Mr Neil Cochrane, English Lead
n.cochrane@oakfieldlodge.cheshire.sch.uk

Intent

The main aim for English is to develop the whole child. We want students to learn about themselves, their relationships and to have an awareness of their place in a multi-cultural society, as well as to prepare them for the resilience needed to meet the demands of the 21st century.

We at Oakfield Lodge School want to develop confident students who are effective and reflective communicators. We believe in fostering a love of reading and an appreciation of how language can inform and entertain. We wish to enhance the quality of life of the students who pass through our classes.

Implementation

At KS3, students will work through a curriculum designed to develop their reading, writing and analytical skills, as well as providing them with the required skills to approach KS4 with confidence. They will also undertake regular assessments via RENLEARN, a reading tool  designed to improve the reading age of a student or details of any  intervention that is required should a student not be making the required progress.

AT KS4, the students will undertake exams and assessments through Eduqas. This will involve two Reading and Writing exam papers. Every student will be motivated to achieve his or her best in examinations and, equally importantly, will have learnt the power of language.

Students are supported to overcome barriers and succeed through appropriate in-class intervention and wider programmes of support.

Impact

At the end of each half-term, students should be able to show that they have at least a good understanding of the topic that has been covered. This will be evident in exercise books and other tasks they will have completed. It is key that our students are able to work independently, so regular practice of this skill is vital. Formative assessment and regular feedback, both written and oral, are used to support students in gaining confidence, build on existing success and to move their learning forward.

 

Please click the links to the curriculum maps for each year group for more information.

Mr Paul Ibbotson, Maths Lead
pibbotson@oakfieldlodge.cheshire.sch.uk

Intent

Oakfield Lodge School promotes an environment in which students develop a comprehensive and enduring understanding of the concepts of mathematics through access to the highest quality mathematics teaching and learning.

The Mathematics Department’s vision is to create a stimulating climate for learning, to support everyone in our school community as they strive for excellence and to work in partnership with others to remove barriers to learning. We strive to empower all students through rich mathematical exploration, fostering a diverse and equitable environment and enthusiasm for mathematics that will promote their lifelong learning as confident, flexible, and resourceful thinkers in anticipation of a global future.

Implementation

Maths is a hierarchical subject therefore the curriculum is designed to deliver a coherent journey with a succinct delivery to ensure time is maximised to develop understanding through practice.

At KS3 all students work through the curriculum at the same pace, with higher attaining students extended through depth rather than an acceleration of content.

At KS4 all students continue their studies on an appropriate GCSE pathway determined by their prior attainment and knowledge gains of previous study.

Students who lack the pre requisite skills and understanding are supported to overcome barriers and succeed with content through appropriate in class intervention and wider programmes of support.

Impact

At each stage of learning students should be able to demonstrate a conceptual understanding of the topic which will be further built upon over time. Students’ ability to apply knowledge in multiple contexts and solve problems will be evident. Retrieval and retention of knowledge is promoted through the interleaving of content. Formative assessment and feedback used regularly to support planning to move learning forward.

 

Miss Emma Thompson, Deputy Headteacher & Science Lead
e.thompson@oakfieldlodge.cheshire.sch.uk

This page on the website is being updated.

The visual arts are significant in all areas of our lives. Artists, crafts people and designers shape our existence to a huge extent by traditional means and with new technologies; from the homes we live in and the clothes we wear, to the visual information we process.

Through a broad and flexible programme within the visual arts at Oakfield, we nurture an understanding and enjoyment of art and actively encourage a whole hearted engagement from our students, without an over concentration on outcomes but with an equal emphasis on experimentation and processes. We want to instil in our students a confidence in their own creative impulses and empower them with a critical awareness of their own work to promote a mind-set which will contribute to students moving swiftly to a new school setting to suit their needs.

We aim to balance the rigour of work and experimentation with the spiritual satisfaction of making new and unique imagery and artefacts. We promote passion, purpose and pleasure that combine to create the magic, which is Art in all its forms. 

INTENT

Oakfield Lodge visual arts department aims to provide a rich and diverse range of practical activities and skills based learning, which encourages students to follow their creative talents and give depth and breadth to personal knowledge and understanding. Students have the opportunity to participate in engaging lessons, where learning experiences accelerate, challenge and infiltrate thinking and visual outcomes. We use the work of artists, both past and present, as a constant inspiration for all work.

