Curriculum Structure

Please find our Cross Curricular Themes here.

Our curriculum is special as we have identified what our students need to know in order to live well in the changing and demanding world of the 21^st century. We have identified 16 core themes that underpin our curriculum. Students experience these concepts through trips and visits, extra-curricular activities and through the taught academic curriculum itself. We use these themes to deliver cross curricular projects which enable students to memorise facts recognise links and therefore make sense of the world around them.

Identifying and promoting these themes enable students to experience a curriculum provision that:

1.      Far exceeds the basic expectations of the national curriculum

2.      Provides the broad scope for a diverse curriculum offer that fulfils the academic, cultural, emotional, personal and social needs of all our pupils at KS3.

3.      Builds on what was learned at KS3. Students are provided with the depth of knowledge, skills and understanding to successfully undertake the next phase of their study and lives at KS4 and beyond.

4.      Quickly identifies gaps in curriculum coverage and allows us to make the necessary changes including the use of the extra-curricular offer.

5.      Enhances, strengthens and promotes the areas of the curriculum that the academy does well.

We are pleased to invite you to explore our curriculum more. You'll find information on each subject  including it’s intent, what is taught, and some career pathways commonly associated with those subjects.

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The visual arts make a vital contribution to children’s development in many ways both explicitly and implicitly. To understand visual culture is to be able to access the world in which we live. To practice Art presents students with the opportunity to learn and develop creative skills and techniques with different materials and processes discovering confidence and channels of self-expression. We study Art to inspire that personal expression, foster curiosity of the world around us and explore the limitless capabilities of our imagination whilst engaging with different cultures, historical events as well as providing opportunities to question, critique and make decisions. Our Art curriculum enables our young people to work independently, work collaboratively, develop resilience, problem solve, manage time and resources and ask the big questions; encouraging them to become thinkers, researchers, observers, makers and creators.

Character: Engaging all students in learning about visual culture that develops personal creativity, resilience, the willingness to take appropriate risks and the confidence to express feelings, thoughts and ideas: developing a sense of self. Confidently experimenting and exploring ideas and ways of working, being open to asking questions and challenging accepted ideas: developing a sense of wider responsibility. Thoughtfully investigating ideas of equality and diversity: developing a sense of inclusivity.

Competence: Developing student’s ability to use accurately and expressively a variety of skills, techniques and materials with confidence. Enabling them to make well-informed, good choices about their work and to understand and formulate connections between their work and the work of others. Being able to create a personal response through practice and understanding context: nurturing creativity.

Community: Inspiring students to develop a lifelong love, appreciation and understanding of a wide range of creative styles, traditions and contexts through considering the place of visual communication in their world. Improving health and wellbeing of themselves and others through their practice and through sharing their practice in different ways. Contributing to their futures though actively working sustainably and considerately of and for others: promoting ambition.

You can read our Curriculum Road Maps for Art here. (This sequence is taught to our current year 7-11s).

You can read our Statement of Intent for Art here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for our Art curriculum here. (This sequence is taught to our current year 7-11s).

Business Studies is the subjects which develops and implements a range of different disciplines including Geography, Science, Engineering and Art. It helps to prepare students for an enterprising future. Our course designed to give our pupils insight into the world of work and give opportunity to study local, national and international businesses. Our aim of our curriculum is to help our students to understand how they can integrate world of work into their stages of life in their future. The OAE Business Studies curriculum will ensure that students are able to imagine and inspire commercial thinking as they develop their business knowledge through our challenging yet rewarding courses at Oasis Academy Enfield.

At Oasis Academy Enfield we value character, competence, and community in our curriculum:

Character: OAE Business Studies Curriculum includes well- planned opportunities to retrieve essential knowledge and master its application in Business Studies. We encourage critical thinking through the application of theory in relation to current affairs where possible. This enable students to develop and build solutions for business world problems by applying critical thinking and planning. Students build their problem solving skills by looking at ‘ what if’ scenarios. This blend of essential skills will not only enable our students to leave Oasis Academy Enfield prepared for success in a wide range of careers, but equip them with a lifelong thirst for knowledge and greater understanding of the world around them.

Competence: OAE Business Studies Curriculum lessons have been planned based on our pedagogy and aligned to the current business climate to include examples of popular and larger business examples that allow pupils can relate to and recognise as a result. Excellent planning allows students to build strong foundation where knowledge and skill are the key components of success. Our aim is to create a culture of error that allows students to think outside the box, understand their mistakes and see how important those mistakes for their learning. In addition, our students take part in collaborative learning where the classroom is a tool to master their skills and knowledge that they will use in their future.

Community: OAE Business Studies Curriculum encourage students to understand the importance of corporate social responsibility, sustainability as well as why it is crucial to be legally and ethically fair in the business world.  In their learning, students are expected to take part of running an event to support charities and communities in our local area as well as getting into work placement to gain real life work experience in a local or national organisations.How students LEARN Business at OAE:Our intent is to develop critical thinkers that are well equipped with business knowledge to compete in the wider working world. We are passionate that students need to be able to apply their classroom learning in everyday life post Oasis, which aligns beliefs with the ENFIELD way of Leading, Excelling, Aspiring, Nurturing and Resilience. Our curriculum prepares well rounded learners who are financially literate and aspiring leaders of the future. 

