Curriculum Subjects
Oasis Community Learning Statement of Intent
As part of Oasis Community Learning, our curriculum is informed by the Trustwide Statement of Intent below.
The OCL Curriculum Statement of Intent In line with Oasis’ Education Charter, the curriculum is the heart of our academy’s educational provision.
Through this - and our commitment to an exceptional climate for learning and great pedagogy - we make focused learning the foundation of every lesson. We have designed our curriculum to meet the needs of all, striving for personal as well as academic and vocational excellence.
Through our curriculum we will achieve outcomes that drive social mobility and give everyone freedom of choice throughout their lives The Oasis ethos and 9 Habits are a foundation stone to the design and delivery of our curriculum. We know that the development of character doesn’t happen by chance but by purpose and intention: it is therefore an explicit part of our curriculum. We therefore work hard at preparing our students to be the best version of themselves not just for today but for their futures too. We provide our students with information on careers and the world of work encouraging them to be aspirational and ambitious so that they can secure their dream job and enjoy fulfilling careers.
Our curriculum has been designed to ensure our young people thrive, achieve and flourish. It enables them to understand what it is to be human and equips them for life so that they become kind and model citizens. Our curriculum not only develops our young people academically but socially, emotionally, culturally, physically and spiritually.
Whilst our knowledge-rich curriculum is designed to ensure the very best academic outcomes for our young people using the latest research in how the brain and memory works, it is about so much more than simply securing great results. It is about our academy’s determination to achieve excellence with equity and integrity: where we bring advantage to the disadvantaged, where barriers to learning are successfully overcome and there are no limits to the achievement and ambition of our most able. Our knowledge-rich curriculum and our commitment to the Oasis ethos and Nine Habits is supported by our Trust’s policies on Learning and Behaviour for Learning and the work of our National Lead Practitioners and Leads for Learning Innovation.
As well as ensuring our curriculum is informed by the OCL Trustwide Statement of Intent we are committed to delivering a curriculum that upholds and supports our school vision and mission.
Oasis Academy Leesbrook Vision
Oasis Academy Leesbrook is a school where all young people receive a personalised educational experience. Students' academic skills, habits and personalities are developed allowing them to successfully progress to work or further education, whilst making a positive contribution to our community.
Oasis Academy Leesbrook Mission
Developing happy and successful leaders who are culturally enriched role models in our community.
Key Stage 3, Years 7-9
“Educating the mind without educating the heart is no education at all.” ― Aristotle
Curriculum content is informed by subject specific Statements of Intent that aim to summarise our highly ambitions learning aims for our students whilst fulfilling our Vision and Mission. Students in Years 7, 8 and 9 all experience a full, broad and balanced, 3 year Key Stage 3 Curriculum that includes all National Curriculum subjects, with our 9 habits interleaved throughout. Progression is seen not as the acquiring of isolated facts, rather the development of interconnecting schema that sequentially build towards a true understanding of subject areas, whilst developing a lifelong love for learning. A full list of KS3 subjects is as follows:
- English
- Mathematics
- Science
- Modern Foreign Languages
- Technology
- Computer Science
- Humanities
- Art
- Music
- Drama
- Wellbeing (incorporating Physical Education)
In addition to discreet subjects and as part of our commitment to provide an outstanding and broad spiritual, moral, social and cultural education, all students at Leesbrook will be participating in a Blended Character Curriculum. This program is compulsory and is a feature of the statutory education in all schools in England. The curriculum is age appropriate and sensitive in its outlook, and will prepare students for adult life in Modern Britain. This will build upon the PSHE program delivered in primary schools and incorporates the statutory elements of Citizenship, PSHE and SRE. The breadth of cultural diversity is celebrated and students are encouraged to share the knowledge and expertise they have gained from their own individual backgrounds. In addition to this, the curriculum incorporates a level of flexibility in order to respond to the needs of individual students.
Individual leadership skills are developed through a range of activities, events and opportunities afforded to students. Additionally, the curriculum further develops critical thinking skills and an awareness of local, national and global issues faced by society.
The delivery of the Curriculum is through mixed ability classes, informed by research conducted by the EEF and available here.
Curriculum: Key Stage 4, Years 10 & 11
Like KS3, our Key Stage 4 Curriculum is highly ambitions, fully inclusive and informed by our Vision and Mission. Academic outcomes, whilst essential for the young people we serve, are only one measure of success and progress towards fulfilling our subject specific Statements of Intent is equally important in designing and sequencing students learning.
Our Key Stage 4 curriculum remains broad and balanced: It is our belief that all students should have full access to study the English Baccalaureate, including a language and a humanity to GCSE level.
In addition to the EBACC student, all students continue to study Religion, Philosophy and Ethics, and have the ability to choose options from a range of subjects including the arts, technologies or further humanities disciplines to GCSE or equivalent level according to their own preferences and strengths. As our staff body grows so too will our ability to further expand our Key Stage 4 Options offer, which currently includes the following in addition to EBACC subjects:
- Art (Fine Art, Graphics)
- Music
- Drama
- Technology (Hospitality and Catering, Resistant Materials)
- Wellbeing (incorporating Physical Education)
Furthermore, students who are able to exceed GCSE qualifications in year 11 will be provided with an appropriate range of additional qualifications, including level 3 courses and further level 2 courses (i.e. statistics). Support is scaffolded, with entry level qualifications including ASDAN and “Step up to English” available for students for whom this is most appropriate. KS4 students will continue receive their entitlement of Wellbeing, PSHE and careers guidance, further details of which are accessible through the website.
Curriculum: Careers
Careers education is fully integrated into our curriculum. This means that skills for work readiness are delivered every day in all curriculum areas, from Year 7 onwards. All members of staff are able to advise about the relevance of their subject specialisms in terms of jobs and careers pathways, in addition to being trained in the options available for Post-16 Education, from T Levels to A Levels and Apprenticeships. The real life applications of in-class knowledge and skills are made obvious to our students, reflecting our belief that skills for the world of work need to sit at the centre of a robust careers education.
Students will benefit from a carefully tailored program that meets their careers and guidance needs from Year 7 through to Year 11. To help us do this we link our careers guidance to the Gatsby Benchmarks which have been explicitly referenced throughout the DfE’s Careers Strategy (December 2017) and the new Statuary Guidance for careers (January 2018). These 8 benchmarks are outlined below:
2. Learning from Career and Labour Market Information
3. Addressing the Needs of Each Student
4. Link Curriculum Learning to Careers
5. Encounters with Employers and Employees
7. Encounters with Further and Higher Education
Curriculum: Cultural Enrichment
Students also participate in our Cultural Enrichment Offer consisting of a variety of opportunities and experiences designed to set our students apart by providing them with necessary capital to succeed at any Russell Group University and beyond. We value the importance of opening our students up to every possible opportunity in life, and with hard work we know they can reach their goals.
Cultural Enrichment provides an opportunity after school to take part in new activities and develop students holistically, ready for when they become leaders in our community in the future. These activities and clubs can further support their education, develop new skills or continue to feed their passions and interests.
All students are required to attend two cultural enrichment clubs per week.
Curriculum: Safeguarding and Pastoral Support
The social, emotional and mental health of students and their safeguarding are of paramount importance. Children who are happy and feel secure learn most effectively and are more likely to not only achieve but to surpass their academic targets. Pastoral support and safeguarding is interweaved into curriculum learning. For instance, learning about domestic violence and neglect through the study of texts such as Oliver Twist in the English curriculum. Furthermore, our Character Curriculum delivered to students throughout their secondary career serves as a further measure to support our Pastoral support offer to students. The highly skilled safeguarding and pastoral team are acutely aware of the significant challenges the young people of Oldham and the UK today face, both traditionally and in the modern virtual world of social media and internet enabled devices. Through specific safeguarding teaching we aim to enable students to safeguard themselves as effectively as possible and become informed citizens of a global and connected society. In addition and complimentary to these measures, safeguarding and students’ mental health is discussed and strengthened through whole school events such as Children’s Mental Health Week and Child Sexual Exploitation Awareness Day.