At Oakfield, we see creativity as a combination of intellectual, emotional, aesthetic and spiritual values, informed by a continuum of learning experiences. Understanding ones individual creativity is at the core of progression in any field of human endeavour and our aim within the visual arts is to support all students in developing this essential life skill.

IMPLEMENTATION

At KS3 all students work through the curriculum at the same pace, with higher attaining students experiences extended through depth rather than an acceleration of content. We aim to allow students to master the skills required to identify and solve problems in visual and tactile form and research, select, make and evaluate in a continuum.

Furthermore, we seek to foster students’ abilities to form, compose and communicate, in two and three dimensions in a systematic and disciplined way in a variety of media. To also develop the ability to perceive, understand and express concepts and feelings in visual and tactile form by establishing the understanding needed to organise and relate abstract notions to practical outcomes.

Art & Design at KS4 is GCSE and an exciting course which builds on experiences from KS3, dealing with issues in much greater depth. Across the two-year course we focus on traditional Art and Design skills via the AQA examination board.

Activities tend to flow, one into another, so a drawing could develop into a piece of sculpture or a painting. To help this process along, we continue to look at the way artists’ work and study examples of their practice. The coursework students produce is classed as their portfolio and there are no restrictions on what can be included with the GCSE syllabus. All students will need two full units of work completed across the duration of the GCSE. However, students are able to include smaller sets of work, which encourages experimentation and greater risk taking.

The GCSE course consists of:

  • A portfolio of work (worth 60% of the total marks).
  • An externally set project with no time restrictions in terms of preparation time. This culminates in a ten hour examination session (worth 40% of the marks). This full project allows students to design and create a piece of art work in the media they choose which best suits their skills and your ways of working.
  • For elements of the course students must have portfolio evidence of sequential development, in the form of sketchbooks or mood boards. These should contain preparatory ideas, developed in the form of drawings, sketches, notes, collected photographs and images etc. as well as an awareness of the work of professional artists, designers and craftsmen, past and present.

IMPACT

In creating a wide range of artefacts and a personal portfolio at each stage within the curriculum, newly acquired skills can transfer to other areas of the curriculum and bring learning to life, as we endeavour to make all our students ‘School and life ready’.

At Oakfield we challenge all our students to be innovators and creative thinkers and not merely technicians; free thinking, sensitive individuals who understand the value of sequential development and the importance of a challenge to the status quo in which ever career pathway they choose later on in their learning journey.

Art and Design remains a rapidly-growing global industry and opportunities for employment have never been more exciting; we envisage all our young people are able to engage more intuitively with highly-sophisticated imagery on a daily basis. Student success in external examinations further reflects the impact of individual learning during their time at Oakfield Lodge.

The aim of learning through the visual arts at Oakfield Lodge is to provide a rich and diverse range of practical activities and skills based learning, which encourages students to follow their creative talents and broaden their knowledge and understanding. Students have the opportunity to participate in lessons, where their experiences accelerate, challenge and enrich their thinking. We critique and use the work of artists, both past and present, as inspiration for all the work we pioneer within our setting.

“Art is the most intense mode of individualism that the world has known.”

Oscar Wilde

Mrs R J Denham, ICT Teacher
Rdenham@oakfieldlodge.cheshire.sch.uk

Intent

 

Oakfield Lodge School promotes an environment in which students develop their ICT skills in a safe and responsible way.

Technology is now a major part of our students lives and has a massive impact on what they do during, outside and after education. The ICT department at Oakfield Lodge aim to provide our students with the knowledge and skills needed to succeed in the modern world and how to use technology to benefit their own futures.

Implementation

 

The ICT curriculum is designed to deliver an up to date knowledge of how technology has shaped our society, using the latest software to complete a variety of project based learning.

At KS3 all students will complete a variety of projects that improve ICT skills whilst developing knowledge of past and current trends or issues. For example, they will research music across the decades before producing their own masterpiece.

At KS4 all students complete the ECDL, Level one for year 10 and Level 2 for year 11. This course allows them to obtain a qualification in the use of ICT software.

