Curriculum

Our curriculum has been designed to develop students’ visual language skills and to appreciate different cultures, people and places. The department aims to ensure students have access to the broader local community via local art galleries and visiting artists. The aim is to prepare the students for a wide range of career pathways in art and understand the vast opportunities available to them. We aim to engage in developing students’ analytical and problem solving skills whilst developing their strengths inside and outside the classroom.  Students will be encouraged to experiment with a wide range of materials, both traditional and virtual, in preparation for KS5.

Students will have a passion for the subject, encouraging them to become independent learners and gain confidence in their decisions. Students should be able to generate their own ideas towards their realised intentions whilst taking risks and experimenting with ideas and materials.  Students should be confident to have an opinion on the work of other artists, craft makers and designers and understand the historical and cultural context.

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The Computing department at Oasis Sholing aims to equip the students with skills to participate in a rapidly changing world through challenging and engaging topics. We are committed to ensuring that students know how to stay safe online and can use technology with confidence and security. Students will develop an understanding and application of the fundamental principles of computer science by having opportunities to write programs, design webpages and produce digital products.

Computing skills are a major factor in enabling students to be confident, creative and independent learners and it is our intention that students are given the tools in computing to allow them to achieve this.

In computing we are dedicated to ensuring our students leave with the skills to fully embrace a future of rapidly advancing computer technology.

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We provide inspiring opportunities for students to excel in creating dynamic, exciting and powerful theatrical performance.  Through continual access to challenging stimuli and work of practitioners, students actively engage with creatively adapting work of industry professionals, demonstrating breadth and depth of knowledge of theatrical techniques and devises to create sophisticated and original work.

Students are enabled to create thoughtful characterisation, applying acting skills with flair and originality; enabling students to explore different perspectives, ways of being, including aspects of society and culture both past and present.

Drama lessons provide opportunities for students to hold a mirror up to the world around them – to sensitively challenge, passionately interact, creatively play, and insightfully explore what it is to be human; what humanity is, who we are, where we’ve come from, and to ultimately inspire who we could be.  Within their written work students are challenged to become articulate authors of analysis; capable in describing, analysing and evaluating their own work effectively as well as that of professional productions.

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We want our pupils to have a strong command of the English language, being able to call upon a rich bank of knowledge to make informed and educational opinions. Pupils will be equipped with powerful knowledge to become both critical and empathetic thinkers, using not just accurate information to help inform their ideas, but precise vocabulary to help express themselves.  We have created a 5 year curriculum journey that allows pupils to revisit and keep fresh the powerful knowledge and make connections not just between their own learning in English, but their learning across other subjects, too. Our curriculum is enriched with texts from the literary cannon that allow pupils to add to their bank of cultural understanding of writers and their ideas. Right from the start of their journeys, the pupils are encouraged to engage in the ‘difficult’ texts, exploring and navigating their way through the likes of Dickens, Shakespeare and Orwell.

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At Oasis Sholing, we want our students to feel confident in planning and preparing a wide range of dishes that are nutritional and seasonal. They will demonstrate an understanding of how and why ingredients work so that they can put this life skill into practice in their own homes and future lives. Our learners will participate in busy cooking sessions to develop their independent skills, practice excellent food safety, safe storage & hygiene as well as theory lessons to underpin their knowledge. Using this knowledge we want our learners to be able to recognise and follow a healthy balanced diet. When our learners leave us we will have enabled them to continue their training by choosing to study a professional Hospitality and Catering course either at a Further Educational College or gain an Apprenticeship.  Alternatively they can study A-levels then progress to a Food Science degree.  Food technology teachers are committed to providing learners with a consistent, exemplary teaching and learning experience, ensuring all students, no matter what background, ability or need make good progress. 

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The geography curriculum is designed to instil a sense of place in our students, whilst being cross-curricular with literacy, numeracy and science. The aim is to use place specific case studies at local, national and international scales. This takes students beyond their own experiences and contributes to their general knowledge and future life. The aim is to broaden their horizons, to enable them to understand where geography can take them. The department aims to engage with the school community and the local community through social media, local projects and promoting relevant topical issues. Although following a knowledge rich curriculum we aim to improve literacy, numeracy and geographical skills to provide students with skills for future careers. In addition, we aim to enable students to have empathy and the ability to have opinions on local, national and global issues.

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Natural Hazards Knowledge Organiser

Population & Urbanisation Knowledge Organiser

Future Threats Knowledge Organiser

Globalisation & Superpowers Knowledge Organiser

Health and social care is a vocational subject which gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. Learners will be able to take responsibility for their own learning and to develop skills that are essential for the modern-day workplace. These skills include: teamwork, working from a prescribed brief, working to deadlines and presenting information effectively. They will be able to apply their knowledge and understanding within a health and social care vocational context. Those that study BTEC health and social care are challenged to strive for excellence and to achieve above and beyond their MEG.

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Our vision for the history curriculum is to embed knowledge of history that engenders curiosity amongst learners and encourages them to engage in inquisitive dialogue, inside and outside of the classroom.  The history department seeks to create critical thinkers who can analyse, evaluate and make independent judgements about historical events, evidence and modern day situations.  Our department has consistently high expectations of learners that develop a core set of moral values.  Lessons will be sequenced in chronological order to enable students to gain an understanding of the impact and place of history in the wider world and within our community.  We will broaden the cultural capital of students by offering opportunities to engage in history outside of the classroom as well as enabling students to develop a rich and diverse vocabulary.

