Transforming Learning (2022)

Our intent is to embed practical skills that help to build the student’s confidence in their abilities and removes negative self-misconceptions, showing the students clear pathways to successful work. Giving them opportunities to experiment and problem solve through creative endeavours.

Through reading the students will develop a deeper understanding of artists and artistic movements. They will learn to use relevant technical terminologies effectively and consistently. They will develop an inquiring mind that will allow them to make insightful comments about the work of others. We require all our students to write and talk about many art forms, including photography. We focus on students documenting their initial observations and we challenge them to be confident and to value their opinions. We develop this understanding further through contextual studies and written assessments. Alongside reading, the exploration of practical techniques and the refinement of core skills, allow students to understand and apply the Formal Elements of art and design.

We give students access to a wide range artistic and creative processes. We look at traditional approaches, such as, drawing, painting and print making. We also embrace digital art and photography. Our students create exceptional pieces of work but they also make mistakes and remain resilient. They persevere and learn through practice and high expectations.

At KS4 students can opt to take Fine Art GCSE or Photography GCSE and these pathways build on the strong foundations at KS3 and lead to a range of post 16 progression routes.

“A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art,”

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The Business/Marketing and Enterprise KS4 curriculum has been designed to encourage our students to become more aware of the world of business.  They will gain an understanding of basic economic principles and will be given opportunities to consider the practical application of business concepts throughout the course.  It is hoped that the transferable analytical and evaluative skills they acquire will give them the confidence to develop their own enterprise or to enhance their employment opportunities.

Our curriculum also develops the skills our students need to be able to communicate and interact with others effectively. The focus on literacy, ICT and numeracy throughout this curriculum is key to this.

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In computing our intent is to equip our students with the essential skills, knowledge and digital literacy required to enable them to use technology safely and responsibly throughout their day to day lives. We also aim to prepare students for opportunities that will come their way and careers that may not exist yet.

Provided with real-life contexts, our students will also develop their problem solving skills and resilience using a range of programming software, reflective of industrial practice.

“Everyone should learn how to code, it teaches you how to think.” Steve Jobs

Our curriculum benefits from delivery through a combination of technology enhanced and ‘unplugged’  learning.  Students are provided opportunities to develop and demonstrate their computing abilities both within discreet computing lessons and embedded across the wider curriculum.

Core Principles:

• Computational thinking as a basis to understand the digital world
• Confidence in critical thinking
• Developing digital resilience and personal safety & security

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Purpose of Study

In Design and Technology our intent is to enable our students to develop the skills needed for designing and making through a range of inspiring, creative & practical activities. We understand that upon entry to KS3 our students have encountered a varied experience of Design & Technology.  Therefore, the emphasis within our subject in Year 7 is to provide sufficient depth and breadth to enable students to acquire the essential knowledge and skills to progress through KS3.

“Design is not just what it looks like and feels like. Design is how it works.” Steve Jobs

We provide opportunities for students to work in a range of contexts that reflect the real world.  This allows students to consider how Design & Technology might be used to create the sort of society which they wish to live in now and in the future.

Our curriculum allows students to develop their knowledge and understanding of how to intervene in the natural and man-made worlds through:

• Making without designing
• Designing without making
• Making and designing

We aim to support the growth and development of the Humber region by providing students an understanding of the local food industries and manufacturing & engineering sectors.  We aim for students to have opportunities to work with local employers and FE providers to experience skilled trades within these areas throughout their KS4 pathway choice.

We offer two routes through KS4; Hospitality & Catering and Engineering.

In Hospitality & Catering, we aim to provide students with opportunities to understand and experience a range of hospitality & catering operations further developing their knowledge and understanding of issues related to nutrition and food safety.

In Engineering our contextual based approach allows students to apply and further develop their engineering knowledge and skills whilst demonstrating the ability to solve problems independently.

Core Principles

• Equipping students with the iterative process essential principles of user, purpose, functionality, design decisions, innovation & authenticity as the foundation for Design & Technology
• Developing curiosity & inquiring minds
• Nurturing technical and transferrable skills

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The English curriculum develops emotional maturity, literacy and the ability to articulate thoughts and feelings around issues in the wider world. This curriculum will enable students to have the confidence to use their foundational knowledge, skills and understanding so that they will know how to communicate their character and shape their community. In English, we provide an exciting curriculum which inspires our students to explore language in a thoughtful and critical way; they are supported in developing their own skills to become excellent communicators. The texts studied allow students to think about their place in the world and the issues which affect people in our local community.  They also create a useful springboard for important and mature discussion around love, relationships and human behaviour.

