Phase 1 Curriculum

The Hadley Curriculum is designed to create an aspirational programme of learning for all students from Early Years to Sixth Form, as well as to enrich the lives of students, both in and out of the classroom. 

Our intent: to empower every student to live The Hadley Way, facing every challenge with courage, aspiration, responsibility, co-operation, independence and resilience

 

• Our curriculum is broad and dynamic and always prepares students for their next stage of learning and life in the 21^st Century.
• Our curriculum is rooted in a commitment to the Nine Oasis Habits and the promotion of these habits as the basis for learning and character development.
• We make a comprehensive fundamental offering as part of the Oasis One Plan.
• Attitudes to Learning and RICRAC Characteristics are integral to The Hadley Way  
• We create exciting and purposeful opportunities for our students
• We expect all our students to have high aspirations for their own academic achievement.  
• We cultivate a rich source of cultural capital through experiences both in the academy and throughout the wider community to address social and economic challenges in the local area.
• Our curriculum is responsive to the needs, concerns and interests of our learners and prepares in the community.  
• We put the development of Character at the heart of our curriculum, ensuring that every student builds a broad range of personal and social skills that enable learning, growth, and participation as active citizens.
• We provide first class career education, including interactions with employers, work experience and advice from experts.  
• Our pedagogical approaches are driven by the Hadley Steps to Excellence to ensure consistently high-quality lessons.
• Our Horizons project provides opportunities for online learning, sharing and feedback for rapid progress.

 

Cultural Capital is the wealth of knowledge, skills, experiences, memories, and ideas that a student brings with them from outside our academy and develops along the way.

By having access to opportunities to try new things, meet new people and explore more culture, students build their cultural capital slowly over time, like money in a savings bank. They do this by engaging with art, performance, literature, ideas, and achievements. They get familiar with “the best which has been thought and said” in every area of learning.

We develop their bank of experiences by ensuring all our students get to visit museums, art galleries, sports fixtures, music performances and celebratory events. Our students will get to visit places of worship to see how other cultures differ from their own and build respect and tolerance for others. They learn to play and instrument and take part in performances. They learn to use an electronic device to research and explore every subject and keep track of their learning, through the Horizons project.

We make international travel possible for our students through trips that are subsidised and paid for through long-term instalments. We teach languages and independence skills that prepare students for life at university and in professional jobs.

But we also value the diverse, colourful tapestry of our own neighbourhood and the learning community here at Hadley. Our student’s families come from all around the country and the world and often they have come to London in search of a world-class education. We value that sense of endeavour and aspiration and the cultural richness that our students bring to Hadley which enhances all our learning.

 

Oasis Academy Hadley EYFS (Early Years Foundation Stage) Curriculum Intent Statement

At Oasis Academy Hadley, we believe that the Early Years Foundation Stage is crucial in securing solid foundations that children are going to continue to build upon. It is our intent that the children who enter our EYFS develop physically, verbally, cognitively and emotionally whilst embedding a positive attitude to school and learning.  We believe that all children deserve to be valued as an individual and we are passionate in allowing all children to achieve their full, unique potential.

We begin each New Year by looking at the individual needs of our children and – taking into account their different starting points- we then carefully develop our flexible EYFS Curriculum which enables them to follow the path of their learning journey, at a point, that is suitable for their unique needs and stage of development.

Children in both our Nurseries and Reception classes follow the EYFS curriculum, which has seven main areas of learning.

The Prime Areas:-

• Personal, Social and Emotional Development
• Communication and Language
• Physical Development

The Specific Areas:-

• Literacy
• Mathematics
• Understanding the World
• Expressive Arts

The teaching of these areas of learning is practical and playful with support and challenge from adults in class sessions, small group sessions and working with individuals. There is a combination of adult-led; teacher taught sessions as well as a wealth of stimulating continuous provision opportunities. Throughout all of these areas of learning and at the heart of the EYFS Curriculum are the “Characteristics of Effective Learning”.

