Curriculum Overview

Draft OSA Curriculum Statement.

At Oxford Spires Academy we define the curriculum as meaning everything that we do that holistically impacts on a child’s learning and development. This includes but is not limited to:

  • Formal classroom teaching
  • Super-curricular learning
  • Extra-curricular activities
  • Literacy, numeracy and other interventions
  • Behaviour for learning
  • Tutoring
  • Personal development
  • Leadership development
  • PSHE, citizenship & healthy lifestyles
  • Forming and maintaining good relationships with others
  • Self-regulation
  • Independent learning skills and attributes.

Our curriculum is planned with the intent to:

  • Provide an ambitious, broad and balanced curriculum that celebrates the value of each subject equally.
  • Fulfil and go beyond the requirements of the National Curriculum and examination syllabi to enrich student knowledge and skills and ensure students are well prepared for the next phase of their education or employment and life in modern Britain taking account of pupil’s aspirations, the local, national and global job markets.
  • Rapidly develop student’s literacy and numerical skills so they can access the curriculum fully.
  • Sequence learning in a logical manner that enables students to improve knowledge and skills over time, building on previous learning.
  • Ensure deep learning by interleaving expected knowledge within subjects and helping students make connections between their learning in different subjects.
  • Enable students to secure their knowledge through regular retrieval practice utilising regular quizzing and starter recall tasks.
  • Enable all students to achieve their best whatever their ability on entry and career goals. This is achieved through a fully inclusive curriculum and individualised advice, guidance and support.
  • Provide students with engaging lessons by highly skilled teachers who have extensive subject knowledge and who provide opportunities for enrichment outside the classroom.
  • Develop character and add to student’s cultural capital. Ensure diversity is celebrated to ensure all students feel welcomed, supported and valued in and contributing to the school community.
  • Motivate all students to want to learn and develop lifelong learning skills and attitudes by encouraging them to learn from mistakes and value the opportunities to evaluate gaps in their learning and plan how to address those gaps.
  • Respond to the different and changing needs of students by ensuring learning activities are informed by regularly collected assessment information.
  • Ensure a consistent approach to teaching and learning across all subjects while maintaining the flexibility needed for different subjects to teach in the most effective manner for their subject.
  • Develop knowledge and skills in parallel. Knowledge underpins and enables the application of skill, and skills need to be developed to enable a student to gain knowledge. Our best teaching develops both.

      Key Stage 3 (Years 7 to 9)

      We focus on giving every child the widest possible experience across a range of subjects. These include the arts, languages, humanities, PE and technical subjects whilst maintaining a strong focus on the core subjects of English, mathematics and science. All subjects support the development of literacy and numeracy of students and their understanding and application of British values. The PSHE and tutor programmes teach student to live healthy lives, to be the best they can be and to make the best contribution to their community. This includes delivery of statutory Citizenship and Relationships and Sexual Education and Health education.

      Year 7 Overview:

      In Year 7 students are taught a combined humanities programme that helps reduce the increase in numbers of teachers they access after primary school. This also enables them to make connections between humanities subjects and there is a focus on developing greater literacy skills though the humanities. In library lessons they read for an hour using the accelerated reader programme.

      Subject Lessons per week Notes
      English 4
      Maths 4
      Science 3
      Art 1
      Drama 1
      Humanities 3 Geography, History, Religious Education
      Languages 3 French, German, Spanish
      Library 1
      Music 1
      Physical Education 2
      Technology 2 Design & Technology, Food Tech, Computing / PSHE in termly rotation.


      Years 8 & 9 Overview:

      In Years 8 & 9, students continue the accelerated reader programme in tutor time and increase their time in separate humanities: Geography, History & RE.

      Subject Lessons per week Notes
      English 4
      Maths 4
      Science 3
      Art 1
      Drama 1
      Geography 2
      History 2
      Languages 2 French, German, Spanish
      Music 1
      Physical Education 2
      Religious Education 1
      Technology 2 Design & Technology, Food Tech, Computing / PSHE in termly rotation.


      Key Stage 4 (Years 10 & 11)

      In Key Stage 4 the curriculum is a mixture of both core and optional subjects and is structured to allow for maximum flexibility of choice, enabling students to specialise in courses that meet their needs, aptitudes and career intentions. Students can study a wide variety of courses from the arts, humanities, languages, sport and much more. Students are encouraged to be ambitious and follow the English Baccalaureate pathway where appropriate.

      The core examination subjects include:

      • English Language and Literature (4 hours a week)
      • Mathematics (4 hours a week)
      • Science (6 hours a week)
      • Religious Education (1 hour a week)

      Other compulsory subjects include Physical Education (2 hours a week) and Personal Social & Health Education (PSHE) which is incorporated into the tutor programme, Assemblies and drop-down days and which fulfil the statutory requirements of the RSE and Citizenship programmes.

      Students take up to four Options subjects (2 and a quarter hours a week each) which include:

      GCSE Art & Design GCSE German
      GCSE Art: Photography GCSE History
      GCSE Business Studies GCSE Physical Education
      GCSE Computer Science GCSE Spanish
      GCSE Dance Level 1 Vocational Engineering
      GCSE Design & Technology Level 2 BTEC Business Studies
      GCSE Drama Level 2 vocational award in Hospitality and Catering
      GCSE French Level 2 BTEC Sports Studies
      GCSE Geography


      Key Stage 5 (Years 12 & 13)

      The “Sixth Form” curriculum allows students to study a broad range of both academic and vocational qualifications dependent on their results at GCSE. Students study 3 or 4 A-Level or equivalent qualifications. Students are encouraged to become school leaders through the House Captain system. They can also choose to complete an extended project qualification and are prepared for Russell Group and Oxbridge entrance exams.

      GCE Art & Design GCE German
      GCE Art: Photography GCE Government & Politics
      GCE Biology GCE History
      GCE Chemistry GCE Maths
      GCE Classical Civilisations GCS Media
      GCE Computer Science GCE Music
      GCE Design & Technology GCE Philosophy & Ethics
      GCE Drama GCE Physics
      GCE English Language GCE Psychology
      GCE English Literature GCE Sociology
      GCE French BTEC Level 3 Business Studies
      GCE Further Maths BTEC Level 3 Sport Studies Studies
      GCE Geography

      Any students who have not secured grade 5 in English or maths GCSE, but are otherwise able to select a range of suitable subjects, are given additional English and maths lessons to ensure they secure grade 5 by the end of Year 12.

      Refugee and Asylum-seeking students receive an intensive course in English, maths, physical education, performing arts and ICT to enable them to begin to access further education opportunities at OSA or elsewhere.