Curriculum Structure

The visual arts make a vital contribution to children’s development in many ways both explicitly and implicitly. To understand visual culture is to be able to access the world in which we live. To practice Art presents students with the opportunity to learn and develop creative skills and techniques with different materials and processes discovering confidence and channels of self-expression. We study Art to inspire that personal expression, foster curiosity about the world around us and explore the limitless capabilities of our imagination whilst engaging with different cultures, and historical events as well as providing opportunities to question, critique and make decisions. Our Art curriculum enables our young people to work independently, work collaboratively, develop resilience, problem solve, manage time and resources and ask the big questions; encouraging them to become thinkers, researchers, observers, makers and creators.

Character: Enabling students to develop their creative thinking skills which can be applied to problem solving skills. Artists are known for their attention to detail and resilience through their hard work and commitment to completing a piece of art work. Art is also very good for a students mental wellbeing.

Competence: Students will explore using a range of different mediums from traditional art forms to using digital technologies such as using the iPads for digital drawing, photography and editing software.

Community: Students work collaboratively and support each other with their artwork. Students also explore how art can impact a community as well as looking at historical and different cultural art work and its impact on the local and national communities.

We invite you to read our Long Term Plan for Art here. 

You can read the Statement of Intent for Art here.

Technology is becoming ever more important in our student’s day to day lives and this trend is likely to increase and even accelerate in the future. We are preparing students for jobs that do not yet exist and to use technology that has not yet been invented. We will do this by ensuring that every student has the opportunity to study and use a wide range of technology building the resilience to both learn to use new technology and solve new problems in a logical algorithmic way. The OCL Computing curriculum will ensure that every student is able to navigate the digital world confidently in a safe and socially responsible manner.

We value character, competence and community in our curriculum:

Character: Enabling students to develop and build solutions to both digital and real-world problems by applying computational thinking.
Students will be able to take complex problems and break them down into manageable chunks and build solutions using skills such as pattern recognition, abstraction and algorithmic thinking.

Competence: Developing pupils’ digital literacy allowing them to adapt and be active users of the ever-changing technology used in their future careers and personal lives.

Community: Inspiring students to become active creators of and innovators instead of passive users of technology. Online safety and a solid understanding of the moral, legal and ethical considerations of technology are embedded at every level of our curriculum to ensure that
students know how to use technology responsibly.

You can read the Statement of Intent for Computing here.

You can read our Long Term Plan for Computing here.

GCSE Citizenship Studies has the power to motivate and enable young people to become thoughtful, active citizens. Students gain a deeper knowledge of democracy, government and law, and develop skills to create sustained and reasoned arguments, present various viewpoints and plan practical citizenship actions to benefit society. They will also gain the ability to recognise bias, critically evaluate an argument, weigh the evidence and look for alternative interpretations and sources of evidence, all of which are essential skills valued by higher education and employers.

We invite you to read our Long Term Plan here. 

You can read our full Statement of Intent here. 

Our GCSE in Classical Civilisation provides students with a broad, coherent and rewarding study of the culture of the classical world. They study elements of the literature and visual/material culture of Greece and Rome and develop an understanding of their social, historical and cultural contexts. Students will also gain the ability to critically evaluate evidence and look for alternative interpretations and sources of evidence, all of which are essential skills valued by higher education and employers

Character: Classic civilisations allows students to gain a broad knowledge and understanding of a range of literary and cultural materials from the classical world and the ability to use these to acquire knowledge and understanding of aspects of the classical world and then use their knowledge, in conjunction with their analytical and evaluative skills, in order to gain insight into the classical world from the literary and material culture studied.

