by opportunities to play games with sounds, listen to sounds and use a variety of support materials and IT based provision


Writing (including Grammar, Punctuation and Spelling)

From their early years at The Wherry School, children are encouraged to write for a variety of purposes and audiences.  They are also taught how to present their writing in a way that is appropriate to the purpose, this is not necessarily a hand-written.

  • Children are encouraged to see writing as a means to communicate with others and to develop this skill informally as well as formally.
  • As children progress through to Year 1 and beyond, writing activities are given meaningful contexts, often linked to other subjects of the curriculum within the cross-curricular topics.
  • Children are taught to understand the features of a variety of genres and to use these with increasing competence in their own writing.
  • When writing, the children are encouraged to “have a go” from the beginning, writing the sounds and words they know to communicate their developing vocabulary and ideas.
  • Skills such as grammar, spelling, punctuation and handwriting are taught in a structured way so that these skills can be applied to writing with increasing fluency and accuracy.


Grammar and punctuation are taught more formally from Year 2, with children learning how to construct and develop different forms of sentences and make these clear to the reader with accurate punctuation.

  • Children are expected to evaluate their own or others’ work, consider ways to improve it and sometimes draft and redraft before editing and publishing.
  • At the editing stage they are encouraged to focus upon their own spellings and, making use of word banks or dictionaries, to make corrections with teacher support.
  • They are also taught to check their punctuation and grammar and to develop their use of vocabulary through the use of thesauruses or class displays.
  • Sharing work with the teacher or others and discussing it enables them to look at ways to improve the style and structure of their work at the editing stage.


Handwriting is another skill that is taught during identified teaching sessions, and individually, according to need.

  • We use an adapted Nelson handwriting script from Early Years/Year 1 upwards. 
  • The children practise writing in joined script from Year 2, or earlier if their letter formation is secure, and they are encouraged to begin to use joined writing regularly for all written work.
  • Once children’s writing is fluent, and they are joining consistently and evenly, pens are introduced.
  • However, written work is also published using the computer and may take the form of a poetry, prose or presentation slides and notes to accompany an oral presentation.
  • Not all written work requires children to use a pencil or pen – teachers will personalise expectations for recording learning according to their assessment of each individual child.


English Teaching and Learning Considerations for children with Autism: (from The Wherry School Education Brief)


The core deficits of impairment of social skills, impairment of communication skills and rigidity of thought have a clear effect on a learner’s ability to achieve the targets set in English programmes of study. The learner’s ability to understand the world as seen by his peers and teachers is a key factor in the difficulties faced. Many learners with autism will have great difficulty in simply understanding and retaining verbal information. When communicating directly to the learner the following points will help;

  • Ensuring that the teacher has the learner’s attention. This does not necessarily include eye contact, which may have the opposite effect to that required, but perhaps by saying the learner’s name and waiting for a response.
  • Ensuring verbal information is simple, clear and unambiguous
  • Using short phrases and repeating if necessary.
  • Using the same wording (changes in wording may make it seem like new information)
  • If necessary, reinforcing verbal instruction with written or picture clues.
  • Ensuring that the teacher has been understood – by asking questions and not by asking the learner to repeat – which does not necessarily denote understanding
  • Keeping the voice at a normal pitch


Speaking and listening

The emphasis within this section of the English curriculum is upon developing the ability to communicate effectively and to listen with increasing attention and concentration.

  • Learners with autistic spectrum disorders often have difficulty with intonation and voice volume, understanding these and how they might change the meaning of speech, and in using them. They will require additional support in developing these skills.
  • It will be important to ensure that the learner is able to tolerate listening to his voice, however, and does not become upset.
  • The rigidity of thought may cause difficulties with over literal interpretations. Most learners will feel anxious when asked to contribute to a group situation. The social impairment of a learner with autism will cause them to feel even more anxious in group situations. Prompting will need an approach that maintains an awareness of these problems.
  • Some learners with autistic spectrum disorders are able to talk to larger audiences extremely well as they may not suffer from self-consciousness. They can take part in plays, concerts and other similar productions. Those working with learners who are not able to talk to an audience may need to look for more creative methods of differentiation.



The emphasis within this section of the English curriculum is upon learning to read with fluency, accuracy, understanding and enjoyment.

  • The reading ability of some learner’s with autism may appear initially quite advanced.
  • More detailed assessment, however, will often reveal a superficial proficiency.
  • The learners, who are able to read text with a high level of accuracy will often, when questioned, display little comprehension of what they have read. (Hyperlexia)
  • Some children may often be unable to recall or summarise a story and, unless the text is familiar, will rarely be able to predict what will happen next.



We teach learners to write with confidence, fluency and accuracy in a range of forms.

