Curriculum 2021/22 | Unicef Rights Respecting School

Home / Teaching & Learning

Curriculum

Article 12: Every child has the right to have a say in all matters affecting them, and to have their views taken seriously.

Article 31: Leisure, play and culture - Every child has the right to relax, play and take part in a wide range of cultural and artistic activities.

We are a Unicef Rights Respecting School. The Rights Respecting School Award puts children's rights at the heart of schools in the UK.

We aim to be a safe and inspiring place to learn, where children are respected, their talents and nurtured and they are able to thrive.

The Rights Respecting Schools Award embeds these values in daily school life at Oscott Manor School and gives children the best chance to lead happy, healthy lives and to be responsible, active citizens.

Our curriculum intent at Oscott Manor

To be preparing pupils for adulthood, we have built a rich curriculum focused on teaching our pupils to be ready, respectful and safe to become independent and valued members of the community, at school and beyond.

We are a UNICEF Gold Rights Respecting School. At Oscott Manor, we ensure children's rights are at the heart of our school ethos. Our values are embedded in daily school life, giving pupils the best chance to lead happy, healthy lives and to be respectful, active citizens.

We aim to be a safe place to learn, where children are respected, their talents are nurtured, and they are able to thrive.

Our curriculum pathways aspire to create…

Accessible and enhanced opportunities for learning and personal development, encouraging and inspiring pupils to achieve their personal best.
A broad and balanced curriculum based on the national frameworks, relevant to the individual learning profiles of our pupils.
Effective use of every learning opportunity encountered.
Opportunities to experience a wider community, within and beyond school.
Meaningful learning experiences which build towards preparation for life beyond school, whether academic, vocational or for meaningful employment in the world of work.
To support students in becoming active members of their communities, who participate and make a positive contribution.

Our curriculum aims to:

Prepare pupils for life in modern Britain ensuring they are able to navigate life challenges as safely as possible.
Equip pupils with the life-skills to be able to take care of themselves at school at home and in the wider community, within their capabilities.
Motivate and inspire our pupils towards a lifelong interest in learning and where appropriate, develop aspirations for volunteer or paid employment beyond school.
Ensure that our pupils are able to go forward beyond their school career and enjoy a productive and contented life as part of a community.

To achieve these aims our curriculum provides:

A broad and balanced curriculum based on the National Curriculum and finely differentiated to be responsive to the unique learning profiles of our pupils.
Highly effective use of resources to maximise the impact of every learning opportunity created or encountered.
Opportunities to work in the community and settings beyond the school gates.
Access to a wide range of learning opportunities for personal development

Featured

Quick Links

Extra Activities and Clubs

Contact Us

——————————————

Timings of the School Day

Main Site (Reservoir Road)
08.30 – 15.00 Monday to Friday

Post 16 Centre (Ryland Road)
09.15 – 14.30 Monday to Friday

Oscott Manor School Structure

Oscott Manor School currently has 17 classes across the three key stages: KS3, KS4 and KS5.

Pupils are grouped according to their ability and educational needs rather than in year groups (stage not age).

There are five learning pathways that run across the three Key Stages. Each class has a differentiated curriculum overview, which identifies units over across each term, in line with the academic ability of each class group.

We recognise that our pupils need a bespoke curriculum and may need to move between pathways if their ability levels vary from subject to subject. Both academic and social/emotional progress are considered when placing pupils onto the correct learning pathways, as well as their preferred assessment style. We acknowledge that some pupils will fluctuate and excel in specific parts of the curriculum. Where this is the case, pupils are given the opportunity to work across different curriculums. For example, a semi-formal pupil who excels at numeracy will access formal numeracy sessions. We also have the opportunity to bring in subject experts to allow our pupils to access higher qualifications if they show a particular talent for a subject.

Pathway 1 & 2 timings for the day

Registartion: 8:30am
Lesson 1: 9:00am
Lesson 2: 10.00am
Break: 11:00am
Lesson 3: 11:15am
Lunch: 12:15pm
Lesson 4: 1:00pm
Lesson 5: 2:00pm
Home: 3:00pm

Pathway 3, 4 & 5 timings for the day

Registartion: 8:30am
Lesson 1: 9:00am
Break: 10:00am
Lesson 2: 10:15
Lesson 3: 11:15am
Lunch: 12:15pm
Lesson 4: 1:00pm
Lesson 5: 2:00pm
Home: 3:00pm

There are four learning pathways that run across the three key stages.

Pathway 1 (P9-P18)

A formal academic curriculum for pupils closer to age related expectations. A broadened balanced secondary curriculum that leads to GCSE, Level 1 and 2 outcomes.

Pathway 2 (P6-P18)

Bridge between curriculums. Pupils can follow a GCSE pathway, Entry Level pathway or both dependent on needs.

Pathway 3 (P6-P12)

Learning takes place through tangible ‘real life situations’ with regular revisiting learning. Pupils follow Entry Level Pathway at KS4 and KS5.

Pathway 4 (P3-P8)

Focus is on communication, early literacy, numeracy and understanding the world. At KS4 and KS5 Pre Entry qualifications are in place.

What do the qualifications mean?

GCSE Exams

Our most able Pupils will undertake GCSE exams at the end of Key stage 4 (Year 11) and they can undertake resists in the Key Stage 5 to improve on their English and Maths Grades.

GCSE Exam grading changed from Summer 2017 to a numerical value from 9 – 1 grades (Instead of A* to G).

Learn more

Functional Skills, Entry Level Qualifications and Awards

Entry level exams (Functional Skills) just focus on the core elements to a subject and are suited for our students who are not able to undertake GCSE’s or BTEC qualifications.

Teaching and Learning

BTEC and Level 1 – 3 Accreditation

Students can undertake Level 1 – 3 Qualifications in either Key Stage 4 (end of Year 11) or in Key Stage 5 (Sixth Form – Year 12, 13, & 14). The majority of our students undertake subjects that are set at Level 1 and 2 qualification standard.

Contact us

Unit Awards

The Unit Award Scheme (UAS) is a unique way to record learner achievement. Its ‘can do’ approach is used to boost student confidence, engagement and motivation.