Competence: Through studying GCSE Classic Civilisations at Oasis Academy Immingham students will:

• Have the opportunity to explore both ancient Greece and Rome thematically, creating a wide ranging and challenging course of study. These are 2 distinct components, each with clear and well-defined content, and strong supporting materials
• Engage with a wealth of sources and ideas, equipping them with readily transferable, analytical skills.
• Have the opportunity to study a wide range of topics and sources, including both literature and visual/ material culture, which will inspire and motivate learners to engage further with the classical world
• Know and understand the surviving literary and material remains of the classical world in their social, historical and cultural contexts
• Understand, interpret and analyse a range of evidence from classical sources
• Evaluate and use this evidence to form their own judgements and responses, and present these in a clear, concise and logical manner

Community: All learners will study material from both ancient Greece and Rome, and their surrounding worlds, drawn from the time period 3000 BC to 500 AD. This material will encompass aspects of literature and visual/material culture in their respective social, historical and cultural contexts. This will allow them to demonstrate an informed response to the material studied, selecting a range of appropriate evidence to support an argument and develop awareness of how classical sources reflect issues relevant to both the classical world and today, such as questions of gender, belief, sexuality and citizenship.

We invite you to read our Long Term Plan here. 

You can read our full Statement of Intent here. 

Creative iMedia is a vocational course which equips students with a wide range of knowledge and skills needed to work in the creative digital media sector. They start at the pre-production phase and develop their skills through a number of practical assignments as they create a number of different multimedia products.

We value character, competence and community in our curriculum:

Character: The Cambridge Nationals in Creative iMedia will equip learners with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Through the use of these skills, learners will ultimately be creating fit-for-purpose creative media products.

Competence: The Cambridge Nationals in Creative iMedia will also challenge all learners, including high attaining learners, by introducing them to demanding material and techniques; encouraging independence and creativity and providing tasks that engage with the most taxing aspects of the National Curriculum.

Community: The ‘hands on’ approach that will be required for both teaching and learning has strong relevance to the way young people use the technology required in creative media. It will underpin a highly valid approach to the assessment of their skills as is borne out by what teachers tell us. The qualification design, including the range of units available, will allow learners the freedom to explore the areas of creative media that interest them as well as providing good opportunities to enhance their learning in a range of curriculum areas.

We invite you to read our Long Term Plan here. 

You can read our full Statement of Intent here. 

Design and Technology allows our students to combine problem solving, creative thinking and design skills through practical investigation. Technology is rigorous and demanding and enables students to develop expertise and abilities to engage positively in the designed and made world. As they progress through the Academy they will learn about design principles, manufacture and principles about how to improve the world. Students will also be introduced to advanced techniques including digital technologies such as CAD/CAM.

We invite you to read our Long Term Plan for DT here.

You can read our full Statement of Intent here. 

Studying drama requires emotional maturity, and gives pupils a deep understanding of themselves. Because it involves using not only their voices and bodies but also emotions and creativity, it is able to engender a deep sense of self-esteem. It is also a subject that requires a great deal of peer trust, and so it plays an important role in teaching communication, listening and empathy skills. Studying drama is demanding and teaches students that success only comes from hard work. The skills that are learnt by studying drama are invaluable in later life. For example, being able to speak and present confidently in front of people, and the skill of planning that is required in any production is useful in many careers. Drama can be a good basis for a career not only in the theatre but in advertising, the film industry and even in events planning, among many others.

Character: Studying Drama requires emotional maturity and gives pupils a deep understanding of themselves. Because it involves using not only their voices and bodies but also emotions and creativity, it is able to engender a deep sense of confidence and self-esteem. It is also a subject that requires a great deal of peer trust, and so it plays an important role in teaching communication, listening and empathy skills. Studying Drama is demanding and teaches students that success only comes from hard work.

Competence: Drama encourages students to become confident and independent thinkers, who will be able to take on challenging opportunities to create original work and critically analyse professional and non-professional repertoire. Students will have an appreciation of their own work and that of others, always demonstrating respect and empathy.

Community: Drama helps pupils to improve peer relationships, confidence, and resilience. Pupils will work collaboratively with their peers and develop a strong sense of community within the classroom. There are theatres in our local area and this course can help students gain employment in this sector.

We invite you to read our Long-Term Plan for Drama here.

You can find our Statement of Intent for Drama here.