  • The core impairments, in particular the aspect of rigid and inflexible thought, may make it difficult for learners with autism to think imaginatively in creative writing, role play or drama sessions.
  • In apparent contradiction to this, it will be necessary to provide a rigid structure to such work.


SMSC – The Contribution of English:

English contributes to our children’ SMSC development through:

  • Developing confidence and expertise in language, which is an important aspect of individual and social identity.
  • Enabling children to understand and engage with the feelings and values embodied in high quality poetry, fiction, drama, film and television.
  • Developing children’s awareness of moral and social issues in fiction, journalism, magazines, radio, television and film.
  • Helping children to understand how language changes over time, the influences on spoken and written language and social attitudes to the use of language.
  • Using lesson activities such as discussion and conscience alley to explore dilemmas and moral stories.


Spiritual Development

Spiritual development in English involves Children acquiring insights into their own personal existence through literacy appreciation and analysis. Through reflection on literary works Children consider the attribution of meaning to experience. Through careful selection of books, stories, novels and plays Children consider the belief that one’s inner resources provide the ability to rise above everyday experiences. Where possible, through structured approaches to developing empathy with characters, Children develop a growing understanding of how personal thinking contributes to personal identity. Children will be provided with opportunities to extract meaning beyond the literal, consider alternative interpretation and hidden meanings while engaging with ideas in fiction, non fiction, poetry and drama. Children explore how choice of language and style affects implied and explicit meaning. Children are provided with opportunities to reflect on their own life and lives of others using diaries, journals, letters, biographies and autobiographies. Children experience a rich variety of quality language use, and learn how to use language in imaginative and original ways, drawing on their reading, and considering how words, usage and meaning change over time



Moral development in English involves Children exploring and analysing age and developmentally appropriate texts which provides them with the knowledge and ability to question and reason, which will enable them to develop their own value system and to make reasonable decisions on matters of personal integrity. Children develop an awareness that life throws up situations where what is right or wrong is not universally agreed. Novels and plays are selected that extend Children’s ideas and their moral and emotional understanding. Through reflection on a writer’s presentation of ideas and the motivation and behaviour of characters, pupils express informed personal opinions. Children learn to articulate their own attitudes and values through being provided with opportunities to discuss matters of personal concern, related to books and plays read in class. They should be given opportunities to talk for a range of purposes including exploration and hypothesis, consideration of ideas, argument, debate and persuasion. In discussion they should be encouraged to take different views into account and construct persuasive arguments.



Social development in English involves Children reading novels and short stories that offer viewpoints on society and the community and their impact on the lives of individuals. Children are provided with opportunities to read texts that show issues and events relating to contemporary life or past experience in ways that are interesting and challenging. In taking different roles in group discussions pupils are introduced and supported to cope with differences of opinions, learning to compromise or agreeing to differ. Children are provided with opportunities to consider new words and the origins of existing words, explore what influences the spoken and written language, look at attitudes to language use, and consider the vocabulary and grammar of Standard English and where there may be dialect variations.



Cultural development in English involves short stories and plays being selected which encourage children to develop and understanding that other children/people have feelings based on their own experiences – although we recognise that empathy is a major developmental block for children with social communication disorders we look to develop their understanding of other people’s attitudes, ideas and behaviour through carefully constructed lessons, choices within the books chosen as well as a structured development within PSHE of emotional development. We want the children to develop sensitive awareness of, and the ability to respond with thought and using the skills developed, to the backgrounds, experiences, concerns, feelings and commitments of others through poetry, imagery, drama, role play, myth and historical narrative.


Examples of Spiritual, Moral, Social and Cultural Education in English include:

  • Pupils being given the opportunity to compare their own culture and community with that which is different
  • Pupils becoming aware of how different societies function and different social structures
  • Pupils addressing issues of discrimination (race/gender/age) within texts
  • Pupils being given the opportunity to develop empathy for characters and understand the feelings and emotions of characters in the text
  • Pupils being encouraged to make reasoned judgements on moral dilemmas that occur in texts
  • Pupils covering intangible concepts such as love, beauty and nature in poetry
  • Pupils thinking through the consequences of actions – e.g. advertising, charitable campaigns or sensationalism in the media. How the curriculum contributes to SMSC in Key Stage 1 and 2

National Curriculum Literary Objectives – PDF



Maths Teaching and Maths Skills Across the Curriculum:

Mathematics is a core subject with high status in The Wherry School Curriculum.  All children have a daily maths lesson as well as opportunities to use their skills in the context of other subjects across the curriculum.  The School is committed to enabling all pupils to acquire good numeracy skills.