 At Oasis Academy Hadley, we strive to develop these key characteristics of “Playing and Learning”, “Active Learning” and “Thinking Critically” in order to give the children the skills that they will continue to draw upon throughout their development. All of the crucial skills, knowledge and vocabulary that we teach are presented to the children throughout the year, which encompasses a range of topics, which are designed with their interests in mind. A vital part of the Curriculum design and topics is therefore the transition period before the children enter our classrooms and where we get to know more about them and their interests.

Our learning environments, both inside and outside are also adapted regularly to meet the different and developing needs of the children in our care. We aim to ensure that these areas are always stimulating and exciting and that, importantly, they are accessible to all children, regardless of where they are on their learning journey. The environments are developed to promote independence within our children and allow them to access the curriculum independently and confidently with the necessary level of support and challenge.

Within our EYFS Curriculum, children are assessed continuously through accurate and important observations. These provide us with information for future planning, not only for our individual classes but also for individual children’s next steps in their learning. They enable us, as EYFS practitioners, to ensure learning is embedded and consistent and that all children continue to make outstanding progress within our EYFS setting.

Our Oasis Academy Hadley EYFS strongly believes that the beginning of our children’s educational journey and igniting the flame for learning is imperative in “transforming lives, transforming communities”.

 

Early Years and Foundation Stage

Early Years and Foundation Stage

Early Years and Foundation Stage

Early Years and Foundation Stage

Early Years and Foundation Stage

Early Years and Foundation Stage

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6

Our intent is to deliver a curriculum that develops creativity, sets challenges, engages and inspires children and equips them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Our curriculum will also expose children to a variety of artists and styles from through the years.

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6

Our intent is to provide a Science curriculum, which will develop scientific knowledge, skills and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics. Our teaching of science encourages our children to; think critically about the world; know how science supports them in every day life; and solve problems with a positive, resilient attitude.

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6

Our intent is to equip pupils to develop their computational thinking skills and creativity to solve a variety of problems. To build an understanding of the workings of digital systems and the importance of online safety and its impact. Our teaching of both Computing and ICT will provide students with the future-proof skills and knowledge of using and creating digital technologies that will prepare and enable them to fully participate in a technology-driven world.

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6

Our intent is to design a curriculum that is inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. Students will acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Students will learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6

Our intent is to equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, the formation and use of landscapes and environments, and an awareness of the world around us and the idea of sustainability We aim for our students to become global citizens and show a keen awareness of the geography around them.

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6

Our intent is to ensure that History sparks pupils’ imagination about the past, inspiring them to be curious about the events, beliefs and individuals that have shaped our present and future. Our intent is that pupils will be encouraged to explore a knowledge-rich curriculum, embedded with sources and interpretations. This will help them become analytical thinkers who have the confidence to question the world around them. Where possible, local history will help them to understand their local community. Their History vocabulary will be rich, allowing them to make sense of what they hear, read and encounter in the world. As a result, they can stand in any circle or career with confidence.

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6

Our intent is to offer a broad range of sporting experiences that provide opportunities to develop creativity, resilience and character. Our aim is to ensure that all pupils develop the fundamental skills that will enable them to enjoy active and healthy lifestyles. In addition, they will develop cultural capital and confidence to travel up the pathway of success towards the abundant job opportunities in the sporting sector.

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6

Our curriculum is designed to ensure that Religious Studies and Philosophy and Ethics creates a deep interest in the meaning and purpose of life. We aim to enhance our students’ understanding of the world and the people around them. We aim to empower our students with a deep respect for diversity, inspiring them to respect different religious beliefs and practices. Through our students having a better understanding of diverse beliefs, it will empower them to make more informed interpretations of what they see going on around them, and therefore prepare them for the outside world. We aim to equip students with the skills needed to be successful in this ever-changing environment, while also developing critical thinkers who can think analytically, and have the confidence to question the world around them.

Year 1	Year 2	Year 3
Year 4	Year 5	Year 6