The Subjects We Teach

We are learning this because English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually.

Literature, especially, plays a key role in such development. Reading texts with challenging or sensitive themes enables discussion and contemplation in a ‘safe space’ with opportunity to explore in greater depth. Through the texts we have chosen, students are introduced to ideas beyond their own experiences and environment.

Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised. Through our dedication to improving the vocabulary of our learners, we aim to equip them with a lexicon to be proud of; to enable them to move on from our setting confident in their ability to communicate in any future endeavours, both in their professional and personal futures.

We aim to ensure all students leave us with oracy skills which will empower them in any environment. The desire to build articulate learners with soft skills and linguistic confidence drives our curriculum, placing equal importance on both the spoken and written word.

The intent of our mathematics curriculum is to design a curriculum which is accessible to all. It will allow us to become fluent in the basic understanding of mathematics in order to develop the ability to recall and apply knowledge rapidly and accurately. Our Maths lessons provide the opportunity for varied and frequent practise with increasingly complex problems over time. 

Our mathematics curriculum provides all students the opportunity to use mathematical language to strengthen conceptual understanding by enabling students to explain, reason and prove. Discussion is a key part of our lessons and allows students to develop an argument, justification or proof using mathematical language. 

We take a mastery approach to teaching mathematics for understanding. We provide the opportunity for students to develop their basic understanding of maths and use these building blocks to plan and develop maths further. We want students to make connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. 

We want our student’s to recognise and understand relationships and patterns in numbers in the world around them. We want students to be able to recall Maths knowledge and skills quickly and apply them to other contexts. We want them to see the importance of maths and provide them with the skills for future success.  

We study science because gaining scientific knowledge provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed the lives of humans beyond recognition, through (to name just a few) the invention of agriculture and selective breeding, medicine, electricity, materials and the internet.

Science will continue to be vital to the world’s future prosperity, through the next exciting scientific breakthroughs such as gene editing, space exploration, quantum computing, future transport, wireless electricity, nuclear fusion, rewilding and tackling climate change amongst many other possibilities. We believe all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science so they can understand what has been done and what can still be done in the field of science and human progression. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena.

The Arts deepen the understanding of all our life experiences, providing rewarding activities that inspire, inform, stimulate, challenge and entertain.

All Students will explore a wide range of practical skills within the classroom: There are also many opportunities beyond the classroom with outings, art clubs and guest artist visits. Critical and contextual studies of Art are also endorsed and considered to be a fundamental catalyst for understanding cultural development and recognising one another’s worth and diversity.

During their studies, students have to contemplate Art and Design’s place and importance on the global stage: Tomorrow’s world will require a high level of creative thinkers not only in the Art industry but also in a wide range of employment sectors. At present, our creative model allows students to develop and refine their work over sustained periods to produce individual work, with fixed deadlines: This enables them to become more creative, organised, experimental and reflective. All skills and practices are explicitly linked to many work-related environments; this aligns the subject’s intent with the whole school vision: “Together we will unlock and celebrate the unique and limitless potential of every individual, to lay the foundations for a successful and fulfilling future”.

We are learning Children’s Play learning and Development because a high quality education in this subject area will inspire all students to consider working within the sector attaining sound knowledge of how children learn and develop. Teaching will equip students to ask perceptive questions developing an enquiring mind and critical thinking. Children’s Play Learning and Development helps students to embed values such as fairness, inclusion and respect, providing opportunities to build character. This curriculum area will be useful for students considering careers relating to children and development; it will also develop valuable skills and knowledge for future parenting.

We study Construction because projects can vary from a small refurbishment of a bathroom to the development of a new town or motorway. All projects need to be planned; some projects will need a Project Manager with several staff involved in planning and monitoring over months or years. Smaller scale projects, like refurbishments, might only involve one or two people throughout. The processes they follow are the same. Whether working for a large construction company or a self-employed trade’s person, knowledge of project management in construction and the built environment, and the skills that go with it are essential to make construction projects a success. This curriculum lends itself towards others with practical scenarios that are tailored to real world examples. You will use the knowledge and understanding you acquire through carrying out practical construction tasks with consideration of the safety and security of the construction processes, together with the planning skills developed throughout this course, so that you can plan construction projects.

We are learning this because the Creative Media qualification enables students to acquire technical knowledge and technical skills through vocational contexts by applying the learned knowledge and processes related to investigating, exploring and creating media products as part of their Key Stage 4 learning.