You can read our Curriculum Road Maps for Business Studies here. (This sequence is taught to our current year 10-13s).

You can read our Statement of Intent for Business Studies here. (This sequence is taught to our current year 10-13s).

You can read our Long Term Plan for our Business Studies curriculum here. (This sequence is taught to our current year 10-13s).     

Technology is becoming ever more important in our student’s day to day lives and this trend is likely to increase and even accelerate in the future. We are preparing students for jobs that do not yet exist and to use technology that has not yet been invented. We will do this by ensuring that every student has the opportunity to study and use a wide range of technology building the resilience to both learn to use new technology and solve new problems in a logical algorithmic way. The OAE Computing curriculum will ensure that every student is able to navigate the digital world confidently in a safe and socially responsible manner.

We value character, competence and community in our curriculum:

Character: Enabling students to develop and build solutions to both digital and real-world problems by applying computational thinking.
Students will be able to take complex problems and break them down into manageable chunks and build solutions using skills such as
pattern recognition, abstraction and algorithmic thinking.

Competence: Developing pupils’ digital literacy allowing them to adapt and be active users of the ever-changing technology used in their
future careers and personal lives.

Community: Inspiring students to become active creators of and innovators instead of passive users of technology. Online safety and a solid
understanding of the moral, legal and ethical considerations of technology are embedded at every level of our curriculum to ensure that
students know how to use technology responsibly.

You can read our Curriculum Road Maps for Computer Science here. (This sequence is taught to our current year 7-11s).

You can read our Statement of Intent for Computer Science here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for our Computer Science curriculum here. (This sequence is taught to our current year 7-11s).                                  

We intend that students explore this collection of new and innovative subjects which will widen their scope and knowledge of how different resources may be used to make creative and interesting designs. Their study of Graphic Design, DT and Food Studies will help them be more creative and further develop their confidence and competence. Our curriculum aims to help students to acquire the necessary skills which will help them understand the main function of different tools, equipment and ingredients and how to use them effectively.  Learners will develop great knowledge of food preparation, resistant materials and graphic design, which will stay with them forever. 

Design & Technology makes a vital contribution to children’s development in many ways both explicitly and implicitly. To understand design technology is to be able to access the world in which we live. To practice Design Technology presents students with the opportunity to learn and develop creative skills and techniques with different materials and processes discovering confidence and channels of self-expression. We study design technology to inspire that personal expression, foster curiosity of the world around us and explore the limitless capabilities of our imagination whilst engaging with different cultures, historical events as well as providing opportunities to question, critique and make decisions. Our Design Technology Curriculum enables our young people to work independently, work collaboratively, develop resilience, problem solve, manage time and resources and ask the big questions; encouraging them to become thinkers, researchers, observers, makers and creators.

Character: Engaging all students in learning about design that develops personal creativity, resilience, the willingness to take appropriate risks and the confidence to express feelings, thoughts and ideas: developing a sense of self. Confidently experimenting and exploring ideas and ways of working, being open to asking questions and challenging accepted ideas: developing a sense of wider responsibility. Thoughtfully investigating ideas of equality and diversity: developing a sense of inclusivity.

Competence: Developing student’s ability to use accurately and expressively a variety of skills, techniques and materials with confidence. Enabling them to make well-informed, good choices about their work and to understand and formulate connections between their work and the work of others. Being able to create a personal response through practice and understanding client contexts

Community: Inspiring students to develop a lifelong love, appreciation and understanding of a wide range of creative styles, traditions and contexts through considering the place of design technology in their world. Improving health and wellbeing of themselves and others through their practice and through sharing their practice in different ways. Contributing to their futures though actively working sustainably and considerately of and for others: promoting ambition.

You can read our Curriculum Road Maps for Design Technology here. (This sequence is taught to our current year 7-11s).

You can read our Statement of Intent for Design Technology here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for our Design Technology curriculum here. (This sequence is taught to our current year 7-11s).

Technology is becoming ever more important in our student’s day to day lives and this trend is likely to increase and even accelerate in the future. We are preparing students for jobs that do not yet exist and to use technology that has not yet been invented. We will do this by ensuring that every student has the opportunity to study and use a wide range of technology building the resilience to both learn to use new technology and solve new problems in a logical algorithmic way. The OAE Computing curriculum will ensure that every student is able to navigate the digital world confidently in a safe and socially responsible manner.

We value character, competence and community in our curriculum:

Character: Enabling students to develop and build solutions to both digital and real-world problems by applying computational thinking.
Students will be able to take complex problems and break them down into manageable chunks and build solutions using skills such as
pattern recognition, abstraction and algorithmic thinking.

Competence: Developing pupils’ digital literacy allowing them to adapt and be active users of the ever-changing technology used in their
future careers and personal lives.

Community: Inspiring students to become active creators of and innovators instead of passive users of technology. Online safety and a solid
understanding of the moral, legal and ethical considerations of technology are embedded at every level of our curriculum to ensure that
students know how to use technology responsibly.

You can read our Curriculum Road Maps for BTEC Digital Information Technology here. (This sequence is taught to our current year 10-11s).

You can read our Statement of Intent for BTEC Digital Information Technology  here. (This sequence is taught to our current year 10-11s).

