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.
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.
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.
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.
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.
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.
Oakfield Lodge School promotes an environment in which students develop a good understanding of Science and have access to the highest quality of Teaching and Learning in a newly equipped Science Laboratory.
It is our vision to distil a lifelong love of science within our students. Science has changed our lives and is vital to the world’s future. We work hard to provide a rich and varied curriculum to challenge and meet the needs of our students. We believe all students should be taught essential aspects of the knowledge, methods, processes and the uses of science.
We provide our students with wider opportunities in science and make links to other subjects. The Teacher will plan and challenge students based on the progressive curriculum map unique to our school needs and our student’s needs.
We develop practical knowledge and skills to use scientific equipment safely and accurately to competently test ideas, develop students learning skills and independence so they can go on to be lifelong learners. We help our students to have opportunities to apply the skills they have learnt in the form of a wide range of practical investigation and develop logical thinking problem solving.
We maintain a high level of subject knowledge of science in our school by regular training and development. We use assessment for learning to tailor lessons around our students and help to plan for next steps. In school, we strongly encourage all students to use specific topic related vocabulary. Through effective teaching of science, we develop students’ knowledge and key skills during each topic.
With effective subject management we are a well-equipped and resourced school. Regular monitoring shows that our students understand and apply key scientific principles within their work. Students are provided with regular opportunities to develop strategies for questioning and thinking. In science we have a rigorous monitoring process which is kept up to date and works towards our school improvement plan.
We monitor our students progress in science regularly in line with our Teaching and Learning Policy and formative assessments and feedback is used regularly to support planning to move learning forward.
Students enjoy and are enthusiastic about science in our school. There is a clear progression of student’s work and teachers’ expectations in our school. Students work shows a range of topics and evidence of the curriculum coverage for all science topics. Students are becoming increasingly independent in science, selecting their own equipment and materials, completing student lead investigations and choosing their own strategies for recording.
Feedback from the teacher has an impact on our students, often with next step questions to push learning on. Standards in science at the end of the key stages and good and issues arising are addressed effectively in school. Teacher’s judgements will be moderated internally and externally at science cluster meetings. At each stage of the students learning, they should be able to demonstrate an understanding of science which will be further built on over time. Assessment and feedback with be used regularly to support planning to move learning forward.
KS3 only, 1 hour per week
Oakfield Lodge School promotes an environment in which students develop their knowledge of the elements of Humanities in a variety of ways. They will cover at a block of lessons each half term with a focus on either Geography, RE or History. Each area will be covered over two half terms in the academic year.
Humanities plays an important role in our students education, providing them with knowledge of the world in which they live. By studying history they will gain a greater understanding of different cultures. The Humanities department at Oakfield Lodge aim to provide our students with the knowledge and skills needed to succeed in the modern world by learning about how history, geography and RE have shaped the environment.
The Humanities curriculum is designed to deliver an up to date knowledge of how world works, using a variety of project based learning such as field trips, local studies and
At KS3 all students will complete a variety of tasks based on Geography, History and RE. This will be delivered in blocks of six lessons each half term, with a focus on a specific area. For example, half term one will look at the local area, focusing on the history of Cheshire towns and map reading skills.
Students are supported to overcome barriers and succeed with content through appropriate in class intervention and wider programmes of support.
At each stage of learning students should be able to demonstrate an understanding of how the different elements of Humanities have shaped the world we live in. Students’ ability to apply knowledge and skills will be evident in their completed work. They will be able to demonstrate their knowledge during projects and fieldwork. Formative assessment and feedback used regularly to support planning to move learning forward.
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.
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.
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.
ICT Online Learning Websites
https://oakfieldlodge.bksblive2.co.uk – all students have a login. Please contact the school if you can’t remember you user name or password and ask to speak to Mrs Denham
https://www.skillsworkshop.org/ict – this is a free website with lots of resources to practice your skills
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.
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.
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.
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.
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.
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.
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.
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.
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.
At Oakfield Lodge we keep SMSC ‘at the heart’ of school life. We build appropriate and meaningful professional relationships amongst and with our students and allow them to continually reflect on the kind of people they aspire to be, the kind of world they aspire to create, and the kind of education we aspire to provide.
The SMSC curriculum is diverse and covers all the statutory areas including those outlined in the new SRE guidance of 2020. Our curriculum is taught through half termly programmes of study and it covers the following areas:
- Relationship, Sex and Health Education
- Drug Education
- Health and wellbeing
- Looking after yourself
- Difference and diversity
- Rights and responsibilities
Within the wider curriculum, subject leads are encouraged to explore a range of approaches and monitor and record key areas offered within their specialist areas. This is effective in ensuring the students enjoy a well-rounded experience during their time at Oakfield. We are lucky to work alongside a thriving local collage to offer KS3 and KS3 students small animal care and other vocational pursuits with careers becoming a focus for our KS4 students.
Preparation for Adulthood [PFA] within curriculum was affected by Covid 19 in early 2020 and we moved from the daily post lunch activities earned during morning lessons to a system where tutors explore extra-curricular experiences each week during a two period session. Students negotiate with tutors their activities and each form has a dedicated budget to support this.
We maintain Form books and capture day to day events at school and record highlights from the academic curriculum and events and experiences outside that. We also record experiences within a whole school tracker under the four headers below to maintain a digital footprint of life at the school.
At Oakfield we are steadfast in our belief that despite our small setting we offer a breadth of wider and curriculum based activities to allow the students in our care to grow within the four key areas listed below; it supports our students journey to becoming well rounded British citizens of the future.
The spiritual development of our students is shown by their:
- ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
- knowledge of, and respect for, different people’s faiths, feelings and values
- sense of enjoyment and fascination in learning about themselves, others and the world around them
- use of imagination and creativity in their learning
- willingness to reflect on their experiences
The moral development of our students is shown by their:
- ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
- understanding of the consequences of their behaviour and actions
- interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.
The social development of our students is shown by their:
- use of a range of social skills in different contexts, for example working and socialising with other students, including those from different religious, ethnic and socio-economic backgrounds
- willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
- acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
The cultural development of our students is shown by their:
- understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
- understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
- ability to recognise, and value, the things we share in common across
cultural, religious, ethnic and socio-economic communities
- knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
- willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
- interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities