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Exceptional Education at the Heart of the Community

Exceptional Education at the Heart of the Community

Our Curriculum

Oasis Academy Immingham Curriculum - Our Statement of Intent

In line with the Oasis’ Education Charter, the curriculum is the heart of our academy’s educational provision. Through this – and our commitment to an exceptional climate for learning and great pedagogy – we make the acquisition of powerful knowledge the foundation of every lesson. We have designed our curriculum to meet the needs of all, striving for personal as well as academic and vocational excellence. Through our curriculum we will achieve outcomes that drive social mobility and give everyone freedom of choice throughout their lives.

The Oasis ethos and 9 Habits are a foundation stone to the design and delivery of our curriculum. We know that the development of character doesn’t happen by chance but by purpose and intention: it is therefore an explicit part of our curriculum. We therefore work hard at preparing our students to be the best version of themselves throughout their life.

We provide our students with information on careers and the world of work by encouraging them to be aspirational and ambitious so they can secure their dream job and enjoy fulfilling careers. We are responsive to our local context and create valuable partnerships with the evolving Humber bank industries. We engage with employers, FE and HE providers and provide personalised support to offer guidance and clarity around how breadth of curriculum leads to breadth of opportunity.

Our curriculum has been designed to ensure our young people thrive, achieve and flourish. It enables them to understand what it is to be human and equips them for life so that they become kind and model citizens. Our curriculum not only develops our young people academically but socially, emotionally, culturally, physically and spiritually. This is particularly obvious in our provision of Religious Studies, PSHE and Citizenship at both KS3 and KS4.

Our knowledge-rich curriculum equips our students with powerful knowledge which creates tolerant and considerate citizens who are able to play a role in the local community. Our curricula are designed to tackle discrimination on the grounds of race, nationality, gender and sexual orientation in order to do so. Our academy’s determination to achieve excellence with equity and integrity: where we bring advantage to the disadvantaged, where barriers to learning are successfully overcome and there are no limits to the achievement and ambition of our most able.

The local area has faced challenging times with declining industry and job opportunities. In recent years there has been substantial investment in local industry and Immingham is now the largest port in the United Kingdom. In order for our curriculum to support the local context and employment profile, we deliver a broad and balanced curriculum utilising the benefits of a three year Key Stage 3 to establish strong foundations in a range of subjects which then support flexible decision making for student option choices at Key Stage 4.

All students have the opportunity to study the full breadth of subjects at Key Stage 4 to provide them with the broad knowledge and qualifications required to flourish in the modern world.

Levels of literacy and numeracy are below national average on entry. Consequently, these are key areas of focus throughout both Key Stages and various strategies have been introduced such as Accelerated Reader and oracy lessons as well as the development of opportunities for extended writing across the curriculum.

Our academy’s focus is on providing students with a broad and ambitious academic and vocational curriculum throughout Key Stage 3 and 4. As a commitment to that breadth and ambition we intend to develop pathways for an increasing number of our students to follow an EBacc curriculum. All our young people must study a Humanities subject (History or Geography) and have the opportunity to take a Language (French) until they are 16. Our knowledge rich curriculum and our commitment to the Oasis ethos and Nine Habits is supported by our Trust’s policies on Learning and Behaviour for Learning and the work of our National Lead Practitioners and Leads for Learning Innovation.

Our commitment to providing students with a wide range of extra-curricular clubs and activities will add depth and breadth to our provision and allow our students to follow their hobbies and interests outside of the formal curriculum.

Through an audit of the National Curriculum’s Key Stage 3 Programmes of Study we are ensuring that no important area of learning is being missed by students who choose not to opt for that subject at the end of Year 9. Our lessons are carefully sequenced to provide maximum opportunities for mastery and a deepening of knowledge in all subjects. As part of the sequencing of lessons we have looked at the most beneficial point of intervention and feedback as well as ensuring content is interleaved to aid retention. At the heart of our feedback system is the desire to tackle misconceptions and misunderstanding. Following an assessment point, we have a GRIT lesson (Guided Reflection and Learning time) ascertaining students’ individual strengths and weaknesses. Students are then offered specific feedback and work on their own particular area of improvement thus ensuring the deepening of knowledge and mastery of specific areas of study.

Subjects in Context

Oasis Academy Immingham has added subjects that speak to our local context and our distinctive academy ethos. For example, we have introduced Health and Social Care and Engineering to our curriculum. We are fortunate to have a large hospital in the area and a number of care facilities.  This qualification therefore maximises the enhanced employment opportunities in this area.We have in Immingham a huge bank of companies such as Lindsey Oil Refinery, Cosalt, and a substantial renewable energy sector. As such, we have introduced Engineering as an option for our students. This gives enhanced opportunities for our students who wish to take an apprenticeship route.

Our PSHE curriculum is rooted in the needs of our local community and has been created based on research into the local context and needs identified by parents/carers. This identifies the strength of the local community as well as local issues that impact on student development and their future health and wellbeing. This curriculum follows all statutory obligations in place and is monitored through stakeholder feedback to ensure fitness for purpose.

Students receive 25 hours of teaching each week - 25 x 1 hour lessons. The total learning time each day is 5 hours 30 minutes, consisting of 5 hours teaching time and 30 minutes assembly/tutor period. In tutor time, which takes place daily, our PHSE curriculum is delivered (2 x 30 minutes), there is 30 minutes of reading/oracy, an assembly and time is given so that students are supported by their tutor who regularly monitors attendance, achievement and general well-being. This positive relationship between the student and tutor is crucial.

As a Rights Respecting School, we place a strong emphasis on developing our students in line with our 9 Habits and the UNICEF 'Rights Respecting School' articles. We recognise our wide-reaching responsibilities and ensure that we work with our young people on key contextual issues such equality, diversity and extremism and what it means to live and grow up in the United Kingdom today.

Our students play a huge part in their own learning. We have many opportunities for students to become involved in the Student Leadership Team which looks at the quality of learning, the classroom environment, and the way the Academy links with the local community as well as our Oasis partners in Bangladesh and South Africa. We encourage our students to take responsibility for improving the community in which they live, whether that be of the Academy, the town of Immingham or the wider global community.