The written and spoken word is not only influenced by, but also shapes humanity. The curriculum is therefore sequenced so that students understand, question, critique and create rules, stories and patterns in literature and, more broadly, in society. Mastering English in the OCL Curriculum gives all pupils the power to understand the codes that dictate the conventions of shared language, history, art and culture as well as giving them the power to challenge, break, rebuild and create new realities from the knowledge they have learned. At the heart of our curriculum is the unwavering belief that all young people, no matter what their starting point, can, and will, thrive within a global community. Therefore, through the OCL English curriculum, they will be taught to understand and interact with the voices of others and deploy the power of their own voice. Students will become curious, scrupulous and critical thinkers armed with an extensive, versatile vocabulary and flexible knowledge base, allowing them to communicate with accuracy, precision and flair and access and create excellent, compelling writing.

Character: Giving the students the skills, knowledge, vocabulary, confidence, resilience and curiosity to read, listen, consider, discuss and debate with sensitivity and integrity.  

Competence: Developing pupils’ vocabulary, knowledge and skills so that they can communicate with accuracy, precision and, more importantly, autonomy.

Community: Inspiring all pupils to develop a lifelong love, appreciation and understanding of a wide range of literature. Inspiring pupils to use their understanding of literature that has gone before them to become active members of their local and global community and become involved in shaping its future.

We invite you to read our Long-Term Plan for English here.

You can read the Statement of Intent for English here.

We want our students to develop in the following key areas:

Character: Enabling students to design and develop solutions to engineering problems by applying critical and creative thinking. Students will develop employability skills throughout every topic in this course. We will look at producing engineering standard drawings for complex problems in relation to an engineering context set task. There will be workshop activities that embed independent learning and knowledge development.

Competence: Developing the pupils’ due diligence in relation to health and safety in the workplace, working with accuracy and other key employability skills. The students will develop and improve their ability to be competent in the workplace, help and support others and work unaided.

Community: Inspiring students to understand the cultural impact of designing technology. To become developers of modern innovative design and making processes. To be able to work with others and manage project ideas throughout their design life span.

We invite you to read our Long Term Plan for Engineering here.

You can read our full Statement of Intent here. 

The Business Studies curriculum is highly ambitious and designed to give all pupils the necessary knowledge and skills they need to live in the business orientated world in which we live. It has also been designed to prepare pupils who which to pursue both academic and vocational Level 3 courses in business and related areas for those who wish to begin an apprenticeship in the field of business. The Business curriculum is planned to develop knowledge and understanding of financial literacy. Pupils have opportunities to develop their financial awareness and to master the skills needed to analyse and interpret financial documents.

Character: Enabling students to develop and build solutions to business and entrepreneurial problems by applying critical and creative thinking. Students will be able to take complex business problems and break them down into manageable chunks, building marketable innovative solutions using skills such as
design, financial and promotional creative thinking. Presenting a business pitch to an audience, enables the skills of resilience, confidence and risk-taking to come to the fore.

Competence: Developing pupils’ digital literacy within the framework of the business proposal and pitch allowing them to adapt and be active users of the ever-changing technology used by business and also in their future careers and personal lives.

Community: Inspiring students to become active creators of and innovators instead of passive users of business products and promotions. A solid understanding of the moral, legal and ethical considerations of business activity are embedded at every level of our curriculum to ensure that students know how to interact with business, employers and the economy.

We invite you to read our Long Term Plan here. 

You can read our full Statement of Intent here. 

The OCL MFL curriculum believes that a strong foundation for knowledge is essential for language learning. Our curriculum focuses on students mastering and retaining key structures and vocabulary over time that they become confident and spontaneous communicators in another language. We want our students to develop in the following key areas:

Character: We want our students to become confident communicators, who are able to use language flexibly in real-life contexts. Through learning another language our students will be encouraged to have a curiosity and understanding of other cultures. Through exploration of another language, they will also learn more about themselves and the world beyond their classrooms. Their language skills should help to inspire a love of language learning and give them the confidence to communicate with speakers of these languages here and abroad. Our curriculum is an inclusive curriculum, where all students are able to achieve, and all are enabled to develop their skills and ability to speak the language spontaneously.

Competence: Students should be able to speak and write with increasing complexity, spontaneity and fluency as they progress in their learning. Vocabulary and grammatical structures are introduced sequentially and interleaved for effective retrieval practice. We also use language beyond the curriculum and expose students regularly to authentic texts, culture and student-led discussion, enabling them to deepen their understanding of the French and Spanish-speaking world.