There is an emphasis on using vocabulary purposefully to excite and surprise and communicate for different purposes. This is underpinned with a focus on spelling, punctuation and grammar to ensure our students are accurate, clear, confident and creative when expressing themselves through their writing. We teach writing skills explicitly so that our students are not only equipped to be successful in their examinations but in their life beyond GCSE. We understand how crucial it is to be able to communicate our thoughts, feelings and ideas clearly, especially in such a media centred society, and our curriculum supports our students in becoming well-reasoned, and successful young people in both the local and global community. Our aim is to encourage a love of literature and to ensure our students are articulate and confident when expressing themselves, both verbally and in their written work.

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Our 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, in terms of the human, physical and environmental interactions with recognition of space, place and time. 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 with texts and enhance geographical skills through fieldwork, so they are able to personally experience the geography taught in lessons.

In addition to building these geographical skills, the geography curriculum will enable our students to become employable, well-rounded citizens by focussing on activities such as speech writing and persuasive writing. Students will conduct wider reading and be encouraged to use geographical language through the embedding of key vocabulary in the curriculum to achieve breadth. With these skills, along with the powerful knowledge that we teach, our students will be prepared to understand and excel in the modern world.

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The study of history is fundamental to empowering students to actively engage in modern society. We want to ensure that our students can express themselves with knowledge and precision in their everyday lives, and meaningfully participate in the debates that shape the society they live in.  This is achieved through our emphasis on carefully selected key words that are transferable across and beyond the curriculum. This is complemented by a diverse curriculum with a rich and global body of historical knowledge. Students encounter this knowledge through carefully considered enquiry questions, which are framed by second-order concepts designed to prompt analytical thinking. These include causation, significance, as well as source and interpretation work, which embolden students to think for themselves and where appropriate, question the nature and validity of the information presented to them.

Ensuring students have high levels of literacy and oracy is a key part of how we ensure students acquire the confidence to do this effectively. As a routine part of everyday classroom practice, students are afforded a vast array of opportunities to deliberately practice using the skills, vocabulary, and knowledge they encounter in a low-stakes environment. These include activities such as speeches and debates, as well as regular opportunities for formal writing practice. Articulating yourself clearly and precisely is a crucial part of success in the modern workplace, and it is essential that students are at ease demonstrating these soft skills.

The history curriculum at OAW is designed to prepare students for life within and beyond school; laying the foundation for students to become employable, civically engaged future citizens who feel like they belong to the society that they live in.

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Using a mastery approach our aim is for all students to develop skills and long-term knowledge with a deep understanding to be successful at GCSE level and beyond.  Mathematics is essential to everyday life, science, technology, engineering, financial literacy, and most forms of employment.  We offer a broad curriculum taught through a well-planned sequence of lessons, aiming to develop an understanding of the mathematical world, the ability to reason mathematically and an appreciation and curiosity for the subject.

Within lessons we promote independence, self-belief, resilience and leadership. Oracy skills are developed by encouraging students to think, talk and write about their understanding. Lessons interleave, ensuring students recall knowledge from previous lessons and topics, to build and retain knowledge.

At KS3 we start the foundations of a concrete, pictorial abstract approach, applying this to all aspects of the maths curriculum. Students explore links between different topics within mathematics and at KS4 can use these links to solve more complex problems.

Core concepts and principles of progression:

• Mathematical fluency
• Representation, language and notation
• Mathematical thinking
• Reasoning
• Problem-solving
• Conceptual understanding

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At Oasis Academy Wintringham we believe that language learning can open doors for all our students. We have designed the MFL curriculum to encourage our students to explore and gain a deeper understanding of different cultures with the hope that our students become more aware of the world outside of Grimsby and become much more inquisitive about what the wider world can offer them.  We also hope to equip our students with the skills that will allow them to grasp the opportunities of working for the international firms now thriving in the local area.

Our curriculum develops the skills our students need to be able to communicate and interact with others effectively. Our focus is on developing our students’ competence in the four skills of listening, speaking, reading and writing, building up a sound foundation of core grammar and vocabulary.

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Purpose of Study

Our aim is to engage and inspire our students to develop their love of music and their talents as musicians.

Students will learn how to express themselves and experiment in a safe environment where everyone is supported, listened to and appreciated.

Students will be given the skills to create, the resolve to persevere and the confidence to perform.

Reading

Students will develop an understanding and application of musical language and terminologies. The student’s ability to recognise, to understand, and to apply starts with their ability to read.

This ability to read is reinforced through the use of key musical elements such as rhythms, melodic notations, chord diagrams and tablature.

Through reading, listening and performing the students will investigate Music History.

Knowledge and Skills

Through both reading and the application of practical techniques, the students will develop an understanding of musical formal elements, such as, timbre, pitch, texture, tempo, duration, structure and dynamics.

The students will develop and expand their knowledge, skills and understanding through practice, rehearsal and performance.

Students will explore the song writing process and how it allows them to explore, experiment and to refine their compositions and performances.

Students will experiment with arrangements and genres, they will discover what makes a piece of music successful.