You can read our Long Term Plan for our BTEC Digital Information Technology  curriculum here. (This sequence is taught to our current year 10-11s).   

The drama curriculum is designed to allow students to excel in their Drama and Theatre skills. We believe that students deserve a broad and ambitious Drama curriculum rich in subject knowledge, performance skills, professional plays, devising stimuli, current events and theatrical conventions. The curriculum encourages students to lead each other as directors, playwrights and actors as well as become creative, imaginative and independent thinkers. Students will develop their teamwork, resilience, patience, nurturing and appreciation for their own work and that of others; always demonstrating respect and empathy. The curriculum aims to allow students to find a love for Theatre as a whole, while also enabling students to develop skills that will prepare students to achieve their future aspirations.

How students LEARN Drama at OAE:The drama curriculum is designed to allow students to excel in their Drama and Theatre skills. We believe that students deserve a broad and ambitious Drama curriculum rich in subject knowledge, performance skills, professional plays, devising stimuli, current events and theatrical conventions. The curriculum encourages students to Lead each other as directors, playwrights and actors as well as become creative, imaginative and independent thinkers.

Students will develop their teamwork, Resilience patience, Nurturing and appreciation for their own work and that of others; always demonstrating respect and empathy. The curriculum aims to allow students to find a love for Theatre as a whole, while also enabling students to develop skills that will prepare students to achieve their future Aspirations.

You can read our Curriculum Road Maps for Drama here. (This sequence is taught to our current year 7-9s).

You can read our Statement of Intent for Drama here. (This sequence is taught to our current year 7-9s).

You can read our Long Term Plan for our Drama curriculum here. (This sequence is taught to our current year 7-9s).

The written and spoken word is not only influenced by, but also shapes humanity. The curriculum is therefore sequenced so that students understand, question, critique and create rules, stories and patterns in literature and, more broadly, in society. Mastering English in the OAE Curriculum gives all pupils the power to understand the codes that dictate the conventions of shared language, history, art and culture as well as giving them the power to challenge, break, rebuild and create new realities from the knowledge they have learned. At the heart of our curriculum is the unwavering belief that all young people, no matter what their starting point, can, and will, thrive within a global community. Therefore, through the OAE English curriculum, they will be taught to understand and interact with the voices of others and deploy the power of their own voice. Students will become curious, scrupulous and critical thinkers armed with an extensive, versatile vocabulary and flexible knowledge base, allowing them to communicate with accuracy, precision and flair and access and create excellent, compelling writing.

Character: Giving the students the skills, knowledge, vocabulary, confidence, resilience and curiosity to read, listen, consider, discuss and debate with sensitivity and integrity.  

Competence: Developing pupils’ vocabulary, knowledge and skills so that they can communicate with accuracy, precision and, more importantly, autonomy.

Community: Inspiring all pupils to develop a lifelong love, appreciation and understanding of a wide range of literature. Inspiring pupils to use their understanding of literature that has gone before them to become active members of their local and global community and become involved in shaping its future.How students LEARN English at OAE:Our curriculum at Oasis Enfield empowers pupils to become critical, analytical, reflective and independent thinkers who display tolerance and respect for the opinions of others. We want our students to gain confidence in reading, writing, speaking and listening.  We want them to have the courage of their convictions and to enable them to express those convictions with pride and confidence.  Above all, we want them to become confident Leaders, Aspire to be the best, Excel in themselves, Achieve outstandingly and to Nurture their talents (LEARN).

You can read our Curriculum Road Maps for English here. (This sequence is taught to our current year 7-11s).

You can read our Statement of Intent for English here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for our English curriculum here. (This sequence is taught to our current year 7-11s).

The Oasis Geography Curriculum will equip students with a balanced understanding of the physical and human world, as well as an appreciation of how interconnected systems are. It will improve student knowledge of key geographical processes and how human actions impact on these processes. Crucially it will give students the knowledge and skills to become active global citizens and enable them to confidently identify and respond to the complex current issues our planet faces. Students will have opportunities to engage and excel geographical skills through fieldtrips so they are able to personally experience the geography taught in lessons.

Character: The curriculum’s fundamental aim is to instil a love of learning about the world around us for all students. In Oasis we celebrate diversity and the curriculum therefore explores and celebrates a range of global places, cultures and traditions. This relies on the curriculum drawing on accurate, up to date representations of places and cultures in an ever changing world and how changing socio-economic circumstances impact on quality of life and well-being. Students will be developed holistically, encouraged to become the best versions of themselves by emphasising their role in order to better understand how their actions impact on others and the wider environment. 

Competence: The Oasis Geography curriculum is an academic and rigorous curriculum, which places a large emphasis on knowledge. It is designed to ensure the very best outcomes for students using the latest research in cognitive science. Central to the curriculum are three core strands:

• Knowledgeable students: We want our students to be curious learners who can apply their knowledge to the real world. To do this, we equip them with the fundamental knowledge that allows them to ask good questions, access a range of scenarios and express themselves eloquently and with confidence.
• Knowledgeable teachers: We want to ensure that all teachers are confident in their subject knowledge and feel secure to take ownership of differentiating lessons for the needs of the specific students they teach.
• Knowledgeable leaders: We want to enable our curriculum leaders to be experts in curriculum delivery – able to develop the pedagogy of their teams through effective CPD, observations and feedback.  We also want to ensure that they are confident in tracking the progress of their students, identifying gaps in knowledge and underachievement.