Community: We want our students to gain an understanding of their local, national and global communities through MFL, by helping them to explore different cultures and communities across the world where the languages are spoken. Our curriculum allows our students to appreciate cultural diversity and discuss complex issues with sensitivity, such as through engaging with social issues. Our goal is that through study, students will gain a sense of global responsibility, respect and tolerance for other cultures.

You can read the Statement of Intent for MFL here.

You can read our Long Term Plan for French here.

The Oasis Geography Curriculum will equip students with a balanced understanding of the physical and human world, as well as an appreciation of how interconnected systems are. It will improve student knowledge of key geographical processes and how human actions impact on these processes. Crucially it will give students the knowledge and skills to become active global citizens and enable them to confidently identify and respond to the complex current issues our planet faces. Students will have opportunities to engage and excel geographical skills through fieldtrips so they are able to personally experience the geography taught in lessons.

Character: the curriculum’s fundamental aim is to instil a love of learning about the world around us for all students. In Oasis we celebrate diversity and the curriculum therefore explores and celebrates a range of global places, cultures and traditions. This relies on the curriculum drawing on accurate, up to date representations of places and cultures in an ever changing world and how changing socio-economic circumstances impact on quality of life and well-being. Students will be developed holistically, encouraged to become the best versions of themselves by emphasising their role in order to better understand how their actions impact on others and the wider environment. 

Competence: the Oasis Geography curriculum is an academic and rigorous curriculum, which places a large emphasis on knowledge. It is designed to ensure the very best outcomes for students using the latest research in cognitive science. Central to the curriculum are three core strands:

• Knowledgeable students: We want our students to be curious learners who can apply their knowledge to the real world. To do this, we equip them with the fundamental knowledge that allows them to ask good questions, access a range of scenarios and express themselves eloquently and with confidence.
• Knowledgeable teachers: We want to ensure that all teachers are confident in their subject knowledge and feel secure to take ownership of differentiating lessons for the needs of the specific students they teach.
• Knowledgeable leaders: We want to enable our curriculum leaders to be experts in curriculum delivery – able to develop the pedagogy of their teams through effective CPD, observations and feedback.  We also want to ensure that they are confident in tracking the progress of their students, identifying gaps in knowledge and underachievement.

The Oasis Geography curriculum gives students the skills to use this knowledge to think deeply about key Geographical concepts and processes. Central to the curriculum is the application of this knowledge to answer complex questions developing skills of critical thinking, analysis and evaluation.  Furthermore, students will develop geographical skills, gaining confidence in interpreting information from maps, graphs, data and photographs. It will ensure students aspire and take the next steps in their education and personal challenges.

Community: the curriculum will help students to understand local, national and global communities. Fundamentally students will be encouraged to study the interconnected nature of our world and look at their role in an ever changing planet. We want Oasis students to be global citizens. The curriculum fosters this through the provision of opportunities for students to take action and become active members of society, championing for sustainable change. We also want our students to have meaningful experiences and see Geography in action through multiple opportunities for human and physical fieldtrips, where they are able to collect and interpret primary data, as well as analyse secondary data.

You can read the Statement of Intent for Geography here.

You can read our Long Term Plan for Geography here.

Physical education should inspire students to become physically competent in a way which promotes lifelong physical activity. The Oasis Physical Education Curriculum will improve students’ health and wellbeing through a holistic approach that allows them to flourish and become valuable members within their community. Students will be provided with opportunities to develop personally through a wide range of experiences. They will have opportunities to engage and excel in competitive sport, physical activities and leadership, building character and embedding wider core values throughout.

Character: Health & Social care can promote the holistic development of students, helping them to become better versions of themselves by emphasising moral traits such as respect and fairness. Within our heart assessment students will be encouraged to promote sportsmanship and fair play, students will develop good habits that will bring out the best in each other both inside and outside of sport and physical activity.

Competence: Through our hands and head assessment students will be developing their competence within physical education, which will improve confidence and provide students with the skills and knowledge to lead physically active lives. Health & Social care will ensure students aspire and take the next steps in their education and personal challenges.

