Oakwood School offers a broad and balanced curriculum that includes the full range of national curriculum subjects, supported by our Trauma Informed School UK approach. Our experienced staff provide a nurturing environment where high expectations are paired with an understanding of each learner’s individual needs, helping every student achieve their full potential.
We recognise all achievements and encourage pupils to take part in activities that enrich their spiritual, moral, social and cultural development. Thrive profiling is completed on entry to ensure we understand and support each young person’s SEMH needs.
Our curriculum is flexible and personalised, combining academic, artistic, cultural, vocational and civic learning. Pupils have opportunities to achieve GCSEs, Functional Skills, Entry Level certificates, ASDAN, AQA credits and other vocational qualifications. Learning also extends beyond the classroom through community projects, work experience, outdoor learning and educational visits.
Curriculum Intentions
Our curriculum is designed with clear aims (intent), delivered through a structured and engaging programme (implementation), and evaluated through the progress pupils make (impact).
Find out more about our Curriculum intentions here.
Progress and Assessment
Students will follow a wide and varied curriculum, dependent upon their individual educational needs. For key stage 4 students this can include GCSE, Functional Skills, and Entry Level to Level 2 accredited courses. Initial and diagnostic assessment is through BKSB, with GL Assessment to support all round potential attainment. Ongoing assessment is teacher led through teacher assessment and standardised tests.
Curriculum Enrichment
We actively promote opportunities for students where appropriate to engage in experiences that broaden their skills and knowledge through educational visits, work experience and school talks. Students are encouraged to make positive contributions to society in many ways and Oakwood School will look to build positive community links.
Key Stages 1, 2 and 3
Learning is differentiated according to ability in core subjects in Key Stages 1, 2 and 3 and considers the particular barriers and vulnerabilities of each learner. The balance between cross-curricular themes and subject-specific ones will depend on the engagement and interest of the learner, but assessment and tracking will in all cases relate back to National Curriculum progression. Where appropriate, early entry into accredited programmes such as Entry Level or Functional Skills will be arranged in order to engage and motivate.
Key Stage 4
Students have the opportunity to engage in a more qualification focused curriculum tailored to individual needs. This includes academic qualifications and opportunities to engage in vocational subjects. Students can gain qualifications at GCSE, Functional Skills and Entry Level to Level 2 accredited courses.