The Oasis Geography curriculum gives students the skills to use this knowledge to think deeply about key Geographical concepts and processes. Central to the curriculum is the application of this knowledge to answer complex questions developing skills of critical thinking, analysis and evaluation.  Furthermore, students will develop geographical skills, gaining confidence in interpreting information from maps, graphs, data and photographs. It will ensure students aspire and take the next steps in their education and personal challenges.

Community: the curriculum will help students to understand local, national and global communities. Fundamentally students will be encouraged to study the interconnected nature of our world and look at their role in an ever changing planet. We want Oasis students to be global citizens. The curriculum fosters this through the provision of opportunities for students to take action and become active members of society, championing for sustainable change. We also want our students to have meaningful experiences and see Geography in action through multiple opportunities for human and physical fieldtrips, where they are able to collect and interpret primary data, as well as analyse secondary data.

How students LEARN Geography at OAE:

The Geography curriculum develops the knowledge and skills students need for their GCSE, as well as to help shape them to become successful, Aspirational, informed and compassionate global citizens as they gain a better understanding of the world around them. Our aim is to encourage students to be open minded and be able to form opinions and arguments to play a lead role in making positive change thus making the world a better place for their future.

Geography is a facilitating subject sought after by many universities, it pairs really well with Science and has lots of cross curricular links. For example, with Maths, Economics and Politics, as well as constant links to current affairs as it is imperative that students are made aware of issues around the world to assist them to become caring and Nurturing members of society. Students will explore what Geography is and the skills needed to understand both physical and human aspects through learning about a broad variety of interesting hot topics and even have the exciting opportunity to partake in fieldwork.

In KS3, students examine physical topics, some of which include; Natural Hazards, Climate Change, Ecosystems, Coasts and Rivers. They will also explore human topics such as Development, Resource Management, Urbanisation, as well as case studies on Africa and Asia. These topics allow students to develop many skills, such as analytical skills which will enable them to make a smooth transition into KS4 and Excel in further education.

In KS4, we focus on key evaluative skills as these are important when tackling 6 and 9 mark exam questions which are practiced every lesson.  Students will sit 3 GCSE papers. Paper 1: Living in the Physical Environment. This paper involves physical topics; Natural Hazards, Ecosystems and Physical Landscapes. Paper 2: Challenges in the Human Environment. This paper includes human topics; Economic Development, Urban Issues and Resource Management. Paper 3: Geographical Applications. This paper consists of learning a range of map and research skills, especially during fieldwork, as it is essential to promote a love for the outdoors and for students to be able to use all the skills learnt to study areas and issues in a real life context. This allows students to apply their knowledge and become inquisitive, adventurous and Resilient geographers!

You can read our Curriculum Road Maps for Geography here. (This sequence is taught to our current year 7-11s).

You can read our Statement of Intent for Geography here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for our Geography curriculum here. (This sequence is taught to our current year 7-11s).

History is fundamental to empowering students to engage in all manner of conversations and debates. We want to ensure that our students always have something to say and can speak from a position of knowledge rather than one of ignorance. History is uniquely positioned to do this through the breadth and depth of knowledge it offers for students to master. The OAE History curriculum is designed to provide our students with a firm grasp of the discipline of history in combination with a board, rich and global body of historical knowledge, which they can deploy to understand the world around them and the historical forces that have shaped it. The curriculum aims to develop an enduring curiosity about the past, as well as providing our students with the means to engage in rigorous and academic approaches to ask and answer historical questions, whilst also empowering them to question the nature of historical knowledge itself. The study of history aims to emphasise the strangeness of the past in comparison to our lives today whilst also fore fronting the human stories that still resonate with us.

Character: The OAE history curriculum aims to develop students who are confident in presenting their own arguments and interpretations but willing to listen to and be challenged by others. We aim to teach our students how to frame and answer questions, encouraging curiosity but also developing independence.  The nature of history itself, with their very rarely being a simple answer, helps develop resilience as well as ensuring that students are willing to challenge overly simplistic narratives they are presented, both in and outside of the classroom. The OAE history curriculum also aims to ensure students encounter diverse cultures, societies, people and often ‘hidden histories’, ensuring  their sense of identity and their perceptions of others are not based on singular representations or misrepresentations.

Competence: The OAE history curriculum aims to ensure students develop a broad body of historical knowledge, chronologically and geographically, from the local scale to global issues. The curriculum is designed to draw out the connected nature of the past, rather than presenting histories in isolation of one another, allowing students to make sense of the world they live in and the events, forces and people who continue to shape it. Students will engage in the processes through which history is written and challenged, aiming to develop student’s understanding of history as a discipline, and therefore as a societal construction rather than an objective narration of the past.

Community: Throughout the curriculum students study numerous different societies and communities as well as the interactions between them, exploring both the bonds that bring people together but also the issues that can cause conflict. Local history gives students the chance to reflect on how their local community has developed overtime and how it is both similar and different to other communities they have explored.