Creative Media gives students the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover the:

• development of key skills that prove your aptitude in creative media production such as investigating and developing ideas through pre-production, production and post-production of media products
• process that underpins effective ways of working in creative media production, such as responding to briefs and feedback, planning and generating ideas
• attitudes that are considered most important in creative media production, including personal management and communication
• knowledge that underpins effective use of skills, process and attitudes in the sector such as production processes and techniques.

The knowledge and skills acquired studying the Creative Media course will equip students with the confidence to continue their studies at level 3 or enter the workplace.

The Dance curriculum at Oasis Academy Isle of Sheppey is designed to develop students’ transferable skills; these include self-confidence, creativity, teamwork, communication and self-awareness. We aim to equip all of our students with the necessary skills and resilience to succeed in any job opportunity. The purpose of the Dance Curriculum is to ensure that students can perform, choreograph, critically appreciate and reflect on their own work. Practical lessons also help our students to understand about their general health, fitness and wellbeing. There are many benefits for students to study dance, not only increased exercise, but routine within technique class and the opportunity for a creative outlet.

Students study a broad range of dance styles from Contemporary to Street Dance and other popular dance styles. Studying a range of styles will develop students’ versatility as a performer and support their knowledge and understanding of dance from different eras/culture. Throughout all dance lessons at Oasis IOS we aim to develop students’ love of learning, in both creativity and performance. Whilst some lessons are structured and choreography is teacher led, we also provide many opportunities for students to be autonomous and develop skills such as self-confidence and empathy by having regular chances to choreograph their own dances and perform to their peers. Students are also taught how to critique both their own and others' performances, this develops students’ self-awareness and enables a continuous process of self-development.

There are also many opportunities for students to participate in dance activities beyond the curriculum. These include performing at local primary schools and events, dance competitions and annual dance showcases. We pride our self on our annual dance show being an excellent performance opportunity for students who work hard throughout the year. Students who show a keen interest and talent in dance are also invited to audition for our elite school dance company ‘Elevate’ The dance company is a fun and exciting way for talented students to rehearse at an advanced level and learn complex choreography. To enhance students’ appreciation of dance some students are also invited to attend theatre trips and shows throughout the year as well as events such as ‘Move It Dance Convention’ at London ExCel Centre.

The Design Technology curriculum has been tailored to allow young people to become conscientious and informed students. A broad foundation of knowledge regarding resistant materials and production processes is built upon and developed over the KS3 years to produce well-informed and responsible designers.

Material sourcing, and the discussions surrounding its ethics and morality are debated, waste, worth and the environmental impacts are highlighted throughout. This is enhanced by utilising analytical perspectives. Practical skills acquisition and development are explored through use of traditional hand tools and more intermediate techniques concerning machinery and computer design.

Creativity and a focus on iteration and adaptation is nurtured and encouraged, young people learn to sketch, develop and learn to use feedback to inform their design process and approaches. Trial and error and a wider regard for considering their own learning and designing is present and consistent over the years.

The manufacturing process allows creative makers and problem solvers an opportunity to grow, experiment and collaborate with others to produce high quality outcomes in response to challenging and modern briefs.

We are learning this because a high-quality KS3 Digital Literacy education equips students to use digital technology and media in society and in young people’s cultures. It looks at the importance of supporting all young people to effectively engage with the possibilities that technology offers as well as the way it can affect their lives.

Building on this knowledge and understanding, pupils are equipped to use information technology to create different projects, systems and a range of content using specific software. Digital Literacy also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a rapidly changing digital world.

The key intent within the drama curriculum is to build personal, transferrable skills for all students at Oasis Academy Isle of Sheppey. These skills consist of team building, confidence building, communication, oracy, self-control and cooperation, which provide students with a great basis to succeed in any job opportunity.

Drama gives students the skills to learn how to be great communicators which is vital for interaction with friends, family, peers and professionals. Good communication is fundamental for all school subjects as well as the wider world and learning how to do this both vocally and physically is a vital part of what students will learn in drama. The Key stage 3 curriculum allows students to explore how they communicate with students working on topics that include mime, physical theatre and radio plays to develop all areas of communication.

In Key stage 4 students build upon previously learnt transferrable skills and develop corner stone industry skills. We aim to give students a love of learning that applies to both performing and creating performances, developing students skills for both onstage roles and offstage. This allows students to develop a breadth of knowledge and an understanding of different career opportunities that are available to them within the creative industries.

We also realise that drama may not be a practical career option for all, but that it still remains a passion for many. Therefore, we give students the opportunity to participate in drama activities that go beyond the curriculum. A weekly drama club provides an opportunity to perform in the Shakespeare Schools Festival, an annual talent show and workshops with industry professionals, being some of the activities that the drama department offers to students.