Community: Through teamwork and opportunities to build character, Health & Social care can foster a sense of belonging amongst students. Students learn how to work collaboratively in Health & Social care, which is embedded within the heart assessment, developing leadership skills and helping students to create meaningful relationships and contribute to a positive community culture. Students will understand the pathways within community sport promoting lifelong physical activity. Through sport, students will recognise social and physical barriers to sport within their community and wider topical issues, modelling the nine habits.

We invite you to read our Long-Term Plan here. 

You can read our full Statement of Intent here. 

History is fundamental to empowering students to engage in all manner of conversations and debates. We want to ensure that our students always have something to say and can speak from a position of knowledge rather than one of ignorance. History is uniquely positioned to do this through the breadth and depth of knowledge it offers for students to master. The OCL History curriculum is designed to provide our students with a firm grasp of the discipline of history in combination with a board, rich and global body of historical knowledge, which they can deploy to understand the world around them and the historical forces that have shaped it. The curriculum aims to develop an enduring curiosity about the past, as well as providing our students with the means to engage in rigorous and academic approaches to ask and answer historical questions, whilst also empowering them to question the nature of historical knowledge itself. The study of history aims to emphasise the strangeness of the past in comparison to our lives today whilst also fore fronting the human stories that still resonate with us.

Character: The OCL history curriculum aims to develop students who are confident in presenting their own arguments and interpretations but willing to listen to and be challenged by others. We aim to teach our students how to frame and answer questions, encouraging curiosity but also developing independence.  The nature of history itself, with their very rarely being a simple answer, helps develop resilience as well as ensuring that students are willing to challenge overly simplistic narratives they are presented, both in and outside of the classroom. The OCL history curriculum also aims to ensure students encounter diverse cultures, societies, people and often ‘hidden histories’, ensuring  their sense of identity and their perceptions of others are not based on singular representations or misrepresentations.

Competence: The OCL history curriculum aims to ensure students develop a broad body of historical knowledge, chronologically and geographically, from the local scale to global issues. The curriculum is designed to draw out the connected nature of the past, rather than presenting histories in isolation of one another, allowing students to make sense of the world they live in and the events, forces and people who continue to shape it. Students will engage in the processes through which history is written and challenged, aiming to develop student’s understanding of history as a discipline, and therefore as a societal construction rather than an objective narration of the past.

Community: Throughout the curriculum students study numerous different societies and communities as well as the interactions between them, exploring both the bonds that bring people together but also the issues that can cause conflict. Local history gives students the chance to reflect on how their local community has developed overtime and how it is both similar and different to other communities they have explored.

You can read the Statement of Intent for History here.

You can read our Long Term Plan for History here.

Technology is becoming ever more important in our student’s day-to-day lives and this trend is likely to increase and even accelerate in the future. We are preparing students for jobs that do not yet exist and to use technology that has not yet been invented. We will do this by ensuring that every student has the opportunity to study and use a wide range of technology building the resilience to both learn to use new technology and solve new problems in a logical algorithmic way. The IT OCR Nationals course will ensure that every student is able to navigate the digital world confidently in a safe and socially responsible manner.

We value character, competence and community in our curriculum:

Character: Enabling students to develop and build solutions to both digital and real-world problems by applying computational thinking.
Students will be able to take complex problems and break them down into manageable chunks and build solutions using skills such as
pattern recognition, abstraction and algorithmic thinking.

Competence: Developing pupils’ digital literacy allowing them to adapt and be active users of the ever-changing technology used in their
future careers and personal lives.

Community: Inspiring students to become active creators of and innovators instead of passive users of technology. Online safety and a solid
understanding of the moral, legal and ethical considerations of technology are embedded at every level of our curriculum to ensure that
students know how to use technology responsibly.

We invite you to read our Long Term Plan here. 

You can read our full Statement of Intent here. 

The OCL Maths Curriculum is designed in conjunction with Mathematics Mastery. This means that pupils are given a “thorough understanding of mathematical concepts, rather than a set of techniques or routines to get to the right answer” (EEF). We want our students to be curious learners who can apply their knowledge and skills to the real world. We enable them with the powerful knowledge that allows them to acquire fluency in crucial mathematical procedures and means they can master and retain key concepts which in turn will result in all students fulfilling their academic potential in maths.

