At Oasis Academy Warndon we believe that learning should be a journey of discovery and excitement at all stages. Therefore we aim to provide challenging and engaging learning experiences both in and out of the classroom. Each child will have their own path to walk, their own journey, and we want to ensure that our curriculum and everyday teaching reflects this, so that everyone can end the year feeling like they are confident in their achievements and progress.
In order to see the value in what they are learning our pupils' experiences should be firmly rooted in their day-to-day life. We want the lessons our children learn to carry with them outside of our classrooms and build the foundations of a passion for learning. In order to help us do this we want our parents parents to be in the know about what their children are learning each week.
To do this we provide a breakdown of what is taught in class in each topic. These are called our Curriculum Overviews. If your child comes home and says they did art today, you can find out what the focus of art is that term. If they can't describe what they were learning in maths, you'll know what the topic is from the Guide.
We follow the National Curriculum guidelines and also offer extra curricular opportunities for learning.
The Character Curriculum
6 focus areas; enabling the children to develop the right mixture of skills and knowledge to prepare them for the next phase in their education and in becoming world citizens. It is a cross-curricular approach to teaching encompassing high levels of creativity and self-reflection; opportunities to make long-lasting memories and celebrations of the children’s successes. Each half term has a focus theme, such as ‘heritage and values’ or ‘global citizens’, which is repeated in each year. This enable children to build on previous knowledge and make connections in their learning.
Character: Our twelve character robots are a huge part of the academy and enable our children to reflect on their character development at a highly in-depth level. Children gather evidence throughout the year around the 12 characteristics and are celebrated through weekly assemblies and prizes when they complete an evidence profile. At the beginning of each theme the class profile for character and their social-emotional class profile is closely studied by the teacher and the curriculum is then planned around their bespoke needs for the upcoming half term.
- Progressive Skills
- Curriculum Coverage and Skill Mapping
- Knowledge Organisers
- Assessment and Analysis of Skills and Knowledge
- Taken from national curriculum
- Clear focus on developing transferable, permanent skills.
- Skills kept simple and focussed without over complication.
We cover age-related expectations for:
- History and Geography
- DT and Art
- Economic, emotional and physical well-being
To ensure a broad and balanced curriculum the skills and character ARE are mapped carefully across the year to ensure coverage and correct pitch within the variety of themes covered.
At the beginning of a theme the Character assessment and Thrive analysis are carefully scrutinised to ensure that opportunities are built into lessons to build on the needs of the specific class and year group.
The most powerful tool in the arsenal of the curriculum designer is the knowledge organiser. These organise all the most vital, useful and powerful knowledge on a single page. Knowledge organisers are given to all pupils at the start of each unit to help them remember what they’re learning. No longer out of sight, out of mind: instead of leaving behind previous units’ content, teachers can recap quickly and easily in lessons. Instead of forgetting all about it, pupils continually revisit and retrieve prior learning from their memories.
Upon completion of a unit the children complete a mini-quiz of 10 questions and reflect on the unit and what they feel they have learnt. This quiz and reflection is then used in teacher assessment to record:
- Working towards, Expected or Exceeding against the curriculum objectives covered
- Working towards or Expected against the ARE character statements.
The class teacher enters this onto an Excel sheet at pupil level and the curriculum leaders then analyse this data and choose key areas/groups to focus on in the subsequent theme.