How students LEARN History at OAE:Our curriculum is designed to ensure history sparks pupils’ imagination about the past. It will inspire our students to be curious about the events, beliefs and individuals that have shaped our present whilst empowering them to lead their own future. We intend that pupils have access to a knowledge-rich curriculum underpinned by diversity, source analysis and the evaluation of different interpretations. This will help them become analytical thinkers who have the confidence to question the world around them and the Resilience to chase their aspirations.

Student’s history vocabulary will be rich, allowing them to make sense of what they hear, read and encounter in the world and become individuals who are critical yet empathic, Aspirational yet Nurturing, and decisive yet reflective. We will support every student, regardless of their start in life, to reach their full potential so they can stand in any circle or career with confidence.

You can read our Curriculum Road Maps for History here. (This sequence is taught to our current year 7-11s).

You can read our Statement of Intent for History here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for our History curriculum here. (This sequence is taught to our current year 7-11s).

The OAE Maths Curriculum is designed in conjunction with Mathematics Mastery. This means that pupils are given a “thorough understanding of mathematical concepts, rather than a set of techniques or routines to get to the right answer” (EEF). We want our students to be curious learners who can apply their knowledge and skills to the real world. We enable them with the powerful knowledge that allows them to acquire fluency in crucial mathematical procedures and means they can master and retain key concepts which in turn will result in all students fulfilling their academic potential in maths.

Character: Our Maths lessons ensure that all students develop confidence in Maths, and identify as “good at Maths”. Through talk tasks to check for understanding, the participation of all students in articulating mathematical ideas is a key feature of our teaching. Students are taught to interact with each other with patience, honesty, and independence through opportunities for structured self-reflection throughout the lesson: in self and peer assessment, exit tickets, and mastery matrices.

Competence: Developing pupils’ competence in Maths is at the heart of our curriculum. We build strong foundations by taking every opportunity to develop our students’ numeracy skills: in lessons, and in structured interventions. In our curriculum, we draw on research from cognitive science to accelerate our students learning. We connect new knowledge to existing knowledge, to expand students’ schemas, and develop their skills in the core concepts of Maths.

Community: Through an engaging, relevant Maths curriculum, students are exposed to the story and history of mathematical ideas. In this way students develop respect for others and an appreciation of diversity and inclusivity, and learn how to challenge and question. Students also have the opportunity to develop their passion, their identity, and their sense of belonging, through success in Maths, and through trips and after-school clubs, in different forms across the trust.

How students LEARN Maths at OAE:We recognise that Mathematics underpins our young people’s ability to engage with and understand their world, to be competent and confident in approaching science, technology and engineering and in positioning themselves competitively in the employment market, ably managing their own finances.

Our curriculum enables students to use numeracy skills, fluently employ mathematical operations and reason analytically to solve real life problems. We know that the acquisition of these skills and abilities enables students to build their Resilience and perseverance in addressing increasingly complex problems. Our curriculum is sequenced so that students are able to build on prior knowledge and skills, acquiring the ability and confidence to become, resilient and resourceful individuals who make a positive contribution to society.

You can read our Curriculum Road Maps for Maths here. (This sequence is taught to our current year 7-11s).

You can read our Statement of Intent for Maths here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for our Maths curriculum here. (This sequence is taught to our current year 7-11s).

The OCL MFL curriculum believes that a strong foundation for knowledge is essential for language learning. Our curriculum is built upon the three pillars of language learning: Grammar; Phonics and Vocabulary and focuses on students mastering and retaining these key concepts over time so that they become confident and spontaneous communicators in another language. We value character, competence and community in our curriculum.

Character: We want our students to become confident communicators, who are able to use language flexibly in real-life contexts. Through learning another language our students will be encouraged to have a curiosity and understanding of other cultures. Through exploration of another language they will also learn more about themselves and the world beyond their classrooms. Their language skills should help to inspire a love of language learning and give them the confidence to communicate with speakers of these languages here and abroad. Our curriculum is an inclusive curriculum, where all students are able to achieve, and all are enabled to develop their skills and ability to speak the language spontaneously.

Competence: Students should be able to speak and write with increasing complexity, spontaneity and fluency as they progress in their learning. Vocabulary and grammatical structures are introduced sequentially and interleaved  for effective retrieval practice. We also use language beyond the curriculum and expose students regularly to authentic texts, culture and student-led discussion, enabling them to deepen their understanding of the French and Spanish-speaking world.

Community: We want our students to gain an understanding of their local, national and global communities through MFL, by helping them to explore different cultures and communities across the world where the languages are spoken. Our curriculum allows our students to appreciate cultural diversity and discuss complex issues with sensitivity, such as through engaging with social issues. Our goal is that through study, students will gain a sense of global responsibility, respect and tolerance for other cultures.

You can read our Curriculum Road Maps for MFL here. (This sequence is taught to our current year 7-11s).

You can read our Statement of Intent for MFL here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for our French MFL curriculum here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for Spanish MFL curriculum here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for Turkish MFL curriculum here. (This sequence is taught to our current year 10-11s).

Our intent is to deliver the Music Curriculum to all students to develop their performing, composing and appraisal skills. We aim to help create and nurture well rounded students who thrive in creativity, leadership and develop self-confidence through expressing themselves in different forms of Music.

