Exceptional Education at the Heart of the Community

Subject Breakdown

Want to find out more about who leads each subject area and we we teach in each subject? Click on the panels below to explore the different subjects. 

Science

The leader of our Science curriculum is Hamza Patel.

He can be contacted at Hamza.Patel@oasismediacityuk.org

To find out what is taught in each year group for the Science Curriculum click here. 

English

Our English Curriculum Leader is Stacey Ryan.  

She can be contacted at Stacey.Ryan@oasismediacityuk.org

 

To find out more about the English Curriculum click here

Maths

Our Mathematics Curriculum Leader is Dina Jaidy.

She can be contacted at Dina.Jaidy@oasismediacityuk.org

 

To find out more about the Maths Curriculum, click here

Creative and Technical (Product Design, Music, Media, Drama and Art)

Art Explained

Subject Art and Design

Introduction to subject

Animation, architecture, batik, book binding, casting, collage, collagraph, clay, construction, creative thinking, design, drawing, embroidery, experimentation, fashion, figurative drawing, generating ideas, graphics, haiku poetry,  illustration, installation art, image transfer techniques,  jewellery, kiln and ceramic work, landscape, mixed media, multimedia, mural, museum & gallery education, sculpture, painting, photography, portraiture, printmaking, puppetry, quilting, resist techniques, sculpture, set design, sketchbooks, still life, story-writing, textile art, visual arts, whittling and wax work…. Are just a few of the techniques that you will learn about in our fantastic Art and Design department!

We provide an exciting, innovating and inspiring environment; students develop their creativity and self-expression in many areas of the curriculum but specifically through Art and Design which are offered as discrete subjects in Years 7, 8 and 9 and as GCSE Options in Key Stage 4. There are a wide variety of extra-curricular activities that students are encouraged to take part in which will develop their skills and confidence and prepare them for success at GCSE level.

The Art and Design course is a practical, stimulating and creative course where you can experience a wide variety of teaching and learning styles. The course is divided into many exciting projects. You will be taught how to use different Art techniques and materials and will learn to be creative with a desire to challenge yourself. We want original and exciting pieces of work so you need to have your eyes open to the potential and beauty in everyday objects.

You will also develop an interest in studying and analysing Art works from a range of sources and in a variety of styles and genres

Music Explained

Music

Introduction to subject

Music here at Oasis Academy Media City UK focusses on key skills such as learning to coordinate reading Music with the ability to enhance fine motor movements in learners’ hands by playing a variety of instruments. We cover many topics, and learn about the cultural aspects as well as the physicality of playing a variety of instruments and becoming confident using Music technology. Students can also pay to have private Music lessons, which the Academy heavily subsidises to enable all students to have this opportunity. Students who learn an instrument from the Orchestra also benefit from being able to loan an instrument for the duration of their lessons in school.

Key stage 3 overview

Students in Key Stage 3 receive one music lesson per week. A variety of class and group-based practical projects are undertaken each year through a range of performing, composing, listening and appraising activities, as well as whole-class singing and ensemble work. Through class-based projects, students are also given the opportunity to perform at termly concerts and other school events. Students learn about the basic elements of Music through targeted schemes of learning that change every half term. We start off by introducing structured vocal work with students, and then move onto playing instruments such as the Samba drums, piano and then students learn to notate their own Music.

Key stage 4 overview

Students at key stage 4 are able to take a BTEC in Music Technology which looks into many areas of the Music industry, including job prospects, learning to work the recording studio and performing as a band at termly events within the academy. The units that we frequently run here include:

Unit 1: The Music Industry Students learn about the job roles within the Music industry and take a 1 hour external exam to demonstrate what they have learned.

Unit 2: Managing a Music Product Students create a CD or develop and implement plans for a Musical show to demonstrate their ability to work together as a team and their knowledge of job roles within the Music industry.

Unit 6: Introducing Musical Recording Students learn to use the recording studio and become sound engineers for a few weeks whilst we record bands and soloists.

Unit 7: Introducing Music Sequencing Students have the opportunity to use our Ableton Live DJing software to create their own mash-ups of a variety of songs and samples.   

Media Studies

Introduction to subject

Media Studies is the study of how a variety of media is constructed, how it appeals to audiences, how it changes in regards to technological developments and the role media industries play in all these areas. It is an exciting, yet challenging, subject that compliments many other subjects well, such as Art, English, Business Studies and ICT. It is a mixture of both practical skills and theoretical understanding. It is suitable for pupils who like “hands on” learning but with the academic rigour of other subjects.

