Year 11

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

Statement of Intent

The delivery of the Edexcel GCSE Business course at Oasis John Williams will enable students to study an engaging, challenging and contemporary course which is relevant to their current future goals, whilst at the same time presenting students with new career paths that they can explore. The delivery of the course is centred on providing students with a secure knowledge base of business principles which they can apply critically to a range of contexts including small local businesses in Bristol, successful companies in the UK or multinational organisations. The course is designed to provide students with the knowledge and skills to consider starting their own business, have the confidence to seek progression in an existing organisation or study business at a higher level in the future.

Statement of Intent

A KS4 Drama student can perform and sustain a range of scripted and devised performances and characters. They can explain and use the ideas of influential drama practitioners and genres including at least 2 of:  Brecht, Stanislavski, Splendid Productions, Musical theatre and Theatre in Education. They can work collaboratively to develop a performance based on a given theme and the ideas of a practitioner/ genre and can sustain this performance.  They recognise the need to adapt their acting skills to suit different roles and can choose techniques that enhance a performances. They can explain the rehearsal process, justifying how and why they have amended and refined their ideas and  performance decisions. They can write self- written evaluations 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 apply this knowledge. Students can answer written questions explaining, describing and justifying a range of theatrical ideas on both acting and design. Students have had opportunities to watch professional theatre [live or streamed]  and can form opinions of this.

Knowledge Organisers

• Year 11 Drama Knowledge Organisers - View and Download

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

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

Statement of Intent

The Oasis Geography Curriculum will equip students with a balanced understanding of the physical and human world, as well as an appreciation of how interconnected systems are. It will improve student knowledge of key geographical processes and how human actions impact on these processes. Crucially it will give students the knowledge and skills to become active global citizens and enable them to confidently identify and respond to the complex current issues our planet faces. Students will have opportunities to engage and excel geographical skills through fieldtrips so they are able to personally experience the geography taught in lessons. 

Knowledge Organisers

• Year 11 Geography Knowledge Organisers - View and Download

Statement of Intent

History is fundamental to empowering students to engage in all manner of conversations and debates. We want to ensure that our students always have something to say and can speak from a position of knowledge rather than one of ignorance. History is uniquely positioned to do this through the breadth and depth of knowledge it offers for students to master. The OCL History curriculum is designed to provide our students with a firm grasp of the discipline of history in combination with a broad, rich and global body of historical knowledge, which they can deploy to understand the world around them and the historical forces that have shaped it. The curriculum aims to develop an enduring curiosity about the past, as well as providing our students with the means to engage in rigorous and academic approaches to ask and answer historical questions, whilst also empowering them to question the nature of historical knowledge itself. The study of history aims to emphasise the strangeness of the past in comparison to our lives today whilst also fore fronting the human stories that still resonate with us. 

Knowledge Organisers

• Year 11 History Knowledge Organisers - View and Download

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

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

Knowledge Organisers

• Year 11 Physical Education Knowledge Organisers - View and Download

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

Statement of Intent

The John Williams Science Curriculum will equip students with the knowledge of the key scientific principles that allow us to make sense of the world around us and the disciplinary knowledge which enables them to be good scientists in their lives – providing opportunities to investigate scientific theories and unpick evidence to derive their own conclusions that will enable them to make good choices for themselves, their families, community, and our planet. We will ensure students have the disciplinary knowledge to be ‘good scientists by providing them with the knowledge to gain a deeper understanding of the big, overarching ideas in Biology Chemistry and Physics 

Knowledge Organisers

• Year 11 Science Combined Knowledge Organisers - View and Download

Knowledge Organisers

• Year 11 Spanish Knowledge Organisers - View and Download