We seek to produce and encourage engagement through practical studies of different areas, instruments and ensembles of Music whilst creating performances ready for public audiences. The overall aim – in addition to the knowledge students will gain – is to equip each and every student with resilience and skills that they can use in which ever career the choose to follow.

We begin with the assumption that all children are musical and have a right to learn music. Music is fundamental to being human and all can develop their identity, a sense of belonging and their character through rehearsing, playing, singing, creating, appreciating and listening to music. Through the Oasis Music Curriculum our students will grow into adults who enjoy, appreciate and engage with music throughout their lives.

Character: Engaging all pupils in musical learning that develops creativity, resilience and the confidence to express feelings and thoughts, experiment with new musical ideas and grow imaginations.  

Competence: Developing pupils’ ability to make music well so that musical outcomes are excellent and aspirations are raised. Ensuring that all are equipped for further musical study if they choose it.

Community: Inspiring all pupils to develop a lifelong love, appreciation and understanding of a wide range of musical styles and traditions. Ensuring all experience the power of music to include, to draw people together, understand others and facilitate positive connection.

How students LEARN Music at OAE:

We deliver the Music Curriculum to all students to with the aim of them Excelling in performing, composing and appraisal. We Nurture students with the aim of creating well rounded individuals who thrive in creativity and Leadership whilst developing self-confidence by expressing themselves in different forms of Music and Aspiring to be the best they can possibly be. We seek to produce and encourage engagement through practical studies of different areas, instruments and ensembles of Music whilst creating performances ready for public audiences. The overall aim – in addition to the knowledge students will gain – is to equip each and every student with the Resilience and skills to successfully progress into which ever career the choose to follow.

You can read our Curriculum Road Maps for Music here. (This sequence is taught to our current year 7-9s).

You can read our Statement of Intent for Music here. (This sequence is taught to our current year 7-9s).

You can read our Long Term Plan for our Music curriculum here. (This sequence is taught to our current year 7-9s).

Physical education should inspire students to become physically competent in a way which promotes lifelong physical activity. The Oasis Physical Education Curriculum will improve students’ health and wellbeing through a holistic approach that allows them to flourish and become valuable members within their community. Students will be provided with opportunities to develop personally through a wide range of experiences. They will have opportunities to engage and excel in competitive sport, physical activities and leadership, building character and embedding wider core values throughout.

Character: Physical education can promote the holistic development of students, helping them to become better versions of themselves by emphasising moral traits such as respect and fairness. Within our heart assessment students will be encouraged to promote sportsmanship and fair play, students will develop good habits that will bring out the best in each other both inside and outside of sport and physical activity.

Competence: Through our hands and head assessment students will be developing their competence within physical education, which will improve confidence and provide students with the skills and knowledge to lead physically active lives. Physical education will ensure students aspire and take the next steps in their education and personal challenges.

Community: Through teamwork and opportunities to build character, physical education can foster a sense of belonging amongst students. Students learn how to work collaboratively in physical education which is embedded within the heart assessment, developing leadership skills and helping students to create meaningful relationships and contribute to a positive community culture. Students will understand the pathways within community sport promoting lifelong physical activity. Through sport, students will recognise social and physical barriers to sport within their community and wider topical issues, modelling the nine habits.

How students LEARN PE at OAE:
Physical education should inspire students to become physically competent in a way which promotes lifelong physical activity. The Oasis Academy Enfield Physical Education Curriculum will improve students’ health and wellbeing through a holistic approach that allows them to flourish and become valuable members within their community. Students will be provided with opportunities to develop personally through a wide range of experiences. They will have opportunities to engage and Excel in competitive sport, physical activities, and Leadership building character and embedding wider core values throughout.

At Oasis Academy Enfield we intend to enthuse and inspire pupils to develop a lifelong love of physical activity, exercise, and sport. We will do this by educating pupils to understand and value the impact of developing and maintaining a healthy active lifestyle on physical, mental, social, and emotional health to ensure they have the tools to achieve good wellbeing and an active healthy lifestyle as adults. Our curriculum provides all pupils a platform to develop their self-efficacy, competence, and autonomy through the delivery of a broad, multifaceted curriculum which promotes numeracy, literacy, and our core values.

At KS3 each pathway will support pupils to develop their knowledge and skills to improve competence and confidence in a range of physical activities and sports. At KS4 pupils will have the opportunity to choose their pathway: Sports Leadership or Physical Activity and Sports. Through each of these pathways’ pupils will continue to embed the value of a healthy active lifestyle and be encouraged to develop their independence, leadership, Resilience and teamwork through collaboration.

During exam courses for both KS4 and KS5 we intend to embed academic and life skills that enable pupils to have the knowledge, skills, and work experience to Aspire to further and higher education or employment, if they so wish. We intend for pupils to leave Oasis Academy Enfield as physically literate, knowledgeable, critical, and informed members of society with the relevant skills to be able to maintain in lifelong physical activity and succeed both academically and professionally.

You can read our Curriculum Road Maps for P.E. here. (This sequence is taught to our current year 7-13s).

You can read our Statement of Intent for P.E. here. (This sequence is taught to our current year 7-13s).