Curriculum Subjects
- Art & Design
- Character Curriculum
- Computer Science and IT
- Design & Technology
- Drama
- English Language & Literature
- Geography
- History
- Science
- Literacy
- Mathematics
- Modern Foreign Languages
- Music
- Numeracy
- PE & Wellbeing
- RE
Art & Design
“Every child is an artist.” (Pablo Picasso)
Intent Statement:
- To develop student's practical skills in a range of media to respond creatively to birth, life and death issues.
- For students to be able to explain “I made this because….”, whilst engaging fully with the aims of the national curriculum as set out below:
Aims
- Produce creative work, exploring their ideas and recording their experiences
- Become proficient in drawing, painting, sculpture and other art, craft and design technique
- Evaluate and analyse creative works using the language of art, craft and design
- Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms
In order to fulfil the curriculum intent, the Art Curriculum is designed thematically to allow pupils to gain experience of key ideas whilst sequentially developing the skills required to work with increasing independence, autonomy and creative expression.
Curriculum Plan
Five Year Road Map
Knowledge Organisers
Year 7
Year's 8 and 9
Year 10
Exam Boards
Key Stage 4 students follow the AQA Fine Art GCSE. The flexibility within the GCSE course will allow our students to follow the curriculum roadmap and Intent, ensuring our students are equipped with the skills to create work autonomously and independently.
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to Art & Design, click here.
Social Media
Instagram: Leesbrookart
Further Reading
For ideas and inspiration
BBC Bitesize
For information about artists, the Tate is an excellent resource
For virtual tours of major galleries, along with extremely detailed close up reproductions of paintings
Should you have any questions about the Art and Design curriculum at Oasis Leesbrook please contact Ms Whetham, Curriculum Leader for Art & Technology.
Character Curriculum
“Character, not circumstance, makes a person.” (Booker T. Washington)
Intent Statement:
At Oasis Leesbrook we promise to equip our students with the character skills and attributes needed to lead happy, successful and fulfilling lives as adults.
Aims
These qualities will enable them to persevere in the face of challenge, establish positive and healthy relationships with others and enhance their own and others’ lives through the virtues of generosity, humility, kindness and integrity. Our Character Curriculum will help our pupils to become socially literate, emotionally aware articulate citizens of Modern Britain.
As part of our commitment to provide an outstanding and broad spiritual, moral, social and cultural education, all pupils at Leesbrook will be participating in a Blended Character Curriculum. This program is compulsory and is a feature of the statutory education in all schools in England. The curriculum is age appropriate and sensitive in its outlook, and will prepare pupils for adult life in Modern Britain. This will build upon the PSHE program delivered in primary schools and incorporates the statutory elements of Citizenship, PSHE and SRE. This curriculum is responsive to the needs of our pupils, and focuses throughout upon the core concepts of the law in Modern Britain, online life and mental wellness.
Our Character program is delivered within Family Time by Family Group Leaders, and includes taught sessions twice a week, guided reading, visits from external speakers, workshops (such as Cyberbullying Awareness) and a detailed program of assemblies. In addition to this, Project Days enhance both our pupils’ knowledge and understanding of the modern world and their skills and resilience – specifically the ability to work independently. For an example of our most recent Project Day, click here.
Our academy is fully inclusive and committed to tackling prejudice and discrimination and engaging in an open and honest dialogue about true diversity. These values are holistically embedded into our curriculum across all subjects, but tackling racism and anti-racism is also explicitly taught as part of our “Character Education”. A sample of such lessons is available here and also here.
A unique feature of our curriculum at Leesbrook is Family Time Guided Reading. The novels read by pupils each contain a predominant character virtue as a theme. They have been carefully selected for each year group for their reading age, theme and accessibility, and represent a breadth and diversity of authorship, genre and culture. This is true reading for pleasure with a purpose, where pupils will have both the time and the opportunity to explore the positive virtues of rich and complex characters as they interact with their plots.
For more information about the variety of texts explored, please click here.
Curriculum Plan
Knowledge Organisers
Character and RSE at Leesbrook
Should you have any questions about the Character Curriculum at Oasis Leesbrook please contact Ms Ridley, who leads on this.
Computer Science and IT
‘Sometimes it is the people no one can image anything of who do the things no one can imagine.’ (Alan Turing)
The Computer Science curriculum at Leesbrook is both broad and ambitious and aims to:
· Inspire a curiosity and fascination about the digital world.
· Equip learners with the knowledge and understanding of the core concepts in Computer Science, Digital Literacy and IT.
· Stimulate creativity, foster logical thinking and develop our learner’s problem-solving skills enabling them to take a leading role in the digital economy at a local, national and global level.
As Steve Jobs said, “Everybody in this country should learn to program a computer, because it teaches you how to think”. A sentiment that we agree with and the reason we teach programming, not to become software developers or to go on to create the new Facebook or the brilliant new app. Some may go in that direction, but it’s not the main goal behind teaching programming. Learning to code gives us skills beyond coding itself, the more skilled we are breaking down our thinking in such a way to write code, the more likely we are to start thinking in a logical and systematic way in other aspects of our life too.
Education has changed a lot in the past century. Learning facts and practical skills were relevant in the workplace of the past. But learning to think and make decisions is what is more relevant today. Many things we learn at school are not direct employable skills. The point is to teach children how to think in a clear and structured way.
We will interleave ideas across Key Stage 3, with sequences of units that are centred on an IT or Computer Science topic, and all inspired by the local context and the rich heritage of the North West of England in creating the technologies that are shaping the modern world. The programming units will build from the general principles of computational thinking starting with a graphical representation in Scratch and progressing to Python a text-based programming language. There will be lessons that enrich their understanding of how computers work and how data is represented. We will recognise the role of networks and deliver sequences to expand on hardware and its connectivity. At the same time, we recognise the economic need for clear delivery of skills in spreadsheets, web-development and animation and these will flow across the years.
Students will be assessed throughout the year as well as producing a portfolio of evidence in an e-book.
Curriculum Plan for Computer Science
Useful websites
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to Computer Science, click here.
Should you have any questions about the Computer Science curriculum at Oasis Leesbrook please contact Mr Philp, Teacher of Computer Science and IT.
Design & Technology
"It's actually a rare and precious thing to discover what it is you love to do, and I encourage you to remain unapologetically consumed by it. Be faithful to your gift and very confident in its value." ~ (Jonathan Ive, designer of the iPhone)
Intent statement:
The Leesbrook Curriculum for Design and Technology gives all students the opportunity to:
- develop a broad range of skills in both practical and applied contexts
- reinforce and apply learning across a range of subjects, particularly Mathematics, Science and Art referring to a ‘real life’ scenario
- develop creative thinking and problem solving skills in design and manufacture
- teach life skills (particularly Food and Nutrition) – enabling our students to plan and cook healthy meals on a budget
- learn about the role of designers in developing innovative technology
Students will be taught:
- to develop skills in using a wide range of tools, equipment, materials and processes in Food, Resistant Materials, Textiles, Graphics and Electronics
- to research, design, manufacture and evaluate their work
- to construct 3-dimensional products using a range of materials
- to think and design creatively, and to manufacture with accuracy and precision
Curriculum Plan for Design & Technology
Please click here.
Knowledge Organisers for Design & Technology
Year 7 Resistant Materials
Year 8 Resistant Materials
Year 9 Resistant Materials
Year 7 - 9 Food Technology
GCSE Product Design
GCSE Hospitality & Catering Unit 1 L01 / GCSE Hospitality & Catering Unit 1 L02 / GCSE Hospitality & Catering Unit 1 L03 / GCSE Hospitality & Catering Unit 1 L05
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to Design and Technology, click here.
Social Media
Find us on Instagram: designtechnologyleesbrook
Further Reading
A useful link for all areas of Design and Technology is:
http://www.technologystudent.com/
Great resource for all levels
http://www.instructables.com/
Excellent Technology Site - a collaboration of creative minds putting their passions to work.
www.datasheetarchive.com
A search engine for electronic component datasheets.
Science, Technology and Engineering Site
This site has been developed by teachers in Melbourne, Australia as a resource for Systems and Materials
students.