We are learning this because the Enterprise qualification enables students to develop their technical skills, such as market research skills, planning, promotional and financial skills using realistic work scenarios, and personal skills, (such as monitoring own performance, time management and problem solving). This is delivered through a practical and skills-based approach to learning and assessment.

Students have to review enterprise ideas that include:

• development of key skills that prove aptitude in planning an enterprise activity, including market research, planning, carrying out financial transactions, communication and problem solving
• knowledge that underpins effective use of skills, such as the features and characteristics of enterprises and entrepreneurs, and the internal and external factors that can affect the performance of an enterprise
• attitudes and ways of working that are considered most important for enterprise, including monitoring and reflecting on performance of an enterprise idea and own use of skills.

It requires students to apply their knowledge in practical ways, through activities that will enable them to develop their ideas, for example researching an idea for a small enterprise. The knowledge and skills acquired studying the Enterprise course will equip students with the confidence to continue their studies at level 3 or enter the workplace.

We study French because it exposes us to a wider range of cultures and enables our students to access a global world that they would otherwise be locked out of. It also improves your skills in your own language, as comparisons are made and we learn to think about our own language in a different, more detailed way.

Linguistics makes use of the logical part of the brain and develops strong thinking skills, increases reading comprehension and strengthens the memory. It deals with the need of communication in the world nowadays that evolves hand in hand with globalisation.

The need to learn foreign languages is significant. Most other countries in Europe and even the world are learning at least one foreign language and native English speakers cannot be left behind. It also broadens what one has to offer potential (international) employers, who may struggle locally to find people who are competent in foreign languages. A second or even third language can be an important and valuable asset on the job market.

Today’s children and young people find themselves growing up in an increasingly complex world. Modern Britain brings with it many new and exciting opportunities as globalisation creates a multicultural society that is more diverse than ever. Our PSHE curriculum seeks to equip young people with the knowledge and skills to answer challenging questions, explore different religious beliefs, values and traditions whilst developing a deeper appreciation for the world we live in. It will also provide the tools to reflect and develop a more rigorous understanding of one’s own self-identity as we prepare to take our place on this global stage. This is all set to a backdrop of personal growth as young people transcend into adulthood and explore what that means. This world of opportunity is not without risk and our PSHE curriculum aims to support young people in navigating these challenges, empowering them to make their own informed decisions so they can ultimately play a full and active part in society. By providing students with the opportunity we aim for our students to develop holistically, becoming resilient to adversity, tolerant to diversity, aware of the important political arena we live in, safe, healthy, happy and fulfilled.

We are learning this because Geography at the Oasis Academy Isle of Sheppey, intends to build character and pupils’ aspirations through a knowledge rich curriculum. The curriculum is sequenced to enable pupils to learn about natural processes and human interactions throughout their academic key stages. Students will have the opportunity to discover other cultures, countries and compare lives to their own. As a result, pupils will have a deeper understanding and respect of others’ challenges and successes, broadening their scope to places further afield. A geographer should have the ambition to travel and explore new places, learning more about themselves and cultures along the way.

The geography curriculum has been created with high expectations in mind. The science of learning is deeply rooted in the design of the programme and it is built to increase participation and independent learners. Daily, the students will be challenged with new concepts and skills to build resilience and confidence when working independently. They will also have the opportunity to link prior learning to new through an interleaved approach. As a result, pupils’ minds are kept active and increasing memory and knowledge, leading to a healthy and enjoyable learning experience.

Overall, pupils will be able to engage with a curriculum that builds a rounded individual with a wider knowledge of the world around them, which provides them with transferable skills for future training and employment.

We are learning Hair and Beauty because we want to inspire our pupils through a genuine interest in the hair and beauty sector. They should be able to analyse trends and influences while making connections and drawing contrasts from historical eras. They will gain a mixture of practical skills while interleaving critical investigation at how the industry has evolved into an industry that generated £27.2 billion for the UK economy in 2018. Pupils will take part in lessons that develop cultural, emotional and social diversity and ethical considerations related to the industry.

The skills developed within our subject impact positively through knowledge transfer and we foster a positive communication, both verbal and non-verbal, which allow our pupils the opportunity to connect at all levels in a range of scenarios which is key for positive and polite young people, a backbone of the requirements for a successful place in future workplaces.

We are learning this because the Health and Social Care sector is one of the fastest growing sectors in modern society. The Health and Social Care curriculum offers high quality education enabling students to gain a coherent knowledge and understanding topics relevant for the sector. Health and Social Care provides opportunities to gain valuable skills including research, evaluation, critical thinking and work experience within a vocational context. We are teaching this subject to prepare our students for future related careers such as nursing, social work etc., but also to embed a value system that is sensitive to today’s diverse society and to be culturally aware and empathetic to vulnerable groups.

We are learning this because a high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ cultural curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, analyse arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives; the process of change; the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

We are learning Hospitality & Catering because it is an inspiring, rigorous and practical subject. Pupils use their existing knowledge, imagination and creativity paired with immersive experiences to know how to cook and apply the principles of nutrition and healthy eating. Learning how to cook is a crucial life skill that enables pupils to feed themselves, and others affordably and well, now and in later life. Instilling a love of cooking in pupils will also open a door to one of the great expressions of human creativity, enabling healthy choices which can last a lifetime.

Throughout our programme of study students will be taught to:

• understand and apply the principles of nutrition and health to enable learners to make informed healthy life choices
• cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
• become competent in a range of cooking techniques for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes
• understand the source, seasonality and characteristics of a broad range of ingredients
• developing a reduce, reuse, recycle awareness
• consider the environmental impacts involving food and non-food waste
• consider the dietary requirements of a range of different people, and be able to adapt and vary recipes to take into consideration these factors.

We believe that a high-quality music education should engage and inspire pupils to develop a love of music; whilst enabling students to increase their self-confidence, creativity and sense of achievement.

Our curriculum aims to allow students to build on their previous knowledge and skills through performing, composing and listening. We aim to develop their vocal and/or instrumental fluency, accuracy and expressiveness whilst also improving their ability to listen with increasing discrimination and awareness to inform their practice as musicians.

Therefore, our curriculum encompasses the following to ensure that students can:

• perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions
• learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
• understand and explore how music is created, produced and communicated
• play and perform confidently in a range of solo and ensemble contexts
• improvise and compose; and extend and develop musical ideas
• use staff and other relevant notations appropriately and accurately
• identify and use the interrelated dimensions of music expressively and with increasing sophistication
• listen with increasing discrimination to a wide range of music from great composers and musicians
• develop a deepening understanding of the music that they perform and to which they listen, and its history

Photography students will develop a high level of creative thinking coupled with an advanced understanding of technical skills. They will learn a broad range of lens-based media skills, using DSLR Cameras, mobile technology as well as some traditional techniques. They will be able to operate a camera with confidence, demonstrating manual control in a range of different photoshoot settings and know how to edit their work with confidence. Their creative journey will be underpinned by the research of historical and contemporary practices and the exploration of photography’s contribution to visual culture.

Studying Photography encourages the student to explore innovative ways of seeing and recording the world. They will develop their understanding of how to work to a brief focusing on the specifics of the creative process across a range of genres from fine art to commercial photography whilst working closely with deadlines and course requirements. This enables them to become more creative, organised, experimental and reflective. All skills and practices are explicitly linked to many work-related environments; this aligns the subject’s intent with the whole school vision: “Together we will unlock and celebrate the unique and limitless potential of every individual, to lay the foundations for a successful and fulfilling future”.

We are learning Physical Education and Sport because a high-quality and diverse curriculum, that is both practically and theoretical underpinned inspires all pupils to succeed; academically, competitively and in other physically-demanding activities.

As Physical Education and Sport provides the opportunities to build character and embed values such as, fairness and respect it is our aim that our students become well-rounded individuals, who are ready to make a positive contribution to society. We also hope that they also come to value the lessons learnt through their time studying our curriculum so that they are likely to pursue lifelong physical activity once they leave our educational setting. 

We look also to help students understand the impact that regular physical activity and an healthy lifestyle has upon our mental well-being. Research suggests that regular physical activity has not only a positive effect on the mental welfare but it also increase the chance of academic success.

Finally, it is our intention that our learners lead a healthy and active lifestyle; understanding the importance of nutrition and the impact regular exercise has on the body and mind.

This qualification provides an engaging and stimulating introduction to the world of travel and tourism, giving you the opportunity to develop knowledge and technical skills in a practical learning environment. You will explore some of the key areas within the sector, including accommodation, tourism development and promotion, transport, and visitor attractions. You will investigate the importance of the travel and tourism sector to the UK, and investigate different types of customer and UK destinations. You will also have the opportunity to study international travel and tourism. You will develop key skills, such as research, report drafting and writing skills, and project management.

The sector-specific skills and knowledge will provide a sound basis for progression to further study of this sector at level 3 through a vocational qualification such as a BTEC National in Travel and Tourism, or an apprenticeship in either travel and tourism or hospitality.