We invite you to find out more about what we teach at each stage of our curriculum.
- Art / Design Technology / Food Technology
- Business Studies
- Dance and Performing Arts
- Engineering CTEC
- Health and Social Care
- Media Studies
- Modern Foreign Languages
- Physical Education
- Religious Studies
“Art evokes the mystery without which the world would not exist” (Magritte, 1973)
The knowledge based, sequential curriculum is designed to ensure that all students develop understanding of a broad range of skills and processes, whilst embedding contextual understanding of artists, designers and craft makers from around the world.
Our art curriculum aims to inspire students to become open-minded, inquisitive, reflective and skilful artists. They will gain confidence to explore and develop their ideas and acquire valuable skills to communicate and understand the world around them. The key words: Understand, explore, record and create are central to students’ artistic journey as they progress through a cycle of exploration, reflection and development. The complexity of tasks, vocabulary and concepts further increase as students move through the curriculum and become independent and resilient artists.
“Curriculum intent for KS4 and KS5 Business at OASP:
To develop students’ knowledge and confidence in understanding the business environment around them. Throughout the curriculum, students will develop the knowledge and skills to explore the business environment, apply their knowledge to different business context, analyse and evaluate business concepts and approaches using relevant business models and theories; using relevant calculations to interpret data to support their judgement and evaluation.
Students to have the knowledge and skills required to understand how businesses operates and their impact on the wider society. This will allow them to make informed business decisions as consumers, employees or future entrepreneurs and leaders, set up their own businesses and be successful.
To be also aware of the external environment which can form opportunities or threats for businesses so that they can think for themselves and outside the box. For example, government initiatives which support start up and innovation; technology as an opportunity or threat for businesses in the changing world of business.
Be aware of impact of businesses on environment and wider society – impact of their decisions as consumers, employees and employers or business owners on the environment and wider society and be able to make weigh up choices and choose the best options.“
Our aim is for all students to develop their creativity through the medium of dance. Through a holistic approach, we want our curriculum to inspire, build confidence and develop love and respect for the subject, both practically and theoretically.
All learners will develop transferable skills through inspiring, challenging and engaging practical lessons. Theory lessons will provoke thought and give students an insight into a range of dance styles from a variety of cultures. Our curriculum is designed to support students in the development of their dance technique, enabling them to choreograph, perform and critically evaluate. Opportunities outside of the classroom build upon and extend the knowledge learnt in lesson. These opportunities include being part of Nation Dance Company, attending live performance and workshop and participating in competitions.
‘Drama gives you the imagination to be someone else, the flexibility to work in any situation and a quiet compassion for the difference of others.’- Katie Mitchell, OBE, acclaimed theatre director and practitioner (interview at National Theatre, 2019)
Drama is an exciting, inspiring and above all practical course. This subject offers a broad and coherent course of study which enables learners to apply knowledge and understanding when making, performing and responding to theatre. At KS3 drama students will gain knowledge and practical skills of various dramatic devices from naturalistic, non-naturalistic and physical theatre genres. Stimuli will link closely to the English curriculum as a way of double strengthening their understanding of the content, giving them the opportunity to create their own interpretations of Greek myths, as well as scenes from Grimm Tales, Oliver Twist, Northern Lights and Beowulf. Every student will have the opportunity to gain skills that can be applied cross-curriculum such as confidence, resilience, critical analysis, problem-solving, citizenship and many more. If chosen at KS4, students will take the GCSE course accredited with the WJEC Eduqas board. Students will refine, build on and expand physical theatre and naturalistic acting knowledge and skills acquired at KS3 while adding in new genres to their knowledge such as verbatim and epic theatre. The specification promotes involvement in and enjoyment of drama, as performers and/or designers, directors and stage managers. There are two school productions every year which all year groups are encouraged to participate in as an actor or supporting with design or stage management. We have taken part in the Shakespeare for Schools Festival or National Theatre Connections in recent times and aim to do so again. There is also an additional KS3 drama club run by older students at the school. Finally, there are numerous theatre trips operated throughout the year, which are primarily offered to those students in school productions and GCSE students but there will be opportunities for students not fitting these criteria as well.
“Literature adds to reality, it does not simply describe it. It enriches the necessary competencies that daily life requires and provides; and in this respect, it irrigates the deserts that our lives have already become” (Lewis, 1934)
Our English curriculum is rooted in rigour and demands the very best of our students. We are academic and ambitious in our approach, and our pupils are guided by teachers who are subject experts.