Students who lack the pre requisite skills and understanding are supported to overcome barriers and succeed with content through appropriate in class intervention and wider programmes of support.

Impact

 

At each stage of learning students should be able to demonstrate an understanding of Technology and how to get the most out of the hardware and software that they use both in school and at home. Students’ ability to apply knowledge and skills to solve problems will be evident in their completed work. They will be able to demonstrate their skills when using ICT across other curriculum areas. Formative assessment and feedback used regularly to support planning to move learning forward.

Technology Curriculum

Intent

Within Technology we aim to re-engage students in Learning. Students have the opportunity to develop their life skills. Gain an understanding of Health and safety and the correct use of a range of tools and equipment, helping build confidence and recognise the importance of a varied and interesting diet.

Implementation

At KS3 students get to work on a variety of projects and produce a range of high quality products that will explore processes, allowing the development of knowledge of materials, methods and ingredients. Involving problem solving and decision making on how their outcomes evolve. Higher attaining students undertake a more independent approach to designing and making and will evaluate and develop the complexity and improve their finished products.

Within KS4 students will have the opportunity to study Btec Construction and Btec Home Cooking Skills. Within Btec Construction students will develop their practical skills within a range of construction related tasks. This will include bricklaying, tiling, painting and decorating, joinery and carpentry. In year 10 students will embark on a 2 year BTEC course which will involve a practical assessment.

Within Btec Home Cooking Skills Level 1 and Level 2 Awards.  The learners to develop: the knowledge, understanding and confidence to cook meals at home. Giving them an insight to understanding of how to economise when planning a meal, an ability to transfer skills learned to different recipes.

Impact

Through each stage of learning students should be able to demonstrate an understanding of Materials and Processes and Methods and Ingredients which will be further built upon over time. Students’ ability to apply knowledge in multiple contexts and solve problems will be evident. Retrieval and retention of knowledge is promoted through the interleaving of content. Formative assessment and feedback used regularly to support planning to move learning forward.

The Hive and Nurture Provision

Welcome to Oakfield Lodge School, and the Hive and Nurture Room.

Our Nurture room is designed to be a bridge between home and school, a place where children can feel safe and secure and therefore develop their individual needs further.  The Hive has a balance of both ‘home’ and ‘learning’ areas, with opportunities to share breakfast around the dining table, and beautiful seating area to explore skills through play, and working collaboratively with others.

Our wonderful sensory garden starts construction as we return to school in September 2019, and we will be working hard to create a series of sensory themed areas within the garden where the children will be able to benefit from outdoor learning experiences including Art, Literacy, Mathematics and Science for example.

The Nurture group is a small class of pupils (no more than 6).  Its composition is carefully thought-out to create a balanced and functional group.  The Nurture group is part of the school’s Inclusion Provision; it’s purpose is to offer children opportunities to re-visit early learning skills which may remain underdeveloped or missed completely, and to promote and support their social and emotional development, along with building independence and resilience.

There’s much research evidence that children’s learning is most effective when they have a sense of emotional well-being, good self-esteem and a feeling of belonging/worth within their school and the wider community.  The Nurture Group will provide children with this opportunity.  The Hive, and Nurture room is a place of learning.  The philosophy of the Hive and Nurture room is drawn from the 6 principles of nurture.

Intent

It is our intent to provide a safe learning environment, where there is a balance of learning and teaching, affection and structure within a home-like atmosphere.

Implementation

This will be delivered via a robust, comprehensive and personalised timetable, where we will address individually planned, carefully derived targets.  During each day children will experience elements of the National Curriculum, with Teaching Specialists, and social and emotional and behavioural needs through more project based learning.

Monitoring the behaviour and achievements of children attending the Hive and the Nurture group is very important to us.  Progress, outcomes and feedback will be shared in different forms from daily records (via home-school books), weekly phone calls home, and informal ‘drop-in’ coffee mornings, to more formal procedures including the use of assessment tools – the Boxall Profile and Goodman’s SDQ for example, oral reporting to parents/teachers, and written reports as part of the school’s statutory requirements.  To this end individual half termly record sheets will be used to monitor, assess, record and report on each child attending Nurture group intervention.

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