You can read our Long Term Plan for P.E. curriculum here. (This sequence is taught to our current year 7-13s).

Character:  The drama curriculum is designed to allow students to excel in their Drama and Theatre skills. We believe that students deserve a broad and ambitious Drama curriculum rich in subject knowledge, performance skills, professional plays, devising stimuli, current events and theatrical conventions.

Competence: The curriculum encourages students to lead each other as directors, playwrights and actors as well as become creative, imaginative and independent thinkers. Students are regularly assessed throughout their practical work. This gives them the opportunity to maintain a high standard of work throughout the  process as well as the performance at the end

Community: Students will develop their teamwork, resilience, patience, nurturing and appreciation for their own work and that of others; always demonstrating respect and empathy. The curriculum aims to allow students to find a love for Theatre as a whole, while also enabling students to develop skills that will prepare students to achieve their future aspirations.

To embrace it to support and improve the mental health and well-being across students, staff and the community.

To establish performances throughout the Academy day – regular but quality performances.

To build a strong reputation in the community for ‘Performing Arts at OAE.’

To embed the underpinning skills and disciplines in Performing Arts in all students to impact upon behaviours seen across the Academy in all subjects.

For every student to learn an instrument and to have access and the opportunity to learn a classical instrument.

To build extra choirs and vocal groups.

To build and establish connections with outside agencies in the industry to work with our students, e.g.: Razed Roof, West End workshops, work experiences.

You can read our Curriculum Road Maps for Performing Arts here. (This sequence is taught to our current year 10-11s).

You can read our Long Term Plan for our Performing Arts curriculum here. (This sequence is taught to our current year 10-11s).

We want our students to develop into rounded young adults who understand their character and play active roles in their communities. The PSHE curriculum has been thoughtfully created to incorporate our Oasis Ethos, Oasis 9 Habits and Character Curriculum to ensure students flourish in a safe school environment. We have met the statutory guidance for RSE, Citizenship and CEIAG as well as providing opportunities for use of the local PHE data to meet the needs of our students. The combination enables students to develop socially, emotionally, culturally, physically, spiritually and eventually having fulfilling lives and careers.

Students will know more about themselves and others; becoming socially literate and emotionally aware and understanding how they are developing, who they are becoming and how to fulfil their potential.  With this clear sense of identity, students will understand their place in society and how to achieve their future life ambitions.  

Students will then become confident, articulate citizens who are able to effectively debate moral, social, cultural and political issues. We also focus on the fundamental British Values that underpin many other curriculum areas. Crucially, students have a keen awareness of the socio-political landscape and through the exploration of Oasis Hubs locally, nationally and internationally understand the importance of inclusivity, the beauty of diversity and challenge themselves and others to be anti-discriminatory and to be inclusive of all.

Character: Engaging all students to express feelings and thoughts around themselves, who they are becoming and why this is important for their wellbeing and development in modern Britain. Students will have many opportunities to learn and discuss knowledge and skills that will support them to have fulfilled lives.

Competence: Students will be empowered with knowledge about the community, wider Britain and their own life choices to be able to make informed decisions and be able to make a fulfilling life pathway.

Community: Students will discuss and understand their own place within the local, national and global community with particular focus on the Oasis family; understanding the importance of diversity and inclusivity and the rich tapestry that is created through interconnected communities.

You can read our Curriculum Road Maps for Personal Development here. (This sequence is taught to our current year 7-11s).

You can read our Statement of Intent for Personal Development here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for our Personal Development curriculum here. (This sequence is taught to our current year 7-11s).

RE examines what it is to be human in the modern world, engaging directly with the questions at the heart of the Oasis Ethos – Who Am I and Who Am I Becoming.  Through the Oasis RE Curriculum our students will develop an appreciation of human diversity and an understanding of the place that belief plays in our all of our lives.  They will learn that differences in faith, belief, practice, culture and interpretation bring brilliance and colour to our world – both locally, nationally and globally.  It is essential to note here that RE is NOT religious instruction, Bible Study or so-called ‘divinity’.  It is a broad discipline which engages with several academic lenses – including theology, philosophy, ethics and the social sciences.  It is working within and truly honouring these lenses that provides the subject with its’ unique rigour.

We value character, competence and community in our curriculum, and seek opportunities to meaningfully demonstrate these virtues through a knowledge rich, diverse and inclusive curriculum.  Below is a representative (but not exhaustive) list of the myriad of ways in which RE honours the three ambitious intentions of the OAE Curriculum:

Character: Engaging all pupils in a curriculum that develops sensitivity, an understanding of what informs our morality,  and a true sense of true tolerance - where diversity is championed and celebrated as the factor which brings colour, brilliance and interest to society.  The confidence, composure and philosophical articulacy to engage in meaningful discussion about Big Questions.  To contribute to the personal development of pupils by enabling them to explore deep questions of purpose, meaning and human behaviour.   To challenge pupils to not only look within and explore the morals that define them, but to also listen to those which define others.  In doing these things RE enables pupils to understand important things about themselves as human beings growing into and becoming part of the modern world. Here the 9 Habits provides a foundation and filter through which to examine core content in addition to a mechanism through which to discipline discussion.

