Oaktree Curriculum Policy
September 2014
Date: September 2014
Review date: July 2016
CONTENTS
Our Curriculum vision: aims and ethos
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The Oaktree Curriculum
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The National Curriculum
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Assessment
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Marking
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Use of Homework to support the school curriculum
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Our Curriculum vision: aims and ethos
Aims
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That all pupils are provided with outstanding learning experiences that lead to
consistently outstanding levels of pupil achievement.
That all teachers and other professionals possess expert levels of knowledge
in the subjects they teach
That all teachers and other professionals are “lifelong learners”, committed to
an ongoing development of their own knowledge and skills to optimise the
pupils’ learning experiences
That a positive, caring attitude, where achievements at all levels are
acknowledged and valued, is prevalent throughout the school
That all pupils from the earliest opportunity, are encouraged to develop
independence, self-discipline, responsibility and the ability to build resilience
That a shared sense of purpose amongst pupils, staff and parents is fostered
from the very start.
Ethos
We promote a positive, energetic, caring atmosphere where children always feel safe
and secure and wish to come to school. The school is dedicated to equality of
opportunity where all children and adults are respected, regardless of race, ethnicity,
class or ability.
Children are offered a very wide range of experiences to extend their understanding
of themselves and the world in which they live. Skills, attitudes and values are
developed to prepare the children for the next stage of learning (‘Key Stage 2 ready’
and ‘Secondary ready’), and enable them to be successful in the community. The
school expects everyone to develop and show a sense of responsibility and selfdiscipline whether alone, together, at work or at play, and to support policies on
equal opportunities. The school does not tolerate poor behaviour and adopts positive
behaviour management strategies to ensure that children are responding to positive,
not negative models of social interactions.
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The Oaktree Curriculum
Oaktree follows guidance on the National Curriculum at Key Stages 1 and 2. This includes a
broad and balanced offer of subjects:
English
Mathematics
Science
ICT
Humanities
Art and Design
Physical Education
PSHE/SMSC
French
We work closely with referring schools to ensure that learners who are dual registered follow an
appropriate curriculum to help them re-integrate successfully in the future. All learners follow a
personalised curriculum that meets their needs and helps them to make rapid and sustained
progress against challenging targets. This may include intervention programmes or assessment
and support from specialist services.
Teaching is generally in separate subject areas but subjects may also be taught as part of a
theme that will be studied for a period of half a term. Teachers use a variety of teaching
methods to deliver the curriculum – whole class, group or individual work as appropriate. Care is
taken to ensure that work is tailored to meet the needs of children throughout the ability range.
It is very important that children develop positive attitudes towards school, and every effort is
made to make learning interesting and exciting.
We believe that in order to achieve success, children must attend regularly and that a calm and
orderly atmosphere should prevail in school.
The National Curriculum
These links take you to the framework:
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National Curriculum in England KS1 and KS2 Framework including all subjects
English Glossary
English Appendix 2: vocabulary, grammar and punctuation
Mathematics Programme of Study
Mathematics Appendix 1
Oaktree Curriculum Content
The most effective learning takes place when there is considerable emphasis on
active involvement, opportunities to talk both imaginatively, expressively and to
explain and clarify thinking. Connections across subjects are integral to curriculum
design.
Literacy
The school benefits from the outstanding practice, in regard to literacy attainment
and achievement. Staff are skilled in supporting learners to make rapid and
sustained progress in literacy.
All children are provided with access to inspiring, quality texts, to promote a love of
reading and build children’s confidence as readers. Children become experienced in
exploring a rich variety of text types, including visual texts. We support children to
develop their skills in decoding words where necessary, and in understanding texts
at a literal level, Interpreting implied meaning, understanding how texts are
organised, discussing authors’ use of language, identifying the effect on the reader
and making links between texts and real life, including historical context.
Teachers and support staff work together to provide opportunities for children to work
on all aspects of reading including whole class discussions and debates, paired and
group work, written responses to texts (e.g. writing in role as a character), crosscurricular work, and use of film and imagery. Children are encouraged to think
critically about texts and become discerning and analytical readers.
In addition, intervention sessions allow children who need additional support, to work
with members of staff in smaller or one to one sessions to develop their reading
skills. We use a wide range of strategies tailored to meet the needs of individual
pupils.
Guided reading that supports readers at all levels and stages of reading
development is a key component of the teaching day. This allows for high ability
readers to engage in texts that make increasing demands on comprehension,
inference and links to other texts and authors. It also supports early/emergent
readers at lower levels to engage in differentiated materials and age appropriate
levels and allows for active teaching of reading objectives.
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ICT is integrated into literacy teaching, both as a highly engaging teaching tool and
as an expected outcome.