With English teachers as experts, we lead the students, through direct instruction, through a rigorous and ambitious curriculum to help students fulfil their potential and stretch themselves. Regardless of prior attainment and/or disadvantage, no student is left behind due to our knowledge rich curriculum, which provides all learners with a balanced breadth and depth of understanding of English Language and Literature. Through contagious teacher enthusiasm, we develop students to recognise and thrive on the reward and joy of literary academia. We take pride in, as a team, planning consistently well-structured, coherent, and sequenced lessons which empower teachers and students maximise lesson time and understand the connections between the big ideas in literature, from Aristotle’s conventions of tragedy to modern Gothic.
“Geography is the study of the earth as a home to humankind” (Johnson, 1985)
We want our pupils to leave OASP being able to understand why the world is the way it is; both the physical and human process that have shaped it and continue to shape it. We want them to have the capability to add to this body of understanding themselves in the future.
The Oasis Geography curriculum is an academic, knowledge-rich curriculum, designed to ensure the very best outcomes for students using the latest research in cognitive science. It helps students to understand their role within the wider world and how to be sustainable model citizens. Central to the curriculum are three core strands: Knowledgeable students: We want our students to be curious learners who can apply their knowledge of both human and physical Geography to the real world, ask good questions, access a range of scenarios and express themselves eloquently and with confidence through learning relevant, global and local case studies. Knowledgeable teachers: The OASP Geography curriculum is well-designed and meets the needs of what has been set out in the National Curriculum and the AQA specification. 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: Our curriculum leaders are experts in curriculum delivery – able to develop the pedagogy of their teams through effective CPD, observation, feedback and tracking progress of students. Our curriculum is ambitious and designed to give all learners, particularly the most disadvantaged and those with additional needs, the knowledge and cultural capital they need to succeed in life.
“History is a mighty drama, enacted upon the theatre of times, with suns for lamps and eternity for a background” (Carlyle, 1991)
Our vision is a simple one. We want our students to develop a love of academic history through rigour, challenge and candour. We do not shy away from difficult material, complex subjects or grand historical concepts. Instead, these form the bedrock of what we teach.
As a History department, we believe that our students deserve a broad and ambitious curriculum, rich in knowledge and skills. In our view, this should inspire them to be curious about the events, beliefs and individuals that have shaped our present and future. Our intent is that pupils will be encouraged to explore a knowledge rich curriculum embedded with sources and interpretations. This will help them become analytical thinkers who have the confidence to question the world around them. Their History vocabulary will be rich, allowing them to make sense of what they hear, read and encounter in the world. Our curriculum is focused on key developments and turning points within British and global history and built around ‘big ideas’ in society. Pupils explore these alongside the diverse history of their community and cultural background. This is done to ensure all students see themselves in their history lessons and have the greatest possible understanding of themselves, society and the world around them, and enabling them to become socially-aware and politically attuned young people. We want all of our students to stand in any circle with confidence.
“The study of Mathematics, like the Nile, begins in minuteness but ends in magnificence” (Colton, 1825)
Maths at OASP is built on an ambitious curriculum which aims to take students with maths attainment well below national average when they join in year 7 to a position where they have sufficient knowledge to excel in their GCSEs, move on to the next phase of their maths education and be proficient in mathematics in future careers.
Maths at OASP is built on four key principles: Conceptual understanding is at the heart of all learning with learners seeing maths as an interconnected set of ideas, not a set of abstract rules. Mathematical language and literacy is taught, modelled and it’s use expected throughout all learning, improving learners vocabulary and ability to reason and explain. Fluency is built through frequent and deliberate practice with increasingly complex problems over time developing learners’ ability to recall and apply knowledge. Problem solving is developed so that learners can analyse a variety of problems and apply their knowledge by breaking down problems into a series of smaller steps and persevering in seeking solutions.
“A different language is a different vision of life” (Fellini, 1978)
We want our students to apply what they learn in our classroom for the rest of their lives.
Our curriculum is knowledge-rich, focusing on students retaining and mastering key vocabulary and grammatical structures, and we supplement this with frequent opportunities for spoken and written production. Over time, students will learn to speak and write with increasing fluency, complexity and spontaneity. Grammar and vocabulary is presented sequentially, and are interleaved across topics to ensure that students are constantly building on prior knowledge. We present students with vocabulary, grammar and ideas beyond the curriculum through the use of authentic materials. Spoken language in our curriculum is designed around real-world scenarios so that students become confident communicators, able to initiate conversation and thrive in other countries.
“Education in music is most sovereign because more than anything else rhythm and harmony find their way to the innermost soul and take strongest hold upon it” (Plato)
We want music at OASP to be a subject in which musical expression works hand in hand with an acquisition of both skill and knowledge.
Our intention in music is for all learners to become creative, confident and reflective musicians, equipped with the skills and understanding needed to succeed in further study and a future career. We deliver engaging, practical sessions which spark curiosity, underpinned by a progressive understanding of key musical knowledge. Students are supported to establish a strong sense of musical identity by producing high quality music which represents their own creative ideas and interests, whilst being exposed to vocal and instrumental techniques from a range of cultures. Our music community goes way beyond the classroom, with many opportunities to produce and perform music for shows, festivals and online media.
“It is really important that we promote competitive support in schools. It is very important that we recognise that has to be underpinned by good quality physical education and by getting people into patterns of exercise.” (Coe, 2005)
By developing a powerful knowledge and understanding of these big ideas our students will be better prepared for their future life/career pathways and choices.
At Oasis Academy Shirley Park, the aim of studying PE is to inspire all pupils to engage and develop in a subject that aims to enhance students’ academic and physical ability and support the development of our big ideas: Healthy active lifestyle, techniques and tactics, future career pathways and life skills. Fundamentally, our curriculum for powerful knowledge is sequenced, so every year links into the next year from year KS3 through to KS4. We believe our PE practical curriculum grants the biggest range of breadth and depth of individual and team sports and will offer the most rewarding challenges for our students, whilst still supporting our big ideas. Our aim is to constantly build upon the student’s knowledge, for both the Cambridge and GCSE PE pathways, so that they are ready to make the step up to KS5 and future career pathways with confidence. Our ambition is for all our PE students to leave Oasis Academy Shirley Park with the knowledge of how to live a healthy active lifestyle, develop an improved understanding of techniques and tactics for a range of different sports, hone skills/knowledge for potential sporting future career pathways and to enhance life skills such as determination, discipline and dedication.
Our RE curriculum aims to supply students with a foundation of knowledge around a variety of religions, so that they may better analyse religious and ethical questions and debates.
The aim and purpose of the curriculum in R.E is to allow students to understand and reflect upon religious practices, whilst underpinning morality and world values. It will also provide opportunities for students to explore and express their own responses and personal beliefs. A key stage 3 RE student looks like someone who is able to understand various ways of life and beliefs. Whether they are religious or not, they will be able to understand how this affects a persons life and values. This student will have a greater understanding of the multicultural and multi-faith society that we live in. In the process, developing high order thinking skills through classroom debates, essay questions and low stake quizzing
“Nothing in life is to be feared, it is only to be understood. Now is the time to understand more – through science – so that we may fear less” (Curie, 1902)
The basic curriculum prepares all students to site the “combined Science” GCSE with an additional support route offered in Y11. Our KS4 offer allows all students the opportunity to progress to KS5 where we offer A-level’s in the three main sciences and two combined “applied science” A-level equivalent routes.
Our curriculum builds upon the KS2 curriculum and the tacit knowledge of phenomena students have gained and supports them in progressing towards a deep understanding the science that underpins them. Our pedagogy is based upon the most up to date research from the education endowment fund recent report into science education and utilises the work of the University of York science groups “BEST” project. Our “combined offer” covers the three main sciences: Biology, Chemistry and Physics. We also include ‘Earth Sciences’ as a distinct thread within our chemistry curriculum. Within each science topics are sequenced around a series of “big questions” which students explore in increasing depth as they move through the school. These ‘Big questions’ build up on what students will have learnt in primary school and from their own experience and can be extended all the way to University level science and beyond. As students reach Y9 they also start to explore the way knowledge and understanding is developed within each to the three sciences – delving beyond the national curriculum into how science generates, challenges and improves our understanding of the universe. Our curriculum also aims to meet the Gatsby benchmarks for great practical science. From Y7-Y13 students participate in regular and meaningful practical experiences which are built into the lessons, supported by our developed technical team. Students will spend part of each year studying each science in turn and will usually have the same teacher for all three to help build and maintain relationships. Students will have a “Core questions” knowledge organiser for each term but the following resources can also be used to support the curriculum from home. We also offer a “wider learning” curriculum of after school clubs, trips and our “nine things to do before year X” to encourage wider engagement.