Key stage 4 overview

GCSE Media Studies

The WJEC GCSE Media Studies specification is made up of 60% coursework (two textual investigations into genre and representation or narrative; one media production that includes researching, planning, producing and evaluating their work) and 40% examination (one paper that involves analysing the media and creating the media). Exam topics change every two years and past topics have included music videos and websites, TV dramas, advertising and marketing and the news. The exam topic for Summer 2016 is Advertising & Marketing, with a specific focus on films.

This course develops a range of skills, such as analysing texts and using specific evidence to support ideas, using specific terminology, essay writing, researching skills, planning skills, technological skills, independent workers, managing large projects and tasks, meeting deadlines, evaluating work, and working as part of a group or team. Pupils also have the opportunity to use a range of equipment, such as MACs, cameras, photography/film studios and lighting. There are extracurricular activities and trips available, particularly with the BBC to extend and develop pupils’ skills and understanding of the media.

Creative Media Production (Level 2) BTEC

The Edexcel Creative Media Production BTEC is practical course that is grounded in 100% coursework. Pupils study a mixture of core units, such as Research Skills and Communication Techniques, with optional units, such as Print Production, Deconstructing Computer Games and Video Production. This is an outgoing qualification and will not be offered in the coming academic years.

The course aim of the course is to develop media skills in pupils in preparation for the media industry.  A range of skills are needed for the course, such as using a variety of sources to research media texts and areas, thoroughly planning productions, executing media productions to a specific brief, using a wide range of technological skills (such as Adobe Suite, video/audio editing software, using media hardware), communicating in a variety of means (written and verbal), managing large projects and tasks, meeting deadlines, evaluating work, and working as part of a group or team.

Drama Explained

Introduction to subject

Students who follow a Drama GCSE course are acquiring confidence and lifelong skills that will enable them to be focused and committed adults. The subject allows students to develop a range of theatrical skills and explore varied dramatic techniques. They will also read and perform a range of scripts and visit live theatre performances.

 

Key stage 4 overview

Through studying GCSE Drama students will be exploring their own skills in Acting, Improvisation, Scripted Performance and Devised work, as well as technical aspects of the theatre. They will study live theatre performance and be assessed on their response to this and their ability to assess and critically analyse their own performances, and the work of their peers. There is a written exam which is worth 40% of the overall grade. The remaining 60% will be made up of a range of assessed practical pieces, one of which will be externally moderated.

Global

The Subject Lead for MFL is Jason Harris.

The Subject Lead for History is Eloise Marsh. 

They can be contacted at Jason.Harris@oasismediacityuk.org and Eloise.Marsh@oasismediacityuk.org.

 

Find out about the Modern Foreign Language Curriculum

Find out more about the History Curriculum

To find out the RS Curriculum, click here

Read about our Geography Curriculum offer

MFL Explained

At Oasis Academy MediaCityUk we are extremely proud of the inclusivity our MFL department offers with most students in all year groups studying Spanish (as 250 million people in 18 countries in Europe and South America speak Spanish, it is a popular holiday destination and it is also popular in the work place).  As a faculty we firmly believe that the study of a modern foreign language is for all our students to become confident life-long language learners whatever their level of academic ability.

In addition, we offer an after school languages club every Thursday to enable students to learn other languages such as: - Italian, Portuguese and French

Also, if students speak any other languages we may be able to arrange for them to do a GCSE in their mother tongue too

Today more than ever, the ability to offer at least one foreign language is paramount both in terms of accessing higher education and the global workplace.  Universities are attracted by students who have minimally achieved at least a grade C in one Modern Foreign Language at GCSE level as it is widely recognised as developing a specific skill set which is a very attractive to future employers.

Many of the reasons for learning a language are often related to jobs and careers using the following skills:

  • Social skills
  • Ability to work in a team
  • Communication skills
  • Problem-solving skills
  • Confidence
  • Experience
  • Open mindedness
  • Flexibility

Many of these skills are developed when learning a language, so it can really help to make you stand out from the crowd when it comes to employment.

Key stage 3 overview

Students start learning Spanish in year 7 and it always proves a very popular option. Spanish is taught in two lessons per week using the ‘Listos 1’ textbook as a base. We also have access to various interactive resources for which students will be given a password so that they may practice at home.

Homework activities will generally be given from the Listos workbook in addition to other resources. We also set regular mini tests to help students learn and consolidate the vocabulary done in class.

Students will be formally assessed in one or all of the skills of reading, writing and listening 4 times per year. These assessments will help us to focus on student progression.