The programmes of study for mathematics are set out in the National Curriculum, year-by-year for key stages 1 and 2. As schools are only required to teach the relevant programme of study by the end of the key stage. The Wherry School therefore exercises the flexibility to introduce content earlier or later than set out in the published programme of study. The school curriculum for mathematics is reviewed on a year-by-year basis due to the fluctuating numbers in year groups and key stages – this information is available online.

At The Wherry School a range of materials, including online resources, are used to support teaching. 

  • Number work is a major component of the maths curriculum. 
  • The School’s planning framework ensures that concepts are revisited regularly, allowing children the opportunity to consolidate and build upon their knowledge and skills. 
  • We aim to extend children’s understanding and use of the four number operations and children are encouraged to explore number relationships, sequences and patterns, often with the use of practical apparatus, in order that they may develop a range of methods based on understanding. 
  • Children are taught to apply this learning to solve a wide range of mathematical problems.
  • Our approach to teaching calculation is detailed in our Calculation Policy, which provides parents with worked examples for each year group. 

 Mental Maths

The development of good mental arithmetic skills is a key focus for us, and emphasis is placed on the development of mental strategies through regular practice.

  • To support this, informal methods of recording calculations are encouraged before children are taught more formal methods. 
  • Children are expected to learn number facts such as addition bonds or multiplication tables by heart so that they are able to recall them quickly. 
  • They are also taught to use mathematical skills to derive facts quickly, that they cannot so readily recall. 
  • In order for children to ‘internalise’ these facts, they need constant revision. 
  • From Year 2, pupils are encouraged to practise times tables focusing on one until they have a good working knowledge of it before progressing to the next. 
  • When they are confident, they are encouraged to practise a range of tables at speed to develop their recall and mental agility.  
  • We encourage parents to support their children in learning and practising tables as well as in developing confidence in other areas of mental arithmetic.

Cross-curricular links and approaches: 

Maths is made relevant to the main class topic whenever appropriate and practical activities are set in a meaningful context.  Other work includes activities related to shape and space, measure and handling data. 

  • These aspects are taught in blocks over the year in short topics eg measuring length, identifying and drawing two-dimensional shapes, and are often linked to other areas of the curriculum. 
  • We promote understanding alongside the development of practical skills that may be used in a variety of situations.  For example, links to themed weeks every half term, providing many relevant contexts for measurement etc.
  • It is also important that maths skills are also reinforced at home in practical everyday contexts, e.g. telling the time, weighing and measuring, counting, using money etc.
  • Work in class is matched to the individual children’s ability to build on previous knowledge and understanding, enabling them to progress at an appropriate rate. Children are encouraged to explore concepts, often with the use of practical apparatus.   

Issues in teaching maths in an ASD School (from the Wherry School Education Brief)

Within the triad of impairment social interaction, communication and flexibility of thought, problems with mathematics and the associated skills are not discreetly highlighted. Some learners with autism are often perceived as having an excellent mathematical ability and this can be an area of strength within the curriculum. Some learners display excellent computational skills and the stereotype of a ‘mathematical genius’ is well established. These skills, however, are often isolated skills which the learner cannot apply in any practical or real life situation. The difficulties experienced then in both learning and applying mathematical skills can be traced back to the triad of impairment. Mathematics is as much about communication and language, flexibility of thought and social skills as any other curriculum area.

  • There is no single approach that has been developed to overcome the difficulties facing the learner learning mathematics aside from the consistent principles of good teaching delivered in a structured manner supported by a concrete approach and visual strategies.
  • Adults supporting the learner need an awareness and understanding of the learner’s perspective on life.
  • The use of the learner’s interests in order to increase motivation and focus learning can be a key to motivation and the consistent reinforcement of concepts is essential.
  • All these combine to provide a good basis for teaching mathematics to any learner including those with autism.
  • Children need support to ensure that application of mathematical skills across a series of subjects and themes is gradually developed across the whole primary age range so that the children are able to transfer skills and knowledge.
  • Staff need to ensure that they emphasise the development of mathematical language and practical applications, particularly in the context of problem solving.

Handling mathematical tools:

  • Allow the learner to become fluent in handling equipment in a variety of settings;
  • Analyse the skills required to use the tools and teach these skills, by building them up, one step at a time, with the learner;
  • Give appropriate or required level of physical assistance to help control the tool;
  • Model tasks alongside;
  • Provide a variety of equipment to generalise terms, e.g. a range of rulers in different lengths and constructed from different materials;

The Contribution of Mathematics to Spiritual, Moral, Social and Cultural understanding

Mathematics contributes to our SMSC development through:

  • Spiritual development: through helping children obtain an insight into the infinite, and through explaining the underlying mathematical principles behind natural forms and patterns.

  • Moral development: helping children recognise how logical reasoning can be used to consider the consequences of particular decisions and choices and helping them learn the value of mathematical truth.