Personal Development

Rehearsal and performance opportunities aim to develop life skills such as leadership, time management, organisation, communication, self-discipline and the ability to present to an audience.

Our aim is to build confidence and creativity within our students, stimulating their natural passion for music and using this to develop well-rounded skills and attributes.

Students learn to work together as an ensemble to deliver collaborative performances, using a range of musical instruments.

We aim to give our students a greater understanding of music in the world around them, and its importance within a wide range of diverse cultures and backgrounds. We embrace diversity in Music and our students recognise how music reflects our society and gives everyone a platform for creative expression.

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Purpose of Study

The Performing Arts Curriculum at Oasis Academy Wintringham is based upon the students developing a sense of self, responsibility, and artistic intention.

Our aim is to give the students the skills they need to be confident in their approach and application of the performing arts.

We demonstrate and respond to a range of influences and performance opportunities. We explore the importance of effective communication within different contexts.

Reading

We require students to gain an understanding of performance related vocabulary and dramatic terminologies. We require them to read and rehearse a range of plays and scripts and how to communicate the emotional content of this work through the performing arts.

We also encourage self and peer assessment so we can support each other and strengthen performances. To do this effectively students need to have a strong ability to understand the requirements of each performance and a strong comprehension of the source material.

Knowledge and Skills

Our students will recognise different approaches to the Performing Arts and explore a range of techniques. This knowledge will allow the application of formal elements connected to the Performing Arts.

Through practical performance, reading and oracy skills the students will develop and refine effective communication that will result in stronger outcomes and a more meaningful learning experience.

Throughout all stages of the students performing arts education, vocational awareness and professional approaches will be built into the students learning, the performances they produce and the understanding they demonstrate.

Personal Development

Our aim is that all students are able to recognise their strengths and to become confident but we also want  them to  understand that reflection in failure facilitates growth. Through evaluation and refinement the students will developing perseverance and a willingness to succeed.

We embrace to collaborative nature of the Performing Arts, giving each student a sense of inclusion and respect for diversity.  We celebrate differences and use our awareness to strength our performances and our understanding.

The students will work within the vocational context of a professional performer understanding the workings of the Performing Arts industry. Throughout the curriculum the students are presented with choice and challenge requiring them to be a risk taker. Ultimately, we want the students to experience success and failure in the artistic choices they make so that they can grow.

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Religious Education 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 our 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 that RE 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 study various religious texts from the dominant religions in the world today. This focus on reading, along with our emphasis on key words develops our students’ vocabulary and understanding of these complex areas.

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The science curriculum at Oasis Academy Wintringham allows students to experience deep learning and develop a broad level of understanding about natural phenomena occurring in the world around them.  Our exciting 5 year curriculum covers and exceeds the national curriculum core composites, encouraging both knowledge and skills development, with a clear focus on practical elements of ‘how science works / working scientifically’.  Reading underpins the evolution of learning in science, with a relentless focus on the use of subject specific vocabulary, making and recording observations, analysing data and forming knowledgeable evaluations.

Throughout the five year curriculum, students experience teaching and learning in topics covering Biology, Chemistry and Physics and the sequencing of lessons provides a clear structure for knowledge to be acquired, applied and recalled.  The spiral nature of knowledge progression is deep rooted in the curriculum and every unit of work is clearly mapped through the key stages, allowing our students to be equipped with powerful and essential world knowledge.

The delivery of the curriculum through core composites our students develop in character, confidence in practical skills, resilience when faced with challenges and develop oracy through verbal reasoning and debating.  These skills pave the way for our students to make contributions to Great Grimsby and we are committed to ensuring that they are equipped with the knowledge, skills and qualifications to reach their potential.

The science curriculum ensures opportunities for future employment in our thriving region including the renewable industries on the Humber bank as well as engineering and training opportunities with local companies and partnerships.

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Our mission is: to improve wellbeing and personal development through Sport, Physical Activity and Health and Social Care.

Physical education at KS3 and KS4 should inspire students to become physically competent in a way which promotes lifelong physical activity. Our Physical Education Curriculum improves students’ health and wellbeing through a holistic approach that allows them to flourish and become valuable members of their community. Students are provided with opportunities to develop personally through a wide range of experiences. They have opportunities to engage and excel in competitive sport, physical activities and leadership, building character and embedding wider core values throughout.  Students develop their knowledge and understanding throughout KS3 to be able to progress on to the BTEC First Award in Sport at KS4 which opens a number of sports pathways for the future.  Students are taught key terminology and vocabulary in all lessons in KS3 Physical Education which are required to access the literature required in KS4.

The Health and Social Care sector caters for almost 3 million jobs nationally and is a key source of employment in our local area.  At KS4 students can opt to study the BTEC Technical Award in Health and Social Care.  This qualification provides an opportunity for the practical application of skills alongside conceptual study.

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