At Oasis Academy Blakenhale Junior, we believe that children have a right to expect an irresistible curriculum which is; fun, motivating, interesting and most importantly purposeful. We strive to develop imagination through an International Primary Curriculum (IPC) which is stimulating, creative and encompasses an environment where every child has the opportunity to shine. The curriculum is the totality of every experience we offer our children during their time in our school.
At Oasis Academy Blakenhale Juniors our curriculum is designed to meet the needs of our children, with a carefully structured framework in place to ensure that the essential key skills in each subject area are taught and developed. This approach ensures that even our youngest learners begin to develop their own personal tool kit of skills which they can expand as they journey through our academy.
Some subjects are taught links separately all or some of the time. Subjects may be delivered through a themed week or day or through a shorter block, rather than a lesson each week. Over the course of the year children will have received a broad and balanced curriculum. There is a whole school focus on providing practical activities, which enable powerful first hand learning. The curriculum is further enhanced through a range of enrichment activities such as cookery, break dancing, sign language, trips, visitors, specialist workshops and cultural experiences which promotes engagement and enjoyment of learning amongst our children.
We place a strong emphasis on developing children’s understanding of their own and others’ needs and feelings through Personal, Social and Health Education (PSHE). At Oasis Blakenhale Juniors we follow the PATHS® curriculum, which is a comprehensive program that promotes emotional and social competencies, reducing aggression and behaviour problems in Nursery through to Key Stage 2, while simultaneously enhancing the educational process in the classroom. This innovative curriculum is designed to be used by educators and counsellors in a multi-year, universal prevention model. Although primarily focused on the school and classroom settings, information and activities are also included for use with parents.
In Key Stage Two (Years 3, 4, 5 and 6) the children follow the National Curriculum for English and Mathematics.
For more information on our curriculum and our extra-curricular activities please get in touch with the academy.
The National Curriculum has three broad aims. It should enable all young people to become:
- successful learners, who enjoy learning, make progress and achieve
- confident individuals who are able to live safe, healthy and fulfilling lives, with a sense of self-worth and personal identity and the ability to form good relationships with others
- responsible citizens who make a positive contribution to society by valuing and respecting others and the environment and who take an active role in their school and wider community
Our curriculum encompasses every opportunity that we provide for children and is dynamic so that it can be tailored to changing needs and circumstances.
We believe the following principles underpin our philosophy of education:
- The curriculum meets the needs and interests of all learners
- A broad and balanced curriculum is an entitlement for all learners
- The curriculum is integrated with effective teaching, learning and assessment
- The curriculum is at the heart of the school’s strategies to raise achievement and improve outcomes for all learners.
Our curriculum will:
- be creative and cross-curricular in approach to develop children’s knowledge, skills and understanding and the ability to apply these in all areas of life
- be holistic in approach to learning, ensuring that all children feel valued and included
- be focused on developing a love and passion for learning
- be planned to develop imagination and creativity
- be personalised, encouraging children to develop ideas and respond to challenges in their own way, and encouraging excellence
- ensure that every child has the opportunity to experience success and recognition
- encourage learning and teaching that is fun and exciting to prepare children for now and for the future
- include opportunities for children to grow in confidence and broaden their experiences through clubs, performances, visits and links with the community
At Key Stage 2 we follow the National Strategies for English and Mathematics and the Birmingham Agreed Syllabus for Religious Education is taught throughout school.
PE and Personal, Social, Health and Economic Education are taught following annual long term plans which are produced by the subject leaders and year group teams.
Foundation subjects are covered through the International Primary Curriculum (IPC) which is a comprehensive, thematic, creative curriculum for 3-11 year olds, with a clear process of learning and with specific learning goals for every subject, for international mindedness and for personal learning. The children’s English work is closely linked to the IPC projects where aspects are linked in relevant meaningful ‘chunks’ to add depth and breadth to learning, and to ensure full coverage of the National Curriculum Programmes of Study. Children begin their projects by participating in an ‘Entry Point’ and ‘Knowledge Harvest’ where they decide the learning journey and knowledge they would like to learn and understand. English units are planned to work closely with the IPC (see long term overviews) and are reviewed annually.
Teachers translate the IPC project planning, adapt and further differentiate where necessary which reflects prior learning, experiences and the interests of the pupils.
Weekly core subject plans specify the teaching and learning objectives in more detail, but again these remain flexible to maximise learning. Planning is carefully annotated to show successes, further challenge and individual children’s achievements or areas of difficulty. These are then used to plan the next areas of work. This fluidity ensures maximum learning and is responsive to children’s knowledge, interests, areas of strength and personalised needs. Increasing partnership with the class in planning shows children that they are key elements in developing the curriculum we offer.
“Since we cannot know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead, we should try to turn out people who love learning so much and learn well that they will be able to learn whatever needs to be learned.”
John Hole (1923 – 1985)