Year 11

Home based learning

With respect to learning outside the Academy, students should expect to receive at least 45 minutes of homework per subject per week. With 8 subjects including English Language, English Literature and Double Award Science, this means students should spend at least 6 hours each week investing in learning at home. The purpose of homework is to support prior learning in lesson and/or prepare for learning to happen in future lessons. It is also intended to support students in learning the skills of time management, independent study and self-direction. In the event that students do not have set homework tasks, it is our expectation that they are investing the equivalent time to learn, for example by memorising their knowledge organisers. All homework tasks are set via an online platform called Microsoft Teams which students should download for free to their device (phone, tablet or laptop).

Marking and feedback

In terms of marking and feedback, students can expect regular and ongoing verbal feedback from teachers, as well as opportunities for peer and self-assessment. Our staff will also use a combination of whole class feedback, individual written comments and assessment marking in order to support students in realising improved academic outcomes. We recognise the distinction between practicing the acquisition of new content and development of skill and bringing both these elements together for performance in formal assessment. For this reason, it is only in the case of the latter that students are likely to receive marks, or a grade.

By clicking on the links below, you can access further subject specific information about course content, additional guidance about homework and feedback, as well as detail about support for independent learning.

Subject Guides

Art

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Final outcome	Final outcome- Tonal Drawing	Artist research	Artist research - Design ideas	Design ideas - Media experiments

Statement of Intent

At KS4 Art is vibrant and dynamic and will give students skills that inspire, whilst equipping them with the skills to continue the subject with confidence at AS, A-level and beyond. Weather taking Art, craft and design or 3D Art the course is developed to give students a wide range of skills and techniques using a wide range of mediums including drawing, painting, printing, sculpture, ceramics and collage. It will allow students to develop knowledge and understanding during the course through a variety of learning experiences and approaches, including engagement with sources. This will allow them to develop the skills to explore, create and communicate their own ideas.

Knowledge Organisers

Year 11 Art Knowledge Organisers - View and Download

Drama

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Component 1	Component 1	Component 2 scripted/Component 2	Component 2 scripted/Component 3	Component 3	Left OAJW

Statement of Intent

A GCSE Drama student can perform and sustain a range of scripted and devised performances choosing characters that play to their strengths. They can explain and use the ideas of influential drama practitioners and styles including Brecht, Stanislavski, Musical theatre and Theatre in Education. They can work collaboratively to develop a piece based on a given theme and the ideas of a practitioner/ genre and can sustain this performance for 20 minutes. They can adapt their acting skills to suit different roles and can choose techniques that enhance a performances. They can create a written portfolio evidencing the rehearsal process, explaining how and why they have amended and refined their ideas and justifying their performance decisions. They can write a detailed self- written evaluation accurately analysing their own strengths and areas for development and setting targets to improve. When studying scripts students can identify the style and genre of the play; the historical context of that text; the plot and sub-plot; character traits and motivations and how differing theatrical devices have been used by the playwright and they can transfer this into a relevant performance and written answer. Students can answer written questions explaining, describing and justifying: How they would play a part, design the costume, stage the play, use set, lighting and music to enhance the play whilst linking their ideas to the play text and giving references to the text to back up their ideas. Students have reviewed different pieces of live theatre and can construct a theatre review focused on acting, direction, voice, movement, interaction and relationship.

Knowledge Organisers

Year 11 Drama Knowledge Organisers - View and Download

English Language and Literature

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Macbeth/Language Paper 1 Section B	Macbeth/Language Paper 1 Section A	Unseen Poetry/Revision	Revision	Revision

Statement of Intent

When they leave us, we want our students to be fully equipped to use the power of language to improve their lives and the lives of those around them, be that through writing an excellent cover letter for a job application, being able to compose a meticulous legal brief or writing the next Booker Prize Winner. We also want our students to understand the importance of oracy and the impact that spoken language can have. Additionally, we intend for our students to have a depth of understanding of the rich literary tradition of literature in English from Shakespeare to Steinbeck and from Bronte to Atwood, understanding how these writings have shaped our world. However our students use their language skills in the future, it is our duty to ensure they understand the power language wields in life and to ensure that they are able to use that power to the best of their ability.

Knowledge Organisers

Year 11 English Language and Literature Knowledge Organisers - View and Download

Food Technology

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Section 2: The Principles of Nutrition Section 3: Diet and Good Health NEA2: Research/Planning	Section 6: Factors Affecting Food Choice NEA2: Planning / Controlled Assessment	Section 5: Where Food Comes From NEA2: Evaluations	Section 4: The Science of Food Revision

Statement of Intent

By the end of KS4 students in Food and Nutrition will possess a range of skills and techniques that enable them to produce a variety of dishes, and will have developed their independence to enable them to plan and cook a number of recipes in sequence. Students will have developed an understanding of a range of cuisines from around the world, as well as the UK. They will be able to review and make improvements to recipes, as well as manage the time and cost of recipes. Students will understand the principles of nutrition and the importance of their diet for good health. They will be aware of the Eatwell Guide and its relevance as well as the government guidelines for a healthy diet. In addition they will be aware of a range of consequences of failing to ensure a healthy, balanced diet. They will understand the macronutrients and micronutrients needed in order to maintain good health, their main and alternative sources, as well as their specific functions. In addition they will be aware of the health implications of failing to include them in our diets. Students will be aware of the factors that affect food choices, including religious, medical and ethical choices. They will be aware of the provenance of food, and the impact that our food choices have on animal welfare and the environment. Students will be aware of the scientific principles that underpin food preparation, including different methods for cooking food, the effect of heat on food and the function of various ingredients. They will also have an understanding of basic food safety. Students will develop an understanding of a range of food commodities and be aware of their origins, uses and value in our diet.