Character: Our Maths lessons ensure that all students develop confidence in Maths, and identify as “good at Maths”. Through talk tasks to check for understanding, the participation of all students in articulating mathematical ideas is a key feature of our teaching. Students are taught to interact with each other with patience, honesty, and independence through opportunities for structured self-reflection throughout the lesson: in self and peer assessment, exit tickets, and mastery matrices.

Competence: Developing pupils’ competence in Maths is at the heart of our curriculum. We build strong foundations by taking every opportunity to develop our students’ numeracy skills: in lessons, and in structured interventions. In our curriculum, we draw on research from cognitive science to accelerate our students learning. We connect new knowledge to existing knowledge, to expand students’ schemas, and develop their skills in the core concepts of Maths.

Community: Through an engaging, relevant Maths curriculum, students are exposed to the story and history of mathematical ideas. In this way students develop respect for others and an appreciation of diversity and inclusivity, and learn how to challenge and question. Students also have the opportunity to develop their passion, their identity, and their sense of belonging, through success in Maths, and through trips and after-school clubs, in different forms across the trust.

You can read the Statement of Intent for Maths here.

You can read our Long Term Plan for Maths here.

We begin with the assumption that all children are musical and have a right to learn music. Music is fundamental to being human and all can develop their identity, a sense of belonging and character through rehearsing, playing, singing, creating, appreciating and listening to music. Through the Oasis Music Curriculum, our students will grow into adults who enjoy, appreciate and engage with music throughout their lives.

Character: Engaging all pupils in musical learning that develops creativity, resilience and the confidence to express feelings and thoughts, experiment with new musical ideas and grow imaginations.  

Competence: Developing pupils’ ability to make music well so that musical outcomes are excellent and aspirations are raised. Ensuring that all are equipped for further musical study if they choose it.

Community: Inspiring all pupils to develop a lifelong love, appreciation and understanding of a wide range of musical styles and traditions. Ensuring all experience the power of music to include, draw people together, understand others and facilitate positive connections.

You can read our Statement of Intent and Long Term Plan for Music here.

You can find our Statement of Intent for Music here.

Physical education should inspire students to become physically competent in a way which promotes lifelong physical activity. The Oasis Physical Education Curriculum will improve students’ health and wellbeing through a holistic approach that allows them to flourish and become valuable members within their community. Students will be provided with opportunities to develop personally through a wide range of experiences. They will have opportunities to engage and excel in competitive sport, physical activities and leadership, building character and embedding wider core values throughout.

Character: Physical education can promote the holistic development of students, helping them to become better versions of themselves by emphasising moral traits such as respect and fairness. Within our heart assessment students will be encouraged to promote sportsmanship and fair play, students will develop good habits that will bring out the best in each other both inside and outside of sport and physical activity.

Competence: Through our hands and head assessment students will be developing their competence within physical education, which will improve confidence and provide students with the skills and knowledge to lead physically active lives. Physical education will ensure students aspire and take the next steps in their education and personal challenges.

Community: Through teamwork and opportunities to build character, physical education can foster a sense of belonging amongst students. Students learn how to work collaboratively in physical education which is embedded within the heart assessment, developing leadership skills and helping students to create meaningful relationships and contribute to a positive community culture. Students will understand the pathways within community sport promoting lifelong physical activity. Through sport, students will recognise social and physical barriers to sport within their community and wider topical issues, modelling the nine habits.

You can read the Statement of Intent for PE here.

You can read our Long Term Plan for PE here.

Studying drama requires emotional maturity, and gives pupils a deep understanding of themselves. Because it involves using not only their voices and bodies, but also emotions and creativity, it is able to engender a deep sense of self-esteem. It is also a subject that requires a great deal of peer trust, and so it plays an important role in teaching communication, listening and empathy skills. Studying drama is demanding, and teaches students that success only comes from hard work. The skills that are learnt by studying drama are invaluable in later life. For example, being able to speak and present confidently in front of people, and the skill of planning that is required in any production, are useful in many careers. Drama can be a good basis for a career not only in the theatre, but in advertising, the film industry and even in events planning, among many others.