Design and Technology on the Web
A host of ideas and information tips for pupils at Key Stage 3 and 4
Design Technology Resource Page
An excellent collection of resources for Design and Technology teachers and pupils
www.sda-uk.org
Excellent Sites promoting sustainable technology
www.stepin.org
Excellent Sites promoting sustainable technology
www.PaperToys.com
A site dedicated to making paper / card models
www.flying-pig.co.uk/
A site dedicated to paper animation kits that are 'automata'
www.robot.org.uk
A site listing suppliers of components for making robots and similar mechanisms. Lists of practical robot
building books, magazines and CD ROMs. Resources for teachers, pupils, students and designers
www.school-electronics.co.uk
Very detailed electronics website.
www.collect-online.com
Historical Posters - covering areas such as film and adverts. Excellent resource for those studying poster
design.
Edutech
Electronic Resources for Technology Teachers - helping teachers and lecturers in aspects of practical
electronics. Resources for KS2 to 'A' Level.
Tenlinks
An extremely helpful site for professional technologists. Including engineers, architects, software engineers
etc.
Design and Technology Online
Has information and animations regarding a range of technology including electronics, packaging, food and
pneumatics.
GCSE BITESIZE
Contains a range of information on electronics, food, graphics, resistant materials, systems and control and
textile technology.
www.techitoutuk.com
A technology site for pupils with over 600 internal and external links to other useful sites.
How Stuff Works.com
An interesting and informative site covering a range of devices and how they work.
ohmfree Electronics website
Component bases electronics site. Anyone can submit articles.
Animatedworksheets.co.uk
Learn a variety of graphics skills through animated worksheets.
Design and Technology Virtual School
A number of people and organisations contribute to this efficient technology site
Bad Human Factors Designs
A site that gives examples relating to poor designs
http://www.teaching ideas.co.uk/dt/contents.htm
Primary School Design and Technology Site. The main site offers other subjects with a variety of work
Ergonomics for Schools
Information relevant to ergonomics in the school environment
Should you have any questions about the Technology curriculum at Oasis Leesbrook please contact Ms Whetham, Curriculum Leader for Art & Technology.
Student Textiles work
Drama
“We must all do theatre to find out who we are and to discover who we could become” (Augusto Boal)
Intent Statement:
To expose students to a performing arts curriculum which is culturally rich and diverse at all levels.
•We believe that all students are entitled to access a balanced performing arts diet regardless of their background or life experiences.
•It can be expected that we will develop students’ confidence, creativity, character, resilience, focus, courage and self-discipline. These skills can be developed in holistic teaching environment which encourages students to discover themselves and the world around them through performing arts specialisms.
•We passionately believe in the power of cross-curricular links in performing arts to enhance students’ education whilst studying at the academy.
•We intend to expose students to performing arts experiences in the local community and around the country to enhance their practical understanding of our subjects.
•It is our intention to identify links between growth in confidence and consistent development between creativity and academic progress and attainment.
Self-expression, compassion, resilience and humility are just some of the characteristics we hope to develop through our drama curriculum at KS3. Through drama, we hope to give students more of an insight into the creation of theatre and how it has developed through the ages. Confidence, creativity and cultural capital will all be developed through KS3 lessons, extra-curricular and trips throughout the academic year. Drama is a standalone qualification and subject at KS4 but is a subject which is part of our Performing Arts faculty at Leesbrook.
Drama does not follow a national curriculum so all schemes of work and lessons at KS3 are bespoke to our students and context. All students at KS3 have two performing arts lesson per week which alternates on a carousel between music, drama and dance.
During KS3, students will begin to understand:-
· core dramatic techniques such as still images, narration and characterisation
· how to control and use body language and facial expression for a specific purpose
· how to learn lines and use rehearsal time to develop short drama pieces
· how to work effectively as part of a group
- how to develop leadership skills as a director
· the importance of self-control and resilience in performance
· how to use scripts effectively
· how to use stage lighting, make-up and props to create an effective piece of drama
Students will also have the opportunity to participate in a school musical each year. Rehearsals for this production will take place during enrichment time at least once per week and will be announced and cast before the summer holidays and rehearsals commencing at the start of the next academic year (Covid permitting).
KS4 Drama will be running from September 2021. Students will participate in the AQA GCSE Drama course. This is a two year course which features a unit which features performance understanding of a script to an external examiner (20% of overall grade), a devising unit from a given stimulus which includes a performance of devised theatre and a written rehearsal and analysis of performance log book (40% of overall grade) and a written exam which focuses on the study of a set text (Blood Brothers) and the analysis and evaluation of a live theatre performance (40% of overall grade).
GCSE drama is a challenging yet highly rewarding course which is designed to boost confidence, enhance creativity, develop collaboration and leadership skills and develop emotional and an empathetic view of the world around us. It is naturally progressive in style and build upon student’s prior learning at KS3. This course assists students with further study by teaching both key drama subject knowledge and life skills which will assist them in becoming local and global leaders and well-rounded individuals, no matter what career they chose to embark on. This course requires commitment, trust, bravery and the desire to always improve at every point. There are exciting opportunities to attend the theatre as much as possible and work with established industry professionals outside of the classroom.
Knowledge Organisers for Drama
Year 7
Year 8
Year 9
Further reading:
BBC Bitesize Drama
National Theatre
Shakespeare's Globe
Royal Shakespeare Company
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to Drama, click here.
Should you have any questions about the Drama curriculum at Oasis Leesbrook please contact Ms Hamlin, Teacher of Drama.
English Language & Literature
“I declare after all there is no enjoyment like reading! How much sooner one tires of any thing than of a book! — When I have a house of my own, I shall be miserable if I have not an excellent library.” (Jane Austen)
To create empowered learners with a broad knowledge of literature through a knowledge rich curriculum.
• We do not believe that the best way to teach English is by teaching and re-teaching GCSE texts and materials, we believe that English is a holistic subject and expert knowledge comes from wider reading and academic study.
• We are unapologetically ambitious and have high expectations of all students- something which is supported through our mixed ability class setting.
• We believe in strong teaching at KS3 with a focus on literature and building precise and detailed knowledge of English literature to aid better understanding of texts at KS4.
• Tackling social disadvantage to ensure that no child is left behind
• Delivering an ambitious, academic and knowledge rich curriculum
• Providing cross-curricular study and SMSC links
• Building independence in all students
• Planning with strong challenge and differentiation which will allow all students to make accelerated progress
There is no doubt as to the importance of literacy in the curriculum. Our ability to read, write and communicate is one of the most important we develop in our lives as it enables us to build lasting relationships with family, friends and colleagues.
The English provision at Oasis Academy Leesbrook allows development of reading and writing skills through the English Mastery curriculum. At KS3, students will read a variety of texts from the literary canon to develop their knowledge of literature as a whole. This is supplemented through reading for pleasure time during literacy. Above all else, we want to create a positive and enthusiastic climate for reading at our school and so developing literacy is a large part of our offering at Leesbrook. We use selected non-fiction texts and media to support lessons and to develop reading skills across a range of different materials. Students will also have the opportunity to write creatively and accurately through our schemes of work and expressive writing course.
At both KS3 and KS4, some students will be invited to participate in the Step Up to English AQA course which provides an additional qualification in English prior to sitting the GCSE exam.
At KS4, all students will follow the AQA curriculum for both English Language and Literature. Students will sit both subject exams at the end of year 11 and gain two GCSE qualifications for English. AQA English courses allow students to:-
- read a wide range of texts, fluently and with good understanding
- read critically, and use knowledge gained from wide reading to inform and improve their own writing
- write effectively and coherently using Standard English appropriately
- use grammar correctly, punctuate and spell accurately
- acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language
- listen to and understand spoken language, and use spoken Standard English effectively
Click here for information on preparing for GCSE success.
Curriculum Plan for English
5 year Curriculum Plan
KS3 and KS4 overview
English Mastery
Knowledge Organisers for English
Year 7 Poetry
A Midsummer Night's Dream
Oliver Twist
Sherlock Holmes
The Tempest
Romeo and Juliet
Macbeth
Jane Eyre
A Christmas Carol
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to English, click here.
Social media:
English Department Twitter
Curriculum Leader Twitter
Mr Bruff English GCSE videos
Free Grammar Lessons and Exercises
Free Rice
Definition and Examples of Literacy Terms
BBC Bitesize English
Geography
‘Geography is a living, breathing subject, constantly adapting itself to change. It is dynamic and relevant. For me geography is a great adventure with a purpose.’ (Sir Michael Palin)
Geography puts the understanding of social and physical processes within the context of place - recognising the great differences in cultures, political systems, economies, landscapes and environments across the world and exploring the links between them. It is a subject perfectly placed to consider, explore and evaluate this period of drastic change in the 21st Century.
At Leesbrook, students are equipped with the skills and tools to understand both their own and the wider world. We do this through a rich and broad curriculum, underpinned by key geographical concepts such as change, place and interdependence. At Leesbrook we pride ourselves on skilling students to be academic Geographers with the ability to make sense of the world around them. Geography forces students to think holistically across both the human and physical world, and consider how they interact with each other. Students are pushed to think critically about our planet, while still looking at issues with empathy. In addition to the very real academic value of the subject, geography also allows pupils to explore the world through the classroom – and as such is enriching beyond measure.
As laid out by the Geographical Association in A Different View, learning through concepts allows students to ‘think geographically’ across a breadth of different topic areas, and ultimately allows students to be able to make sense of new knowledge across different settings. As such, we take a thematic approach to our bespoke Geography curriculum which allows our students to study key concepts in depth while giving real opportunities to develop high level geographical skills. Through Key Stage 3 we will examine a selection of ideas and issues facing the planet in the 21st century through local and global perspectives, better helping students to understand their own importance within the wider system. Our robust Geography curriculum will give students the building blocks to best prepare for the rigour of the new AQA GCSE Specification.
We will look at the physical world, examining the influence of and interactions between the Earth’s Spheres (Atmosphere, Hydrosphere, Lithosphere and Biosphere) upon the landscape. Investigating the human world allows us to question the varying levels of development across the world, the need to live sustainably and the constant flux of people, both in number and in location. We aim to further examine the interactions between both people and environment, and how each can influence one another. Furthermore, students will have the opportunity to develop key geographical skills such as map and fieldwork skills.
We are very proud of our bespoke, exciting curriculum which further aligns to the National Curriculum as we study key elements such as rocks, weathering and soil, use of natural resource and international development. We consider these key themes within the context of place.
Leesbrook’s Geography curriculum will lay the foundation for global citizens, who each understand the complexities, and beauty, of our planet.
Curriculum Plan for Geography
Knowledge Organisers for Geography
Year 7
Year 8
Year 9
Year 10
Year 11 (Natural Hazards) / Year 11 (Urban Issues) / Year 11 (Weather Hazards) / Year 11 (Changing Economic World)
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to Geography, click here.
Should you have any questions about the Geography curriculum at Oasis Leesbrook please contact Mr C Jones, Subject Leader of Geography.
History
“We are not makers of history. We are made by history”. (Martin Luther King Jr.)
Intent Statement:
At Leesbrook, we believe that outstanding humanities creates outstanding humans. Through a bespoke curriculum and dynamic, creative, engaging and quality first teaching, we will create lifelong learners with a genuine love of history and a sense of curiosity about the past. Our curriculum will create well-balanced, tolerant citizens of the future with a sense of social responsibility and the desire to challenge injustice - informed by their knowledge of the individuals, ideas, social movements and events that have punctuated local, national and global history.
Since the beginning of time, humans have been recording their lives, deeds, and actions. History is a part of all of us, and without a knowledge of history we truly are “like a tree without roots” (Marcus Garvey). History allows us to be human in the fullest of ways, not just because knowing the past better prepares us for our futures, but also because it provides a context to our lives that often we did not know was missing.
At Leesbrook we offer a rich, deep and exciting history curriculum, designed for our pupils and the unique context of our academy. This curriculum is not only culturally enriching but will enable pupils to develop a love and passion for history that will equip them with the ability to be life-long scholars of the past. At Leesbrook, our curriculum is bespoke and exciting which aligns to the National Curriculum as we study key elements such as empire, feudalism, suffrage and reformation.
During Key Stage 3, students will be taught the historical skills needed for excellence through a wide range of topics; moving through space, time and historical themes. In Year 7 students explore how ‘England’ began, investigating the different migrant groups that over time have variously become known as the English, and how England as a nation was created through examining the events leading up to and beyond the Norman Conquest. Students then move on to the study of Medieval England and the Black Death, where pupils study the role of religion, medicine and superstition in understanding and tackling the worst pandemic ever to hit the world. Students describe features of the plague and the impact of the plague by studying the Peasants’ Revolt. Students then compare the Black Death with the Great Plague of London 1665, building their knowledge and understanding of change and continuity.
Year 7 concludes with exploring the topic of Empire, questioning why the British Empire was created, who it benefitted, and evaluating whether it was a ‘good’ thing for the world. They then move on to investigate the issue of slavery, including the slave trade, the slave experience and the abolition movement.
Students commence Year 8 with a study of World War I. They explore the different factors for conflict, questioning whether war was inevitable in Europe. The soldier’s experience of living and fighting in the trenches is explored, as is the contribution of soldiers from across the Empire. Students then commence an investigation into the infamous Titanic. They examine the luxury and lives of those in the Upper Class cabins, and the poverty and hope of better prospects of those in second and third class. They explore how the Titanic sank and evaluate who was most to blame for the huge loss of life that resulted. Year 8 concludes with an extended study into Jack the Ripper and Victorian Whitechapel. Students look at the research of Charles Booth, examining the living conditions of one of the most notorious inner city slums of Victorian England. They explore who lived in Whitechapel, what their lives were like, what crimes were committed and how Whitechapel was policed. Students use historical sources to understand the context of Jack the Ripper’s crimes. They study the Autumn of Terror and the victims of Jack the Ripper. Students conclude this topic by questioning whether Whitechapel was the perfect environment for the crimes of Jack the Ripper.
In Year 9 students study a collection of themes that enable them to perfect and refine their historical skills, as well as their understanding of the interplay between society, economy, politics and culture. The year starts with The Roaring Twenties – a study of American society, leisure, fashion, economy and crime in the 1920s. Students will examine why there was an economic boom and how the Stock Market shaped the future of the west. They explore the ‘new’ leisure crazes of the 20s, the liberated women who panicked respectable society, and the experiment with prohibition that defined the decade. They examine the story of Al Capone, questioning whether he was a villain or a hero of the people, before evaluating whether the Roaring Twenties was really an era of progress for all by examining the experience of immigrants and African-Americans. They end this by looking at the Wall Street Crash and the Great Depression.
Following on from this students engage in an extended study on women through time, looking at how their role, status, rights and freedoms have changed through history. Within this unit pupils explore the witch-craze of the 1600s (which focused almost exclusively on women), the suffragette movement of the Edwardian era and the role of women in World War One.
Year 9 concludes with the study of the Reformation. Pupils explore the political and cultural climate of Tudor society; they investigate whether Anne Boleyn was the leading reason for Henry VIII’s break with Rome and examine the consequences of the changes. They examine the role of Henry VIII’s chief ministers and their part in his success and failures at home and abroad. They refine their evaluative skills and understand the historical significance of the Reformation. This final term is designed to establish key knowledge and foundation skills required for the transition to GCSE whilst enriching all our pupils with what is an essential part of British history. Pupils will be enriched further through the exploration of Black Tudors and the interplay between Tudor society and the rest of the world.
As outlined in the Historical Association, ‘learning history involves the development of both substantive knowledge and familiarity with the ‘second-order’ concepts’ such as similarity and difference, change and continuity, historical significance and cause and consequence. These disciplinary concepts shape the way in which the substantive knowledge is ‘understood, organised and debated.’ We therefore deliver a thematically sequenced curriculum that aspires to build understanding of interlinks between key concepts via different domains of knowledge. Each year group has embedded key skills and concepts that are placed strategically to enable pupils to develop these skills as they progress through each year. Leesbrook’s history curriculum will lay the foundation for culturally enriched and conscientious citizens who delve into the diverse stories of the past enabling them to draw links between their local and global world. Through a robust curriculum at KS3, they will start to equip themselves with the academic skills required to continue the Edexcel History Specification at KS4 in all its rigour.
At GCSE students will follow the EDEXCEL curriculum, taking the following options:
•Weimar and Nazi Germany 1918-1939
•Crime and Punishment c1000-Present
•The American West c1836-1895
•Henry VIII and his Ministers 1509-1540
Curriculum Plan for History
The Five Year Curriculum: History
Knowledge Organisers for History
Year 7
Year 8
Year 9
Year 10
Year 11
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to History, click here.
Further Reading
Year 7
“The Norman Conquest”. Marc Morris
“’Norman the Norman from Normandy’. Phillip Ardagh
‘The 1,000 year old boy’. Ross Welford
“Chains”, “Forge”, “Ashes”. Laurie Halse Anderson
“12 Years a Slave”. Solomon Northup
“All fall down”. Sally Nicholls
Year 8
“War Horse”. Michael Morpurgo
“Private Peaceful”.
“Titanic – Minute by Minute”. Jonathan Mayo
“A Night to Remember: The Classic Bestselling Account of the Sinking of the Titanic”. Walter Lord
“The Five: The Untold Lives of the Women Killed by Jack the Ripper”. Hallie Rubenhold
“Victorian London: The Life of a City 1840-1870”. Liza Picard
Year 9
“Scarface and the Untouchable: Al Capone, Eliot Ness, and the Battle for Chicago”. Max Allan Collins
“The Great Gatsby”. F. Scott Fitzgerald
“A History of Britain in 21 Women”. Jenni Murray
“A History of the World in 21 Women”. Jenni Murray
“Witch Child”. Celia Rees
“Bury my heart at wounded knee”. Dee Brown
“Curiosity Reading” and “Curiosity Watching” are theme specific and will be shared with students regularly throughout schemes of learning.
For more general inspiration:
BBC Bitesize is a great resource for revision and extra reading
The BBC History Magazine and related publications are also great resources
In addition to the ‘history’ section of BBC iPlayer
There is also a wide and rich selection of historical fiction novels available for young adults, many of which are in our library, including “War Horse” by Michael Morpurgo, “The Book Thief” by Markus Zusak, “The Boy in the Striped Pyjamas” by John Boyne and “Chains” by Laurie Halse Anderson.
Should you have any questions about the History curriculum at Oasis Leesbrook please contact Ms Naz, Subject Leader of History.
Science
“The important thing is not to stop questioning. Curiosity has its own reason for existence. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvellous structure of reality. It is enough if one tries merely to comprehend a little of this mystery each day” (Albert Einstein)
Intent statement
“To nurture an understanding, curiosity and love for Science through a knowledge rich mastery curriculum”
Aims
Here at Leesbrook we believe Science education should inspire a love for learning, enquiry and curiosity for all students irrespective of their background. We strongly believe all students should be afforded the opportunity to have a good grasp of fundamental scientific skills, knowledge and concepts across biology, chemistry and physics to cultivate scientific and critical thinking skills for the future.
Our core principles are:
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Allowing all students to develop a love and curiosity for science principles and phenomenon.
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To capitalise on mixed ability classes where all students have the opportunity to be stretched and challenged.
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Using practical hands on experience and examples which have been mapped in the curriculum.
Our aim is to achieve Leesbrook science mastery.
Science Mastery
3 core principles or 3 cognitive domains that science mastery would follow are fluency in recall, application and reasoning.
Fluency in recall – to be able to recall, recognise, describe and provide examples
Application – compare, contrast, use models, interpret and explain
Reasoning – Analyse, synthesise, hypothesise, predict, design investigations, evaluate, draw conclusions and justify
Curriculum Plan for Science
The Key Stage 3 curriculum exists to enable students to practically explore key concepts. This approach harnesses the best of the national curriculum, OCL and our very own Leesbrook approach, where a hands on rich experience is interlinked with cultural enrichment so that students have the right skills and knowledge to nurture their curiosity.
Year 7:
During year 7, students will start with the fundamental basics of investigation and laboratory skills. We start the journey for becoming mini scientists armed with the key vocabulary and safety in labs. Students continue to build on their scientific knowledge and understanding from key stage 2. They study topics from Biology, Chemistry and Physics and explore the big ideas of science as they progress through the units. Throughout the year, students also begin to develop their scientific skills in practical planning, data collection and analysis and evaluation. This year is fundamental in forming a basis of skills and concepts that students can continue to build on in year 8 and further into GCSE study.
Students begin their study of Biology with cells, the building blocks of life, before moving on to the reproductive system in humans which allows for the creation of new life. Students then look at variation and the role of genetics as well as our ecosystems and the ecosystems around us.. Throughout these topics there are distinctive opportunities to debate, discuss key ethical issues and develop skills in critically analysing scientific developments.
Chemistry teaching units initially focus on the big idea of atoms as the basis of everything and move into the behaviours of atoms through reactions and how to represent these using word and balanced symbol equations. Students will use first-hand experience of reactions to investigate chemical phenomenon especially the reactions between acids and alkali and physical reactions which allow for the study of separation techniques
Physics encourages students to develop ideas about how the world works around us. Teaching begins with understanding the big idea of how forces act on objects before moving on to energy and Newtons first law of physics before finally investigating the wonders of our solar system! There is an emphasis on learning the basics of calculation skills which mirrors the maths curriculum as well as practical investigative techniques.
Overall this year is to build a firm foundation of scientific skills both investigative and in communication. For example, describing, explaining, concluding and evaluating. These skills form the basis for the next 4 years of scientific study at Oasis Leesbrook
Year 8:
Year 8 continues to build on the foundations built in year 7 science. The scientific skills of enquiry continue to be honed through the application of the big ideas of science. Students will be encouraged to extend their understanding and begin to link topics and concepts together to explain natural phenomenon. This will develop student’s mental models and lends itself well to the cognitive theories which have helped design the order of work and curriculum
Biology in year 8 begins with studying the digestive system in more detail, drawing on the big ideas of cells and particles to extend understanding. This then leads on to exploring plants and how they produce energy. Finally the study of the human organism is studied in greater detail with particular focus on the respiratory and circulatory system which captures the student’s curiosity of the human body and its organisation.
Throughout the year in Chemistry topics students will continue to build on their understanding of particles and conventions for communicating about reactions in the topics of reactivity series and the periodic table.. These schemes of work also lead to developing greater competency in the scientific skills required to carry out practical investigations.
In Physics students continue to draw on the big ideas of science through the study of waves, electricity, magnetism and motion and pressure. Students will be encouraged to continue to use numerical and literacy skills to eloquently express their ideas in a scientific context.
Overall this year is an opportunity for students to extend their application of scientific knowledge and skills in new contexts and stimulate more curiosity about how the world around us works.
Year 9:
Year 9 science is designed to establish a firm grip on some of the content required for GCSE. Students will all complete work from the KS4 combined science course but will also allow for critical thinking and scientific exploration. At the end of the year some students with a particular gift or passion for science may opt to study the KS4 triple science pathway for years ten and eleven.
Year 10 and 11:
KS4 combined science (AQA Trilogy 8464): All students who do not chose triple science as an option will take this route. They will be awarded with two GCSE grades which will be an average of the 6 exams they sit (two Biology, two Chemistry and two Physics). Each of the papers will assess knowledge and understanding from distinct topic. Multiple choice, structured, closed short answer, and open response. Students will cover the three sciences: Biology, Chemistry and Physics. This qualification is linear. Linear means that students will sit all their exams at the end of the course. The content they will be taught is:
Biology: Cell Biology, Organisation, Infection and response, Bioenergetics, Homeostasis and response, Inheritance, variation and evolution, Ecology.