  • Social development: through helping children work together productively on complex mathematical tasks and helping them see that the result is often better than any of them could achieve separately.

  • Cultural development: through helping children appreciate that mathematical thought contributes to the development of our culture and is becoming increasingly central to our highly technological future, and through recognising that mathematicians from many cultures have contributed to the development of modern day mathematics.


Spiritual education involves the awe and wonder of mathematics that is shown to children. Mathematics can be used to explain the world and the mathematical patterns that occur in nature such as the symmetry of snowflake patterns or the stripes of a tiger. There is a sense of wonder in the exactness of mathematics as well as a sense of personal achievement in solving problems. Further mathematics can also be used to consider the idea of infinity.


Moral education concerns the use and interpretation of data that is becoming more prevalent in society. Pupils are given the opportunity to be aware of the use and misuse of data in all issues including those supporting moral argument.


Social education in Maths concerns pupils being given the opportunity to work together. Experimental and investigative work provides an ideal opportunity for pupils to work collaboratively. Mathematics also allows children to apply their own intuitive feelings and check these against what they have learnt in order to make more sense of the world.


Cultural education concerns the wealth of mathematics in all cultures and the opportunities pupils are given to explore aspects of personal culture and identity through mathematics. Recognition is given to symmetry patterns, number systems and mathematical thinking from other cultures.

Examples of Spiritual, Moral, Social and Cultural Education in Maths may include:

  • Pupils conducting an opinion survey on a moral issue

  • Pupils investigating different number sequences and where they occur in the real world

  • Pupils considering the development of pattern in different cultures including work on tessellations

  • Allowing discussion and debate on the use and abuse of statistics in the media

  • Allowing discussion on the cultural and historical roots of mathematics

  • Pupils discussing the use of mathematics in cultural symbols and patterns

  • Pupils learning how mathematics is used to communicate climate change

National Curriculum Maths Objectives – PDF



The Curriculum:

In both Key Stage 3 (ages 11-13) and Key Stage 4 (ages 13-16), the subjects of the National Curriculum are taught through discrete subjects. At Key Stage 3 some subjects, such as History, Geography, Computing and Art, Design and Technology, are taught on a Half-Termly rotation. At Key Stage 4 it is the expectation that all students will work towards GCSEs in English (Language and Literature), Maths and Science (Core and Additional with Triple Science offered as an option) as well as three GCSE option choices although alternative qualifications may be delivered to meet the individual needs of each learner.

There is a strong focus on the development of the core skills of reading, writing, communication and mathematics both within daily English and Mathematics lessons and activities and throughout the curriculum. This curriculum enables children to see connections in their learning, and develop their thinking skills and creativity. Children also receive at least two hours of dedicated Physical Education, PSHE and Therapeutic Curriculum each week.

The School implements the National Curriculum for all children from Year 7 to Year 11. (The curriculum came into force in September 2014 ). The Wherry Secondary School Curriculum, devised to be implemented at the same time, incorporates the expectations of this National Curriculum. Several new topics and themes may be drawn up and developed over the course of any year, to relate to local, national or global events eg Olympic Games – however, every child’s entitlement to a broad and balanced curriculum, rooted within the National Curriculum, allowing individual progress and personalisation, is fundamentalto our offer.

Spiritual, Moral, Social and Cultural Learning opportunities are developed both across the subjects of the school curriculum and beyond the Curriculum itself.

We deliver SMSC through a variety of ways beyond the curriculum:

– Student Leadership opportunities e.g. School council, Breakfast club roles and responsibilities, Play Leaders and peer mentors, School Ambassadors, Eco Warriors etc.

– Peer Mentor/Negotiators Programme.

– Assemblies have a Spiritual, Moral, Social or Cultural theme.

– Through community projects.

– Our extensive Extra-Curricular Programme.

– Taking part in charity work e.g. Children in Need, Sport Relief etc.

– Links with other schools

– School productions e.g. our Christmas services, music concerts etc.

– The Wherry School curriculum and whole school entitlement is designed to promote a wide range of activities and experiences for our children.

– Visitors into school e.g. local minister. All visitors into school are vetted first and it is ensured that they speak to the children in line with this policy and other key policies such as Collective Worship.

– Links with local places of worship eg Norwich Cathedral

We will be developing the Key Stage 4 GCSE offer for Year 9 to 11 during the year. For more details about the Year 7 and Year 8 curriculum for 2017/18 please look at the following documents:

2017 Year 7 Curriculum Overview

2017 Year 8 Curriculum Overview

Further Education

We intend to start our post 16 offer for pupils from 2020/2021 onwards. More details about the offer to the children will be available in the academic year prior to this.