We invite you to read our Long Term Plan for Performing Arts here.

You can find our Statement of Intent for Performing Arts here.

We want our students to develop into rounded young adults who understand their character and play active roles in their communities. The PSHE curriculum has been thoughtfully created to incorporate our Oasis Ethos, Oasis 9 Habits and Character Curriculum to ensure students flourish in a safe school environment. We have met the statutory guidance for RSE, Citizenship and CEIAG as well as providing opportunities for use of the local PHE data to meet the needs of our students. The combination enables students to develop socially, emotionally, culturally, physically, spiritually and eventually having fulfilling lives and careers.

Students will know more about themselves and others; becoming socially literate and emotionally aware and understanding how they are developing, who they are becoming and how to fulfil their potential.  With this clear sense of identity, students will understand their place in society and how to achieve their future life ambitions.  

Students will then become confident, articulate citizens who are able to effectively debate moral, social, cultural and political issues. We also focus on the fundamental British Values that underpin many other curriculum areas. Crucially, students have a keen awareness of the socio-political landscape and through the exploration of Oasis Hubs locally, nationally and internationally understand the importance of inclusivity, the beauty of diversity and challenge themselves and others to be anti-discriminatory and to be inclusive of all.

Character: Engaging all students to express feelings and thoughts around themselves, who they are becoming and why this is important for their wellbeing and development in modern Britain. Students will have many opportunities to learn and discuss knowledge and skills that will support them to have fulfilled lives.

Competence: Students will be empowered with knowledge about the community, wider Britain and their own life choices to be able to make informed decisions and be able to make a fulfilling life pathway.

Community: Students will discuss and understand their own place within the local, national and global community with particular focus on the Oasis family; understanding the importance of diversity and inclusivity and the rich tapestry that is created through interconnected communities.

You can read the Statement of Intent for Personal Development here.

You can read our Long Term Plan for Personal Development here.

RE examines what it is to be human in the modern world, engaging directly with the questions at the heart of the Oasis Ethos – Who Am I and Who Am I Becoming.  Through the Oasis RE Curriculum our students will develop an appreciation of human diversity and an understanding of the place that belief plays in our all of our lives.  They will learn that differences in faith, belief, practice, culture and interpretation bring brilliance and colour to our world – both locally, nationally and globally.  It is essential to note here that RE is NOT religious instruction, Bible Study or so-called ‘divinity’.  It is a broad discipline which engages with several academic lenses – including theology, philosophy, ethics and the social sciences.  It is working within and truly honouring these lenses that provides the subject with its’ unique rigour.

We value character, competence and community in our curriculum, and seek opportunities to meaningfully demonstrate these virtues through a knowledge rich, diverse and inclusive curriculum.  Below is a representative (but not exhaustive) list of the myriad of ways in which RE honours the three ambitious intentions of the OCL Curriculum:

Character: Engaging all pupils in a curriculum that develops sensitivity, an understanding of what informs our morality,  and a true sense of true tolerance - where diversity is championed and celebrated as the factor which brings colour, brilliance and interest to society.  The confidence, composure and philosophical articulacy to engage in meaningful discussion about Big Questions.  To contribute to the personal development of pupils by enabling them to explore deep questions of purpose, meaning and human behaviour.   To challenge pupils to not only look within and explore the morals that define them, but to also listen to those which define others.  In doing these things RE enables pupils to understand important things about themselves as human beings growing into and becoming part of the modern world. Here the 9 Habits provides a foundation and filter through which to examine core content in addition to a mechanism through which to discipline discussion.

Competence: The ability to describe religious practice, explain religious beliefs, teachings and attitudes, and analyse and evaluate responses to questions of meaning, belief, purpose and ethics based upon belief and culture.  The OCL RE curriculum will enable pupils to develop critical thinking skills and the ability to debate, discuss and argue about Big Questions of human existence be them theological, philosophical, ethical or social.