We seek to turn pupils into writers who are clear communicators but are also
creative, imaginative and inspired. To support children in moving towards
independent writing we provide a wide range of activities including: Immersion in text
types, use of film and imagery, modelled, shared and guided writing and discussion.
We use literacy scaffolds and supports for less able pupils, and make full use of
success criteria that reflect high expectations of written and spoken outcomes.
Extended writing is an essential element of our curriculum. Explicit punctuation and
grammar learning objectives are integrated into targets for individual learners.
English Programmes of Study:
Mathematics
The importance of building step by step on mathematical understanding and skills
development cannot be over emphasised. All learners have a systematic programme
of mathematics matched to their needs, using practical and applied resources to
ensure that they grasp the key elements required as foundations for further study.
We aim to develop deeper thinking activities to develop the initial building blocks for
mathematical thinking, reasoning and problem solving. We aim to develop a wide
mathematical vocabulary and range of mental models and images that can be built
upon to develop more complex strategies.
Mathematics Programmes of Study:
https://www.gov.uk/government/publications/national-curriculum-in-englandmathematicsprogrammes-of-study
Science
The curriculum is designed to develop a scientific approach to the subject matter
from the earliest start, with an emphasis on enquiry, developing hypotheses,
investigating variables and using mathematical and scientific vocabulary. Exploration
and collection of data, through effective integration of appropriate ICT, is
fundamental to instilling scientific approaches to learning.
Science Programmes of Study:
https://www.gov.uk/government/publications/national-curriculum-in-englandscienceprogrammes-of-study
ICT and Digital Technology
We aim to develop ICT and digital technology usage in line with current educational
best practice. Our teachers are confident with the use of current technology including
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computers and ipads as tools for facilitating high quality educational learning
experiences and outcomes.
Computing Programmes of Study:
https://www.gov.uk/government/publications/national-curriculum-in-englandcomputingprogrammes-of-study
Physical Education
There is a considerable commitment to offering a wide range of sport and physical
education at the School. Oaktree has a range of sports facilities including a sports
hall, sports fields and a well-equipped gym. All learners are encouraged to adopt
healthy lifestyles.
PE Programmes of Study:
https://www.gov.uk/government/publications/national-curriculum-in-englandphysicaleducation-programmes-of-study
Humanities: History, Geography and RE
Themed work includes elements of the humanities subjects. For example a theme of
chocolate includes learning about where it is produced, the history of production and
trade routes. The celebrations theme included different religions, their histories and
cultures.
Humanities Programmes of Study:
https://www.gov.uk/government/publications/national-curriculum-in-englandgeographyprogrammes-of-study
https://www.gov.uk/government/publications/national-curriculum-in-englandhistoryprogrammes-of-study
Art and Design Technology
Art and Design are used a medium for the delivery of other subjects including literacy, as well as
being an important part of our themed work. All learners have cookery lessons as part of their
programme.
Art and Design Technology Programmes of Study:
https://www.gov.uk/government/publications/national-curriculum-in-england-art-anddesignprogrammes-of-study
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https://www.gov.uk/government/publications/national-curriculum-in-england-art-anddesignprogrammes-of-study
Modern Foreign Languages: French
We focus on French, building on the knowledge and understanding of the children.
We ensure that teaching is fun, and engaging with an emphasis on spoken language
skills, music and role play.
MFL Syllabus Programmes of Study:
https://www.gov.uk/government/publications/national-curriculum-in-englandlanguagesprogammes-of-study
PSHE/SMSC
Developing social and emotional skills is a key target for our learners. The curriculum includes
opportunities to learn about and reflect on their own and other people’s values and attitudes.
Assemblies, themed activities and PSHE lessons encourage recognition of British values and
how people work together to achieve their goals. All learners are encouraged to make healthy
lifestyle choices and be aware of the dangers of risk taking behaviour.
Assessment
When learners are referred to Oaktree they go through a rigorous assessment process to
establish their current baseline and identify their learning needs. Stretching targets are set
following assessment. Targets are displayed in children’s books and regularly discussed with
them so they understand what they need to achieve to meet their targets. Progress is formally
monitored on a half termly basis, but learner books reflect high quality marking and feedback on
a lesson-by-lesson basis. Referring schools are provided with regular updates on progress.
Marking
All learner work should be marked by the teaching team in advance of the next timetabled
lesson within the subject area, highlighting the positive aspects in green. Spelling,
punctuation and grammar should be corrected and feedback should include clear
direction for the pupil so they recognise their next steps. Comments about next steps are
made in red. The staff member should initial the work.
Use of homework to support the school curriculum
Homework is given as an additional activity where appropriate and in agreement with their
referring school. Learners are encouraged to take reading books home as part of their
homework.
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