Chemistry: Atomic structure and the periodic table, Bonding, structure, and the properties of matter, Quantitative Chemistry, Chemical changes, Energy changes, The rate and extent of chemical change, Organic Chemistry, Chemical analysis, Chemistry of the atmosphere, Using resources.
Physics: Energy, Electricity, Particle model of matter, Atomic structure, Forces, Waves, Magnetism and electromagnetism.
KS4: Triple Science (AQA Chemistry 8462, Physics 8463, Biology 8461): This course starts at a slow pace in year 9 and takes them through until the end of year 11. Students will be awarded 3 GCSEs in total, one for each Chemistry, Physics and Biology. They will be they sit 6 exams (two Biology, two Chemistry and two Physics).
The content covered is:
Biology: Cell Biology, Organisation, Infection and response, Bioenergetics, Homeostasis and response, Inheritance, variation and evolution, Ecology
Chemistry: Atomic structure and the periodic table, Bonding, structure, and the properties of matter, Quantitative Chemistry, Chemical changes, Energy changes, The rate and extent of chemical change, Organic Chemistry, Chemical analysis, Chemistry of the atmosphere, Using resources.
Physics: Energy, Electricity, Particle model of matter, Atomic structure, Forces, Waves, Magnetism and electromagnetism.
Click here for the Curriculum Overview and click here for the Curriculum Roadmap.
Knowledge Organisers for Science
Click here for Year 7 Biology.
Click here for Year 7 Chemistry.
Click here for Year 7 Physics.
Click here for Year 8 Biology.
Click here for Year 8 Chemistry.
Click here for Year 8 Physics.
Click here for KS4.
Further Reading
https://thestemlaboratory.com/stem-activities-for-kids/
KS3:
https://www.bbc.co.uk/bitesize/subjects/zng4d2p
GCSE combined:
https://www.aqa.org.uk/subjects/science/gcse/combined-science-trilogy-8464
https://www.bbc.co.uk/bitesize/examspecs/z8r997h
https://www.youtube.com/channel/UCBgvmal8AR4QIK2e0EfJwaA
https://www.freesciencelessons.co.uk
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to Science, click here.
Should you have any questions about the Science curriculum at Oasis Leesbrook please contact Ms Jasat, Curriculum Leader for Science.
Literacy
“Until I feared I would lose it, I never loved to read. One does not love breathing.” (Harper Lee)
Leesbrook reading pledge
- All students will read at least three 19th century texts
- All students will read one book per year in full by a BAME/ LGBTQ+ author
- All students will read one Shakespeare play per year
- All students will read one text from a non-British writer per year
- All students will have the opportunity to write their own longer fiction piece per year in their own style or the style of one of the authors read/studied each year.
To be literate in its most basic form is to have the ability to read, write, communicate and react to ideas in text and language. It is a basic skill needed to function in modern day society as language is all around us. Literacy is thought of as the most basic of human needs. The vision for literacy at Leesbrook however runs much deeper than our ability to read, write and communicate.
At Leesbrook we are lucky to serve a diverse and ever-changing community where language is not singular; in fact many of our students and families speak multiple languages and are part of rich and diverse cultures. The most recent census update for Oldham reported that 23 languages were spoken in the area including Spanish, Italian, Polish, Urdu, Bengali and Romanian. For us therefore, literacy is not a simple and basic need that we can supply and it is not a catch-all policy. Shared literacy and language is important in terms of not just the ways in which we communicate, but the ways in which we understand and respect each other. As part of our vision to prepare our students to be future local, national and global leaders as well making positive contributions to our local community, our vision is simple; for no child to be left behind. Every student should leave Leesbrook with the reading, writing and speaking skills that they need to succeed in their daily lives.
As part of our bespoke literacy program at Leesbrook, students can expect to experience the following:
· at KS3, two half hour literacy sessions per week using our bespoke Literacy course which focuses on close reading and discussion of non-fiction articles intended to broaden the depth and breadth of non-fiction, studied outside of the English curriculum
· the opportunity to study Latin in Year 8 as part of the Cambridge Latin Course
· teachers frequently reading to students in order to model best practice and high quality spoken language
· students being encouraged to read collaboratively as well as on their own; this may be aloud or in small groups of pairs
· student reading ages and literacy ability being tested annually through the use of NGRT
· a school where reading for pleasure is promoted in every subject as well as family time and character lessons
· a library that provides a range of easily accessible stock including subject specific reading materials relating to all curriculum areas. Texts are updated regularly and students are consulted on the purchasing of new reading material via the student librarian and reading ambassadors
· where applicable, etymology being used to encourage a broader knowledge of word stems and meanings
Intervention
Where students enter Leesbrook with a reading age lower than their chronological age, an intervention may be put in place to ensure that adequate progress is made and the student does not fall further behind. Our interventions at Leesbrook include the following:
· Lexia
· Fresh Start Phonics
· 1:1 intervention with a teaching assistant to support comprehension or EAL students
· Reading groups for higher prior attaining students to stretch and challenge them
Our intervention is selected based on the appropriateness and data informed ability of each student to ensure that no child is left behind. At Leesbrook we have a comprehensive and rigorous literacy strategy that is constantly reviewed to ensure that students make good progress and teachers, parents and students feel supported.
Literacy Road Map
Sample of our Literacy course
Mathematics
"Without mathematics, there's nothing you can do. Everything around you is mathematics. Everything around you is numbers." (Shakantala Devi)
Intent statement:
Our vision for mathematics and numeracy:
- Students enjoy their mathematics lessons and know how to make progress in mathematics.
- Students understand the wider context of the mathematics that they are learning and are given a thorough understanding of mathematical concepts, rather than a set of techniques or routines to get to the right answer.
Our values in the mathematics department:
- We believe that mathematics has links to all aspects of real life. Our curriculum makes key links to the real world to enable students to see how mathematics fits into the wider world.
- We are unapologetically ambitious and have high expectations of all students- something which is supported through our mixed ability class setting.
- We believe in strong teaching at KS3 to support students as they go on to KS4. We expose students to challenging content and focus on mastery of key knowledge.
Our core principles in the mathematics department:
- Allowing all students to develop a curiosity of mathematics. Ensuring students can apply knowledge to the real world.
- Every student can succeed.
- Delivering a knowledge rich curriculum with problem solving at the heart, while allowing students to acquire fluency in crucial mathematical procedures: fewer topics in greater depth.
- Providing cross-curricular study, SMSC links and destination information.
- Planning with strong challenge and differentiation which will allow all students to make accelerated progress.
Curriculum Plan for Mathematics
5 Year Curriculum Plan
Maths Roadmap
Our students will be sitting the AQA GCSE in Mathematics. For past papers and other information please see the AQA website here.
Six Part Mastery Model – Each lesson is structured to include:
Do Now | Remembering |
New Learning | Comprehending |
Talk Task | Applying |
Develop Learning | Analysing |
Independent task | Evaluating |
Plenary | Creating |
Please click here for more information about Maths Mastery.
Knowledge Organisers for Mathematics
Knowledge Organisers show the key information every student must know by the end of each half term. They are available for each year group for each half term. Every student will have a printed copy glued into their workbooks.
Year 7
Year 8
Year 9
Year 10
Year 11 (Foundation) / Year 11 (Higher)
The keyword list shows definitions of key mathematical terminology. This is not an exhaustive list.
Equipment: Every student should have a black pen, green pen, pencil, ruler, rubber, glue stick, protractor and scientific calculator.
Homework will be set weekly on Hegarty Maths. Every student creates their own log in. Homework should take between 30 and 60 minutes. Students will be provided with a separate homework book. They must watch the video, make notes and then write, answer and mark every question from the quiz. There is a parent checklist to help you help your child get the most from their homework. Failure to complete homework will result in detention.
Impact
The Review of the Week is to be completed in the last lesson of every week. The review of the week will be written by the class teacher. There will be a maximum of 8 questions on the review of the week all based on prior learning from the week.
Post Assessments will be taken by every student in exam conditions at the end of each half term. These are taken from the Maths Mastery course. Results will be recorded for analysis purposes.
Hegarty Maths
All students will have access to Hegarty Maths. It is an excellent resource containing a 10-minute video and then a short quiz on every topic we will be teaching. Please encourage your child to use Hegarty.
Click here for HegartyMaths Homework user guide.
Click here for HegartyMaths Key Stage 3 booster pack.
Times Table Rockstars
Every student has a log in for Times Table Rockstars. Once they log in, they create their Rock Avatar. They can then compete in various times table based challenges. Times Tables are the foundation of numeracy and a good grasp of times tables will help your child attack more complex problems.
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to Mathematics, click here.
Social Media
Find us on Twitter: @LeesbrookMaths
Further Reading
•The Number Devil by Hans Magnus Enzensberger
•Getting away with Murderous Math by Kjartan Poskitt
•The Boy who Loved Math: The Improbable Life of Paul Erdos by Deborah Heiligman
•The Curious Incident of the Dog in the Night-time by Mark Haddon
•The Indisputable Existence of Santa Claus by Hannah Fry and Thomas Evans
•The Code Book by Simon Singh
•The thrilling adventures of Lovelace and Babbage by Sydney Padua
•1089 and all that: A journey into Mathematics by David Acheson
•Alex’s Adventures in Numerland by Alex Bellos
•How many socks make a pair? By Rob Eastaway
•Elastic Numbers by Daniel Griller
•Mathematics for the Imagination by Peter Higgins
Should you have any questions about the Mathematics curriculum at Oasis Leesbrook please contact Ms Begum, Assistant Curriculum Leader for Mathematics (currently covering as Curriculum Leader for Maternity Leave).
Modern Foreign Languages
"You live a new life for every new language you speak. If you know only one language, you live only once." (Czech proverb)
Intent Statement:
With our guidance and quality-first teaching, students will leave Oasis Academy Leesbrook prepared, both linguistically and culturally for visiting the country that they have studied. If they never visit the country they have studied, they will make Oldham a better place by understanding that culture should join us, not divide us.
Students will develop into confident speakers, listeners, readers and writers of language.
For vocabulary related learning homework, please access the following link and select the correct class and relevant set. On Quizlet, students can learn and revise vocabulary in many different ways; from looking at flashcards to playing games!
Click here for Leesbrook MFL Quizlet.
Curriculum Plans for MFL
Click here
MFL Learning Journey - please note, the colours on this document are to highlight where interleaving takes place
Knowledge Organisers for MFL
Click here for Year 7
Click here for Year 8
Click here for Year 9
Click here for Year 10
Click here for Year 11 (Global Issues) / click here for Year 11 (Technology) / click here for Year 11 (Travel & Tourism)
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to MFL, click here.
Further Reading
For Year 7 German:
https://www.goethe.de/prj/dfd/de/index.cfm?fuseaction=learning.Overview&selectmode=all&reset=1
https://www.linguascope.com/ (Username Leesbrook, Password Leesbrook1)
For Year 8 French:
https://dinolingo.com/french-for-kids/french-culture/french-culture/
https://www.linguascope.com/ (Username Leesbrook, Password Leesbrook1)
For Year 9 Spanish:
https://www.onlinefreespanish.com/
http://www.digitaldialects.com/Spanish.htm
https://www.linguascope.com/ (Username Leesbrook, Password Leesbrook1)
Should you have any questions about the MFL curriculum at Oasis Leesbrook please contact Ms Holmes, Curriculum Leader of MFL or Mr Gradwell, Assistant Curriculum Leader of MFL..
Music
"When words fail, music speaks" (William Shakespeare)
"When music hits you, you feel no pain" (Bob Marley)
Intent Statement:
Music helps students develop areas of the brain related to language and reasoning. It gives us a mastery of memorization as musicians are constantly using memory to perform. This will serve young learners well in life.
All musicians have strong coordination, a real sense of achievement and a willingness to better themselves so developing these skills early is immensely important.
The students at Oasis Academy Leesbrook receive a broad and balanced curriculum in music. This is crucial as we want to develop and open the minds of our learners and offer them as much experience from the broader spectrum as possible.
One way in which we do this is we offer students instrumental lessons in partnership with the Oldham Music Service with a variety of instruments. These range from percussion (steel pan drums), string, woodwind and brass instruments. Musician tutors will come to the school from the Music Service, they will provide the instruments and teach the students in small groups each half term for the year.
Within Key Stage 3 we plan each half term around a journey that will help provide building blocks for further study such as music theory (ABRSM), which can later provide UCAS points for university opportunities. Also, practical skills such as learning other new instruments and more importantly how to read and speak the language of music are introduced. The students will also compose and write their own music. This is an amazing skill to have and will embed all the core knowledge being delivered but also give the students freedom and confidence to be creative and build a real sense of character.
It wouldn’t be Key Stage 3 unless there were an element of singing too so we have lessons built around developing the voice. Again, this gives the students great knowledge and understanding about their own voice and how to develop this effectively.
At the end of Key Stage 3 the students will be prepared for Key Stage 4 which will involve all the skills and attributes acquired from KS3. There will be musical projects, performances, events and collaborative work happening to offer the students experience of what they could do if they studied Music at college level.
To expose students to a performing arts curriculum which is culturally rich and diverse at all levels. We believe that all students are entitled to access a balanced performing arts diet regardless of their background or life experiences. It can be expected that we will develop students’ confidence, creativity, character, resilience, focus, courage, and self-discipline.
These skills can be developed in holistic teaching environments which encourages students to discover themselves and the world around them through performing arts specialisms.
We passionately believe in the power of cross-curricular links in performing arts to enhance students’ education whilst studying at the academy.
We intend to expose students to performing arts experiences in the local community and around the country to enhance their practical understanding of our subjects. It is our intention to identify links between growth in confidence and consistent development between creativity and academic progress and attainment.
Curriculum Plan for Music
5 Year Plan
Knowledge Organisers for Music
Year 7 Musical Elements
Year 8 Listening and Appraising
KS3 Notation
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to Music, click here.
Further Reading
Rockschool Awards
Music Theory and instrumental learning ABRSM
Music Key Stage 3 Revision BBC Bitesize
Should you have any questions about the Music curriculum at Oasis Leesbrook please contact Mr Lees, Teacher of Music.
Numeracy
“When we open up the landscape of maths, we find an endless treasure trove of stimulating knowledge for pupils to engage in…the world of maths is worth exploring: the possibilities are endless” (Mary Myatt, The Curriculum, Gallimaufry to Coherence)
Intent Statement:
To prepare students for the real life applications of mathematics. To empower students with the confidence and skills to use numbers to make good decisions. To promote positive attitudes towards numbers.
What do we mean by numeracy?
Being confident and competent to use numbers and data to make good decision in daily life.
1 in 4 adults in the UK believe school maths did not prepare them well for maths in everyday life.
Curriculum Plan for Numeracy
Click here.
Sample Lessons in Numeracy
Click here - sample one / sample two.
PE & Wellbeing
"Hard work beats talent when talent does not work hard." (Tim Notke)
Intent Statement:
To inspire and develop lifelong learners that lead happy and healthy lifestyles.
Physical Education plays a pivotal role in students mental, social and physical wellbeing. Here at Oasis Academy Leesbrook, we are committed to ensuring each student has well rounded PE curriculum. The students will engage in two hours of PE per week, with the expectation that they also attend a minimum of two extra-curricular clubs and competitions at every available opportunity. We believe that the students should gain an appreciation for the theoretical and practical elements of sport to allow them to live an active and healthy lifestyle, now and in their futures.
Students will experience the following Sports during KS3:
- Badminton
- Basketball
- Netball
- Handball
- Volleyball
- Football
- Cricket
- Tennis
- Table Tennis
- Fitness
- Outdoor Adventerous Activities
Curriculum Plan for PE & Wellbeing
PE & Wellbeing Curriculum Roadmap
PE & Wellbeing KS3 Curriculum Plan
Covid-19 consolidation plan for PE & Wellbeing (Autumn 2020)
Covid-19 consolidation plan for PE & Wellbeing (Spring 2021)
Knowledge Organisers for PE & Wellbeing
BTEC Sport Unit 1 - Learning Aim A
BTEC Sport Unit 1 - Learning Aim B
BTEC Sport Unit 1 - Learning Aim C
Information on our BTEC qualification can be found here.