Community: An understanding of what it is to be human – a sense of identity and belonging to their local community as well as a sense of being a global citizen.  A clear understanding of their own role and responsibilities within their communities, and the ability to see themselves as participants in and champions of the transformation of attitudes – which in turn will transform communities.  An understanding of the role that faith, belief and practice play in shaping the identity of both citizens and communities.  An understanding of how religion and faith unite global communities and positively contribute to the development of individual and communal character.  An understanding of how to participate within their community on a positive and meaningful level to create cohesion.

You can read the Statement of Intent for RE here.

You can read our Long Term Plan for RE here.

The Oasis Science Curriculum will equip students with the knowledge of the key scientific principles that allow us to make sense of the world around us and the disciplinary knowledge which enables them to be good scientists in their lives – providing opportunities to investigate scientific theories and unpick evidence to derive their own conclusions that will enable them to make good choices for themselves, their families, community and our planet.

Character: the curriculum aims to ensure that students feel successful during their science education, that they feel knowledgeable and that they have become curious, critical thinkers that are able to make well-informed decisions that they can communicate and justify effectively.

Competence:

• Knowledgeable students: We want our students to be curious learners who can apply their knowledge to the real world.  To do this, we equip them with the fundamental substantive and disciplinary knowledge that allows them to ask good questions, evaluate information, access a range of scenarios and communicate their ideas and conclusions effectively and with confidence.
• Knowledgeable teachers: We want to ensure that all teachers are confident in their subject knowledge and potential student misconceptions across all three disciplines and that they feel secure in taking ownership of differentiating lessons for the needs of the specific students they teach. We also want to provide lots of opportunities to ensure that our teachers know what their students have mastered and which areas need to be revisited later in the students learning journey. Our teachers are knowledgeable about the science of learning and are therefore empowered to make impactful decisions in the classroom. We know that student attention and focus are essential for learning to take place, so creating a calm and purposeful learning environment comes first. Our consistent approach to lesson structure and assessment allows teachers to focus on planning and practising excellent expositions, responding to errors and misconceptions and supporting students regardless of starting point to experience an ambitious curriculum.
• Knowledgeable leaders: We want to enable our curriculum leaders to be experts in curriculum delivery – able to develop the pedagogy of their teams through effective subject-specific CPD, observations and feedback.  We also want to ensure that they are confident in tracking the progress of their students, identifying gaps in knowledge and underachievement and putting in place effective support to ensure that every child is successful in their science education.

Community: Our curriculum ensures that our students understand the impact of their decisions on themselves, their families, local communities and our planet.  It demonstrates the complexity of these decisions and the importance of individual decisions on the collective.  It will encourage students to be advocates for diversity, access to healthcare and a more sustainable way of living.

You can read the Statement of Intent for Science here.

You can read our Long Term Plan for our new Science curriculum here. (This sequence is taught to our current year 7 and 8s).

You can read our Long Term Plan for our current Science curriculum here. (This sequence is taught to our current year 9, 10, and 11s).

Physical education should inspire students to become physically competent in a way which promotes lifelong physical activity. The Oasis Physical Education Curriculum will improve students’ health and wellbeing through a holistic approach that allows them to flourish and become valuable members within their community. Students will be provided with opportunities to develop personally through a wide range of experiences. They will have opportunities to engage and excel in competitive sport, physical activities and leadership, building character and embedding wider core values throughout.

Character: Physical education can promote the holistic development of students, helping them to become better versions of themselves by emphasising moral traits such as respect and fairness. Within our heart assessment students will be encouraged to promote sportsmanship and fair play, students will develop good habits that will bring out the best in each other both inside and outside of sport and physical activity.

Competence: Through our hands and head assessment students will be developing their competence within physical education, which will improve confidence and provide students with the skills and knowledge to lead physically active lives. Physical education will ensure students aspire and take the next steps in their education and personal challenges.

Community: Through teamwork and opportunities to build character, physical education can foster a sense of belonging amongst students. Students learn how to work collaboratively in physical education, which is embedded within the heart assessment, developing leadership skills and helping students to create meaningful relationships and contribute to a positive community culture. Students will understand the pathways within community sport promoting lifelong physical activity. Through sport, students will recognise social and physical barriers to sport within their community and wider topical issues, modelling the nine habits.

We invite you to read our Long-Term Plan here. 

You can read our full Statement of Intent here.