Key stage 4 overview

At GCSE level we use the Listos text book and the CGP exam books. Students also have access to online resources where they are able to access interactive grammar, reading and listening activities along with examination hints and tips as well as vocabulary lists both at home and in school. Homework activities will often be based around topical vocabulary testing as well as preparing extended pieces of writing.

The GCSE examination board that we use is Edexcel and in accordance with the syllabus, during years 10 and 11, grammar and vocabulary will be taught through the following four topic areas:

  • Lifestyle
  • Leisure
  • Home and Environment
  • Work and Education

Students will need to complete four Controlled assessments (two written and two spoken) as part of their GCSE examination. They will do two written pieces of controlled assessments in year 10 and two spoken pieces of controlled assessments in year 11; these will form each of the above topic areas. The writing and speaking controlled assessments make a total of 60% of the final GCSE grade. Students will also do a reading examination worth 20% of the final grade and a listening examination also worth 20% of the final grade in year 11.

History Explained

A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Pupils work towards asking perceptive questions, thinking critically, weighing up evidence, sifting arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Key stage 3 overview

By the end of Key Stage 3 students will have considered how the past influences the present, what past societies were like, how these societies organised their politics, and the beliefs and cultures that influenced people's actions. As they do this, students develop a chronological framework for their knowledge of significant events and people. This will help them understand more about themselves as individuals and members of society. What they learn can influence their decisions about personal choices, attitudes and values.

Students are given the opportunity to see the diversity of human experience at local, national and international level. Units of work focus on British economic, social and political history from the Middle Ages to the Twentieth Century. They also study units of work on world history such as the Roman Empire and Black peoples of the Americas.

Students reach their own conclusions about past events, people and places. They do this by using a variety of evidence based skills that are prized in adult life such as research, analysis, evaluation and arguing for their point of view. Students develop their ability to listen and respond to a range of history stimuli and learn to discern their own work by reflecting on success criteria and by setting themselves realistic yet challenging targets.

Key stage 4 overview

The skills developed in Key Stage 3 are further for by pupils who follow the two year AQA GCSE History Specification B course. They are expected to recall, select, organise and communicate a range of historical knowledge. Students evaluate and use critically a wide range of historical sources of information to investigate historical questions, problems or interpretations. They reach reasoned and substantiated conclusions about past events, people and places.

The course has three components. Paper one focusses on the causes of the Word Wars and how the peace making process at the end of WW1 contributed to WW2. Paper Two further extends pupils knowledge of Germany in the interwar years along with looking at how the USA prospered in the 1920s and how the civil rights movement began. The third component is a controlled assessment which focusses on an aspect of British life in war times.

Wider reading, extracurricular activities and trips are encouraged to develop student's understanding of the historical processes and concepts

RS Explained

Religious Studies at key stage 3 builds on knowledge from primary school it enables students to study and engage profoundly with life’s big questions.

Religious Studies will deepen and their understanding of Christianity, Buddhism, Islam and Sikhism in local, national and global contexts. Students explore personal, theological and cultural reasons for similarities and differences in religious beliefs and values, both within and between religions.  Students make effective use of religious terminology in deploying the skills for reasoned argument in believing and making valued judgements.

Key stage 3 overview

Students in Year 7 – 9 follow a varied curriculum. We encourage students to identify, investigate and explain viewpoints about religion and belief as they apply to relationships, rights and responsibilities, moral dilemmas and ultimate questions. Students relate their learning to their own ideas and experiences. They interpret ideas for themselves, developing their own responses to key questions of meaning, truth and values thoughtfully. Student engagement will develop their role and responsibility in contributing to their own communities in a positive and creative ways.

Geography Explained

Geography enables students to study earth’s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live.

Geography bring together the social sciences (human geography) with the natural sciences (physical geography). Human geography develops the understanding of the dynamics of cultures, societies and economies, and physical geography engages the understanding of the dynamics of physical landscapes and the environment.

Geography ensures that students understanding of social and physical processes are always within the context of places and regions - recognising differences in cultures, political systems, economies, landscapes and environments across the UK and world identifying significant links between them. Understanding the causes of differences and inequalities between places and social groups underlie much of the newer developments in human geography.

Geography is, in the broadest sense, an education for life. Learning through geography – whether gained through formal learning or experientially through travel and fieldwork – helps us all to be more socially and environmentally sensitive, but individuals who are informed and responsible citizens and employees.

Key stage 3 overview

Students in Year 7 – 9 follow a varied curriculum. We encourage students to identify and learn from the geography in which they live and experience from. In traducing students to a variety of local and global issues. In addition students develop geographic skills in preparation of GCSE Geography.