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At Oasis Sholing the mathematics curriculum is developed to ensure all students are given a thorough understanding of the core fundamentals of mathematics.

This is achieved through a curriculum that:

• Builds on prior learning – we follow a spiral model where the curriculum regularly revisits topics, allowing for them to be reviewed and then built upon as students move through the school.
• Encourages resilience and independence – students are regularly exposed to a range of routine and non-routine problems, allowing students to apply their ideas in a variety of different contexts.  All errors and misconceptions are treated as an opportunity to deepen understanding of these concepts.
• Builds confidence – practise and consolidation play an important role in embedding skills for learners. Teachers provide a high level of active practice and monitor students whilst they are doing this.

We believe all students should leave Oasis Sholing with a good level of numeracy that will support them in their next stage of education. For those coming to the end of their formal maths education our goal is to ensure they have a formal grounding in mathematics which allows them to appreciate it as a subject, use it in everyday life and one day encourage their own children to do the same.  For those wishing to go on to study Mathematics or a related course at college our goal is to ensure their algebraic skills are fluid and well-practiced and their ability to reason is secure.

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We believe that languages should be accessible for all students. The MFL curriculum aims to build a deep knowledge of grammar and vocabulary that ensures students can communicate purposely in the target language they study in and out of the classroom. The authentic situations and stimuli enable students to see language in context and learn about the culture of Spanish and French speaking countries.  This knowledge-rich curriculum provides the framework to gain essential language knowledge and language skills as well as develop a better understanding of the multicultural society we live in.  We are equally committed to providing students with a range of opportunities so they can appreciate the culture and customs of different countries.

FRENCH
SPANISH

Music at Oasis Sholing aims to create aspiring students by challenging them in class through a practical exploration of performance, composition, production and listening.  Students will develop their listening skills to analyse specific sonic features.  Their performance skills and confidence will flourish through a safe and constructive learning environment. Production and composition skills will grow as students explore and create music from a variety of genres, artists and composers. 

Music will advance students’ knowledge of skills and playing styles whilst promoting positive attitudes, including personal management and communication.  The ability to work together in groups, or focus individually, plays a key part in music.  Through playing, producing and composing, we provide opportunities for students to explore their emotional literacy.  Students will have a passion for learning and will have grown to become confident musicians. 

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We believe in participation for all within our curriculum. We allow students to explore a variety of different activities where they will learn and improve their skills and knowledge. The physical education department celebrates the success of all students and the lessons are structured to allow students to progress within all activities. Our curriculum design gives students the opportunity to study activities in key stage three to broaden their knowledge and level of skill in order to understand the key elements of each sport.  As students progress into key stage four they are encouraged to use prior knowledge and learning experiences and apply it within a more challenging environment.  

As well as a participant, we also give students the opportunity to take on other roles in the lesson.  It is important for students to experience being a leader, coach and official as these roles allow learners to develop vital skills such as communication which they can apply in the real world. Students are encouraged to take risks and to challenge themselves to be the best that they can be. Our fundamental aim is to teach students to be long-life participants in physical activity.  We want them to enjoy exercising and to be able to make informed choices in order to follow a healthy active lifestyle when they leave school.

PE
BTEC SPORT

The PSHE curriculum aims to build a deep knowledge of key current national and regional issues that affect our young people. It builds on their life skills and helps them to be ready for life in Modern Britain. The topics covered include the statutory elements of sex and relationships education, drug education and financial education.

This knowledge-rich curriculum provides the framework to gain essential key skills as well as to develop a better understanding of the multicultural society we live in. The topics covered encourage them to make informed choices for a healthy and safe lifestyle both now and in the future.

Additionally we ensure students learn key transferable skills such as demonstrating respect and tolerance, showing empathy, high-level thinking skills and working with others. We aim to give students the confidence to communicate and express their views and opinions at ease within a safe environment.

We are equally committed to providing students with a range of opportunities so they can extend their knowledge of the culture and customs of different countries and the wider world relating to a wide range of PSHE issues.  We frequently use videos, authentic materials and guest speakers at school.

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Ninety percent of the world is religious. Religion has a massive impact on our students’ lives. Religious studies is crucial in helping to develop cultural capital, teaching tolerance and celebrating diversity. Students need to be able to listen and respect others and take time to formulate their own opinions on local, national and global issues. They develop important life skills such as empathy, questioning, evaluating as well as considering spiritual and religious ways of life. In a world of social media, fake news, and terror attacks, students need the opportunity to ask why? Students need the space, time, skills and knowledge to be able to synthesise what is happening in our world today.

Religious studies has a broad and rich curriculum that addresses misconceptions, challenges stereotypes and reinforces our modern British values so that our students can thrive and flourish during their time at OAS and beyond. Our knowledge-based curriculum allows students to become familiar with the six major world religions. It aims to support students in learning about religions and empowers them to learn from religion.

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At Oasis Sholing, we want our students to feel empowered with a rich bank of knowledge, to be curious and apply their knowledge to the real world and make informed choices about real life situations. Our students believe they can be successful in science, and aspire to fulfil their potential. We want our learners to be able to choose to study A-level science, flourish in a scientific career if they wish to and to understand the world in which they live. Teachers are committed to providing learners with a consistent, exemplary teaching and learning experience, and to ensuring that all children, no matter what background, ability or need make good progress in science.

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