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Individual learning towards an independent life

Primary Curriculum

Overview of the Formal Primary Curriculum at The Wherry School (linked to the National Curriculum 2014)

Intent

Our school is a purpose built facility to support learners with Autism.  Our school strives to provide a calm and supportive environment where all students can thrive.  The intent of our curriculum is to provide students with the skills and knowledge that prepares them for adult life and to be a successful member of their community.  As well as promoting the social, moral, spiritual and cultural development of our students, the curriculum is designed to develop students social communication skills to a level that allows them to learn to regulate and therefore in turn access learning.  The school’s Autism Specific Skills and Knowledge (ASSK) curriculum aims to provide students with toolkits for learning to learn, alongside the development of emotional and physical regulation. Students are able to access the National Curriculum as well as our ASSK Curriculum in order to develop functional literacy and numeracy skills, develop independence within life skills and, where appropriate, achieve qualifications and academic milestones in line with their mainstream peers.

Implementation

The school day starts and ends with a lesson from the ASSK curriculum.  Students are encouraged to engage in a range of activities each morning that is focussed on their personal targets and EHC plans. Students end the day by engaging in lessons that teach and develop the students social, communication and friendship skills. 

In the Primary school we teach the National curriculum using a range of teaching methods to engage and inspire students across the curriculum.  Lessons are planned to include opportunities to apply and link skills learnt through the ASSK curriculum. Lessons are developed to meet the individual needs and interests of the students in each class.  The whole of primary school follow a half termly topic that has an overarching ‘Big question’ that is designed to encourage students’ curiosity and enquiry. Students have the opportunity to be immersed in their learning through offsite trips and enrichment weeks as well as the use of the school immersion room that is linked to each topic.  

Impact

Our goal is for all our students to achieve their maximum potential whilst being ready to transition to learning in the Secondary School.  We monitor the impact of the National Curriculum through Statutory National Curriculum Assessments (SATS) at the end of each Key Stage , annual GL assessments and through termly Teacher Assessments using the assessment tool Target Tracker.  Students progress across the ASSK curriculum is measured through a range of tools including AET, Talkabout, continuums and annual EHCP reviews - please see Overview of ASSK for more information. Each student has an Individual Learning Plan and parents and carers are encouraged to review these with teachers 5 times a year.

  

Primary Curriculum Map

Key Stage Term Core Focus Area Key Concepts and Skills Progression
KS1 Term 1 Introduction to Zones of Regulation Introduce the Zones of Regulation framework. Teach the four color-coded zones (blue, green, yellow, red) for identifying emotional states.
Term 2 Basic Emotions and Physical Links Teach students to recognize and name basic emotions (happy, sad, angry). Link emotions to physical sensations (tight muscles, butterflies for nervousness).
Term 3 Expressing Emotions Safely Explore safe ways to express feelings (anger, sadness, happiness). Teach strategies like using words, drawing, or calming tools constructively.
Term 4 Recognizing Triggers and Solutions Help students identify situations or events that cause certain emotions (triggers) and explore simple, effective responses.
Term 5 & 6 Managing Strong Emotions and Empathy Introduce calming techniques for overwhelming feelings (deep breathing, sensory tools, breaks). Teach students to observe and interpret others' emotions (facial expressions, body language, tone).
LKS2 Term 1 Recapping Zones of Regulation Revisit the framework, focusing on identifying emotional states within the four zones. Review examples and reinforce self-awareness.
Term 2 Expanding Emotional Vocabulary Identify and name a broader range of emotions (frustrated, proud, nervous, embarrassed). Practice labeling emotions and connecting them to personal experiences.
Term 3 Recognizing Emotional Intensity Learn that emotions have varying levels of intensity (annoyed vs. furious). Use visual scales, like a "feelings thermometer," to label and understand the strength of emotions.
Term 4 Understanding Emotions in Others (Empathy Building) Deepen ability to recognize emotions in others by interpreting facial expressions, body language, and context. Practice noticing and discussing how others might feel.
Term 5 & 6 Coping and Problem-Solving Learn a range of strategies to manage strong emotions (deep breathing, sensory tools). Develop problem-solving skills to address situations that cause strong emotions (brainstorming solutions, asking for help).
UKS2 Term 1 Subtle and Complex Emotions Recognize and describe a wide range of complex emotions (envy, embarrassment, relief, satisfaction). Analyze scenarios to expand emotional vocabulary.
Term 2 Understanding Emotional Triggers and Patterns Understand what triggers emotions and how they respond. Recognize patterns in emotional reactions to anticipate and manage feelings more effectively.
Term 3 Gauging and Regulating Intensity Explore how emotions can vary in intensity, from mild irritation to intense anger. Teach strategies for regulating strong feelings to stay calm and focused.
Term 4 Interpreting Others' Emotions in Social Contexts Develop skills in interpreting emotional cues from others (body language, tone of voice). Enable students to empathize and respond more appropriately in different situations.
Term 5 & 6 Advanced Coping and Decision-Making Introduce advanced strategies for managing complex emotional scenarios (peer conflicts, stressful tasks). Learn to approach emotional challenges with structured problem-solving and decision-making skills.