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to PE & Wellbeing, click here.
Social Media
Find us on Twitter: @OasisPE
Further Reading
BTEC First Sport Specification
BTEC First Sport Revision Workbook
Should you have any questions about the PE & Wellbeing curriculum at Oasis Leesbrook please contact Mr Schollar, Curriculum Leader for PE & Wellbeing.
P.E at Leesbrook
RE
“If we learn to understand each other, we will learn to understand ourselves”. (Sarah Gadon)
Intent Statement:
At Leesbrook, we believe that outstanding humanities creates outstanding humans. Through a bespoke curriculum and dynamic, creative, engaging and quality first teaching, we will create lifelong learners with a genuine sense of tolerance. They will possess empathy and an understanding that difference in culture, faith, belief and practice adds richness, brilliance and value to the society in which we live. Through this our students will be equipped to live fulfilling, happy and successful lives in a modern Britain increasingly defined by it’s diversity.
In many ways RE is the beating heart of the curriculum. It address the ‘things’ that inspire, motivate, give meaning to and often give controversy to life. It informs our understanding of history, politics, conflict, science and the arts, and shows us the ideas that have shaped the world in the past and continue to shape the world today. It gives us the language and perspective to question the world around us, as well as the ability to understand the rituals, beliefs and practices that define communities. RE challenges us to ask questions with deep and personal meaning, whilst allowing us to accept that sometimes there are no definitive answers. It equips us with a cultural, social, moral and spiritual knowledge that aids mental and physical development, and gives us the skills to thrive within a society that is increasingly defined by its diversity and multiculturalism. Notwithstanding, in our complicated and confusing world, RE is the beautiful tool with which we can unpick the misunderstandings, challenge the prejudices and obliterate the stereotypes that cause conflict and tension.
RE is a broad umbrella term that brings together a wide range of different subjects areas and themes, including philosophy, culture, society, ethics and, of course, belief and practice. At Oasis Academy Leesbrook we are proud to offer a bespoke RE curriculum that is designed for our students and the unique context of the academy. Not only does it incorporate key elements of the Locally Agreed Syllabus for Oldham, but it also honours our diverse local context and responds to what our students want to know about the world we live in and the people, beliefs, practices and ideas that make it up. The Curriculum at KS3 enables students to develop the knowledge and skills essential to academic success (for example the ability to think critically) as well as the curiosity and empathy necessary to develop true understanding. Each theme of study is rooted in a Big Question, which pupils debate, argue and analyse at the end of each topic.
In Year 7 students explore how our identity as humans is created and the factors that make us unique as humans. They explore welcoming rites from different religious and non-religious cultures, in addition to how the clothes we wear and the food we eat affects our identity and shows our identity to each other. Students also investigate how our beliefs and values (religious and non-religious) affect and help to create our identities. Students then move on to a unit on Community, starting by examining what rights and responsibilities exist within communities and our duties as members of communities. They move on to a depth study of different places of worship, including the Gurdwara, Mosque, Church, Synagogue and Mandir, all the while considering their purpose in the community and the variety of ways in which they are used. Finally, they investigate whether the we should just enjoy the earth and its’ resources whilst we are alive through a unit entitled “Our World”. Pupils examine religious and non-religious attitudes towards caring for the planet, sustainability and animal rights, including the ethics of testing medicines on animals.
In Year 8 students examine the issues of extremism, radicalisation and terrorism. Students start this unit by investigating what extremism is, what causes extremism and how extremism of varying types has affected modern Britain. They move on to explore the nature and history of modern terrorism, including an examination of some recent acts of terror. Finally students examine religious attitudes to terrorism to enable them to evaluate whether it is in fact possible for a religious believer to be a ‘terrorist’. They then move on to a unit entitled “The Great God Mystery”. Students explore the demographic of belief in modern Britain before examining beliefs about the nature of God from a number of different religious perspectives. They start with examining arguments for and against the existence of God (including reference to evil and suffering) before embarking on a multi-faith investigation of different beliefs in God. Finally, Year 8 students investigate the issues of prejudice and discrimination. The unit starts with an exploration of the causes of racism and discrimination, and the different types of discrimination that exist in modern society, zoning-in on the case-study of racism in football. A case study investigation of Martin Luther King and Malcolm X is supported by the examination of Muslim and Christian attitudes to discrimination.
Students commence Year 9 with a study on conflict and religion, considering the question of whether religion is the root cause of conflict. They examine the main causes of conflict, the ethics of pacifism, and religious attitudes towards war and conflict. Students then apply their knowledge to the case study of Israel and Palestine. They explore the history of the conflict, the role of religion and the impact on the lives of those living in Israel and Palestine. Students move on to explore the Holocaust through the reconstruction of individual victims’ stories. They will explore the ways in which Jews (and a variety of other minority groups including Roma and Sinti Gypsies and those with disabilities) were targeted, marginalised and persecuted. This unit leads on to a depth study of the theme of Human Rights, a foundational unit for later GCSE study. We start by examining the story of Human Rights, how they came into being and how they are used globally to ensure that humans have the ability to live safe and happy lives where they are able to prosper. We explore the work of Amnesty International and zone-in on the topical case-study of Xinjang Province in China, before moving on to investigate individuals, charities and organisations who all variously work to ensure equality and dignity of human life.
At Oasis Leesbrook, we are proud to have created a bespoke RE Curriculum for our stuednts and our community. Not only does it incorporate key elements of the Locally Agreed Syllabus for Oldham, but it also honours our diverse local context and responds to what our students want to know about the world we live in and the people, beliefs, practices and ideas that make it up.
At GCSE, students will follow the EDUQAS curriculum, taking the following options:
•Issues of Philosophy and Ethics
•Christianity: Belief and Practice
•Islam: Belief and Practice
Curriculum Plan for RE
Click here for Year 7.
Click here for Year 8.
Click here for Years 9 - 11.
Knowledge Organisers for RE
Year 7 (Community) / Year 7 (Identity) / Year 7 (Our World)
Year 9 (Conflict) / Year 9 (Human Rights)
Year 10 (Good & Evil) / Year 10 (Relationships) / Year 10 (Life & Death)
Extra Curricular
For Departmental Clubs that students can undertake that are relevant to RE, click here.
Further Reading
Year 7
“A thousand splendid suns”. Khaled Housseini
“Does my head look big in this?” Randa Abdel-Fattah
“Christmas: A short history from Solstice to Santa”. Andy Thomas
“Pay it Forward”. Catherine Ryan Hyde
Year 8
“The puzzle of God”. Peter Vardy
“The puzzle of evil”. Peter Vardy
“The philosophy book”. Will Buckingham
“I know why the caged bird sings”. Maya Angelou
“Survival in Auschwitz”. Primo Levi
“When Hitler stole Pink Rabbit”. Judith Kerr
“The Tattooist of Auschwitz”. Heather Morris
Year 9
“The Lemon Tree”. Sandy Tolan
“I am Malala”. Malala Yousefzai
“Surviving the Angel of Death: The True Story of a Mengele Twin in Auschwitz”. Eva Moses Kor
“A change of heart”. Jodi Picault
“Curiosity Reading” and “Curiosity Watching” are theme specific and will be shared with students regularly throughout schemes of learning.
For more general inspiration:
BBC Bitesize is a great resource for revision and extra reading:
YouTube also has a wide selection of BBC Learning Zones clips ideal for research and revision purposes:
There is also a wide and rich selection of novels which revolve around themes linked with culture, religion, philosophy and ethics. All of Jodi Picoult’s novels (for example “Change of Heart “) pose an ethical question which sits at the heart of the story-line and are excellent for developing a deeper understanding of philosophical and ethical issues. “A Thousand Splendid Suns” and “The Kite Runner” by Khaled Hosseini both introduce pupils to the complexities of religion and culture. These and many more similar novels are available from our Leesbrook Library.
Should you have any questions about the RE curriculum at Oasis Leesbrook please contact Ms Ridley, Curriculum Leader for Humanities.