Knowledge Organisers

Year 11 Food Technology Knowledge Organisers - View and Download

Geography

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Economic world		Resource management		Revision

Statement of Intent

The GCSE Curriculum enables students to study a relevant and exciting course which brings together a balanced framework of physical and human themes. It investigates the interconnections between people and the natural world at a variety of locations from around the world. The curriculum is intended to travel students around the world from the classroom, exploring case studies in the UK, higher income countries, newly emerging economies and lower income countries. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes. Finally, this course intends to take students to environments beyond the classroom and equip them with skills and knowledge they can use in the field and apply to their everyday life to make them enquiring and interesting individuals to better understand the world in which they live.

Knowledge Organisers

Year 11 Geography Knowledge Organisers - View and Download

History

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Weimar and Nazi Germany: 1918-1939	Weimar and Nazi Germany: 1918-1939	Weimar and Nazi Germany: 1918-1939	Revision	Revision	Revision

Statement of Intent

Historians at OAJW have an inquisitive mind and an eagerness to embrace complex ideas and unfamiliar worlds. They are independent and resilient learners who engage readily in the process of exploring the diverse stories of the past, and as these narratives unfold, OAJW historians link events, periods and topics of History and draw parallels with the present. OAJW historians of all abilities have the capacity and confidence to express considered judgements as their own interpretation of the past. Through teaching both within the classroom and remotely, OAJW historians are exposed to the big ideas of the past on a global, national and local level, helping them to gain a sense of their own history, as well as the history of both familiar and unfamiliar peoples. The study of History at OAJW aims to foster a love of history through developing learners with an inquisitive mind and an eagerness to embrace complex ideas and draw links between events to develop their own judgements and narrative of the past. Teaching is designed to embed a depth of knowledge; build student confidence in their application of their knowledge, and to develop independent and resilient learners who are equipped fulfil their potential in the national examination.

Knowledge Organisers

Year 11 History Knowledge Organisers - View and Download

Mathematics

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Number, algebra and angles	Geometry, graphs and statistics	Algebra and PW	Proprotion and ratio, constructions	Revision

Statement of Intent

In KS3 we develop and build on the mathematics students learnt in KS3. Students learn how to behave mathematically, to spot patterns, to make conjectures and to generalise. They practise applying their knowledge to different problems and continue to make links between different areas of mathematics.

Knowledge Organisers

Year 11 Maths Knowledge Organisers - View and Download

Music

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Fusions - Esperanza Spalding	Fusions - Afro Celt	Unit 3 - Composing to a Brief	Unit 3 - Composing to a Brief	Exam Prep

Statement of Intent

Performance - A GCSE Music student can perform both solo and ensemble performances lasting a minimum of 2 minutes each. These performance should be at least Grade 3 standard in order to access higher marks.

Composition - A GCSE Music student can compose performances both freely and in response to a brief. They can generate their own ideas and notate these accurately using a graphic score, lead sheet, commentary or traditional score. They can creatively use the musical elements within their compositions and can accurately write for different instruments. They can use appropriate stylistic and idiomatic features such as structure, texture, instrumentation.

Listening - A GCSE student can identify the elements of music in listening examples in both familiar and unfamiliar pieces within a range of contexts. Students are able to write extended answers
Students are able to read and use traditional staff notations in the treble clef and bass clef and are able to follow a score and analyse musical elements within.

Knowledge Organisers

Year 11 Music Knowledge Organisers - View and Download

Physical Education

Religious Studies

Statement of Intent

At Key Stage 4, students will be expected to develop knowledge and understanding of religions and non-religious beliefs, such as atheism and humanism. Religious Studies students will have developed knowledge and understanding of religious beliefs, teachings, practices, and sources of wisdom and authority, through their reading of key religious texts and scriptures of the religions they are studying. An important aspect in Religious Studies is the connection between a person’s beliefs and actions. Students are required to analyse a person’s beliefs and teachings in order to reflect on how their beliefs influence and impact on their lifestyle and actions towards society. Developed learners’ in Religious Studies will have the ability to construct well-argued, well-informed, balanced written arguments, demonstrating their depth and breadth of the subject. Students will be provided with opportunities to engage with questions of belief, value, meaning, purpose, truth, and their influence on human life. They will be challenged to reflect on and develop their own values, beliefs and attitudes in the light of what they have learnt. Religious Studies contributes to student’s preparation for adult life in a pluralistic society and global community.

Knowledge Organisers

Year 11 Religious Studies Knowledge Organisers - View and Download

Science

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Chemical Change and Analysis, Ecology	Atmosphere and Resources, Waves, Organic Chemistry	Magnetism	Homeostasis

Statement of Intent

At Oasis Academy John Williams we design and deliver high quality Science lessons covering core knowledge and conceptual understanding within the disciplines of Biology, Chemistry and Physics. We teach skills and techniques that allow students to ask and answer scientific questions about the world, and build a platform for more advanced studies to establish a basis for a wide range of careers. We develop students to describe and explain key idea which are interlinked and have universal application.

Knowledge Organisers

Year 11 Science Combined Knowledge Organisers - View and Download

Spanish

Term 1	Term 2	Term 3	Term 4	Term 5	Term 6
Customs and habits	Customs and habits	World of Work	Home, town, neighbourhood+ region

Knowledge Organisers

Year 11 Spanish Knowledge Organisers - View and Download

To find out more about our curriculum, please contact the Academy.

Exceptional Education at the Heart of the Community

Exceptional Education at the Heart of the Community

Year 11

Home based learning

Marking and feedback