Competence: The ability to describe religious practice, explain religious beliefs, teachings and attitudes, and analyse and evaluate responses to questions of meaning, belief, purpose and ethics based upon belief and culture.  The OAE RE curriculum will enable pupils to develop critical thinking skills and the ability to debate, discuss and argue about Big Questions of human existence be them theological, philosophical, ethical or social.

Community: An understanding of what it is to be human – a sense of identity and belonging to their local community as well as a sense of being a global citizen.  A clear understanding of their own role and responsibilities within their communities, and the ability to see themselves as participants in and champions of the transformation of attitudes – which in turn will transform communities.  An understanding of the role that faith, belief and practice play in shaping the identity of both citizens and communities.  An understanding of how religion and faith unite global communities and positively contribute to the development of individual and communal character.  An understanding of how to participate within their community on a positive and meaningful level to create cohesion.How students LEARN RE at OAE:RE has a significant role for the development of pupils’ spiritual, moral, social and cultural development. It promotes respect and open-mindedness towards others with different faiths and beliefs and encourages pupils to develop their sense of identity and belonging through self-awareness and reflection. The principle aim of RE is to engage pupils in an enquiry approach where they can develop an understanding and appreciation for the expression of beliefs, cultural practices and influence of principle religions and worldviews in the local, national and wider global community.

As a subject in the wider curriculum it is to engage, inspire, encourage and challenge students by equipping them with the knowledge and skills to respond to questions of ultimate concern and in so doing develop higher thinking abilities. Students will be primed to study and interrogate the curriculum content using their personal insight and experience and become Leaders in their own right through expression of thought.

You can read our Curriculum Road Maps for Religious Education here. (This sequence is taught to our current year 7-11s).

You can read our Statement of Intent for Religious Education here. (This sequence is taught to our current year 7-11s).

You can read our Long Term Plan for our Religious Education curriculum here. (This sequence is taught to our current year 7-11s).

The Oasis Science Curriculum will equip students with the knowledge of the key scientific principles that allow us to make sense of the world around us and the disciplinary knowledge which enables them to be good scientists in their lives – providing opportunities to investigate scientific theories and unpick evidence to derive their own conclusions that will enable them to make good choices for themselves, their families, community and our planet.

Character: The curriculum aims to ensure that students feel successful during their science education, that they feel knowledgeable and that they have become curious, critical thinkers that are able to make well informed decisions that they can communicate and justify effectively.

Competence:

• Knowledgeable students: We want our students to be curious learners who can apply their knowledge to the real world.  To do this, we equip them with the fundamental substantive and disciplinary knowledge that allows them to ask good questions, evaluate information, access a range of scenarios and communicate their ideas and conclusions effectively and with confidence.
• Knowledgeable teachers: We want to ensure that all teachers are confident in their subject knowledge and potential student misconceptions across all three discipline and that they feel secure in taking ownership of differentiating lessons for the needs of the specific students they teach. We also want to provide lots of opportunities to ensure that our teachers know what their students have mastered and which areas need to be revisited later in the students learning journey. Our teachers are knowledgeable about the science of learning and are therefore empowered to make impactful decisions in the classroom. We know that student attention and focus is essential for learning to take place, so creating a calm and purposeful learning environment comes first. Our consistent approach to lesson structure and assessment allows teachers to focus on planning and practising excellent expositions, responding to errors and misconceptions and supporting students regardless of starting point to experience an ambitious curriculum.
• Knowledgeable leaders: We want to enable our curriculum leaders to be experts in curriculum delivery – able to develop the pedagogy of their teams through effective subject specific CPD, observations and feedback.  We also want to ensure that they are confident in tracking the progress of their students, identifying gaps in knowledge and underachievement and putting in place effective support to ensure that every child is successful in their science education.

Community: Our curriculum ensures that our students understand the impact of their decisions on themselves, their families, local communities and our planet.  It demonstrates the complexity of these decisions and the importance of individual decisions on the collective.  It will encourage students to be advocates for diversity, access to healthcare and a more sustainable way of living.How students LEARN Science at OAE:Our intent is to empower every student to live the Enfield Way, we want all our student to LEARN: Lead, Excel, Aspire, Resilient and Nurture. We teach Science simply because it is interesting, exciting and relevant to everyday life and enables every student to gain the knowledge and skills to make sense of the world around them (science literacy) and to become responsible global citizens.

Our broad curriculum enables Oasis Academy Enfield (OAE) students to develop the passion to work, progress and excel to the best of their ability. We follow the AQA Science Specification as the literacy used is more suited for our students and enables us to tailor it more effectively to meet the needs of all our students, in particular the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs.

Our curriculum follows a 5 year plan from Year 7 to Year 11. It is coherently planned and sequenced with sufficient knowledge and skills to build on the prior knowledge in Science from Key Stage 2.

You can read our Curriculum Road Maps for Science here. (This sequence is taught to our current year 7-11s).

You can read our Statement of Intent for Science here. (This sequence is taught to our current year 7 and 8s).

You can read our Statement of Intent for Science here. (This sequence is taught to our current year 9, 10, and 11s).

You can read our Long Term Plan for our Science curriculum here. (This sequence is taught to our current year 7 and 8s).

You can read our Long Term Plan for our Science curriculum here. (This sequence is taught to our current year 9, 10, and 11s).