Key stage 4 overview

Geography is a popular subject at GCSE and many of our students choose to continue this subject in their GCSE years. 

At KS4 they study the AQA AGCSE geography qualification. This syllabus provides a balanced view of physical (natural), environmental and human aspects of Geography. We use case studies from local areas to global examples.

The course divides itself into three areas:

  • Unit 1 Physical Geography
  • Unit 2 Human Geography
  • Unit 3 Controlled Assessment

Students take all their exams for this subject at the end of year 11. In addition, students complete a controlled assessment and get the opportunity to go on fieldwork in Castleton in the Peak District National Park looking at the impacts of tourism.

Health and Wellbeing

PE Explained

PE plays an important role in the life of Oasis Academy:MediacityUK. Our dedicated team ensures that there are opportunities for everyone to gain an understanding of the importance of leading an active and healthy lifestyle and more importantly to find an enjoyable way in which to do so. Our objective is to provide students with enjoyable experiences that will motivate them to engage in activities that they enjoy not only during their time at the Academy but most importantly for the rest of their lives.

Key stage 3 overview

At Key Stage 3 students build on the knowledge, skills and understanding students have acquired at Key Stage 2 and is designed to engage students in a fun process to make them aware of the potential in the subject. This is achieved through a range of games, gymnastic, athletic, fitness, adventurous and dance activities students learn to work independently and as part of a team. Students develop their range and quality of their physical skills through these various activities. Students are taught to identify their strengths and weaknesses and their likes and dislikes in terms of sports and physical activity so that they can make more informed choices about what they would like to participate in at Key Stage 4.

The curriculum will focus on developing a platform of choice for KS4. All students have two one hour lessons per week and are taught in single sex, similar ability groups. Each half term they participate in two different activities from the list below.

BOYS ACTIVITIES:
Football, rugby, basketball, badminton, hockey, athletics, trampolining, fitness, softball, gymnastics, volleyball, cricket, problem solving, sports acro.

GIRLS ACTIVITIES:
Football, netball, basketball, badminton, hockey, athletics, trampolining, fitness, rounders, aerobics, volleyball, cricket, gymnastics, problem solving, sports acro.

All the activities are themed into outwitting opponents through team games, exploring and communicating ideas, concepts and emotions through performance, performing at maximum levels through athletics and exercising safely and effectively through fitness.

Key stage 4 overview

Learning at Key Stage 4 is more student led. Although we continue to work on developing student’s competence in skills, techniques and understanding of health and fitness, they now begin to make choices about the nature of the activities they want to participate in. The pathways available are themed (games, aesthetics, fitness, Leadership) and are designed to help students find appropriate exit routes into community activities that they can follow outside of school. Students can participate either as a performer, official or as a leader.

Students also have the opportunity to take qualifications in PE if they so desire. At KS4 they study the AQA GCSE Sport Studies qualification. This syllabus provides a balance of both theory and practical work. Within the practical course students have the opportunity to use sports where they have an exceptional strength in as a performer, leader and official.

The course divides itself into three areas:
• Unit 1 Theoretical – Human anatomy, Sport in Society, Sponsorship, Health and Fitness
• Unit 2 Practical Sports – Students have the opportunity to be assessed in over 50 different sports
• Unit 3 Controlled Assessment – Evaluating strengths and weaknesses within own and others performance.

Students take all their exams for this subject at the end of year 11 both a written paper and a practical exam.

Food Tech Explained

Food Technology at Oasis Academy can be studied from year7 all the way through to year11. The Scheme of Learning is designed with students’ interests at heart and as far as possible we try to study the topics that students enjoy most. We provide a curriculum which is exciting, innovating and inspiring by basing learning activities on practical work which students enjoy most. All students will study Food Technology for a 1 hour lesson per week in Years 7, 8 and 9 and for two lessons a week as GCSE Options in Key Stage 4. There are a wide variety of extra-curricular activities that students are encouraged to take part in which will develop their skills and confidence and prepare them for success at GCSE level.

The course covers many aspects of Food starting with safety, hygiene and basic skills. Students quickly progress to practical work where they will learn about the wide range of equipment used in the Food Technology room. We look at healthy diets and lifestyles whilst not forgetting how we celebrate using food for special occasions including Bonfire Night, Halloween, Easter and Christmas. Manchester is a thriving multi-cultural city and we use food Technology to explore the wonderful range of Foods eaten across the world.  Our students always welcome the ideas, recipes and dishes which students from other cultures can bring to the lessons.

As students progress though the key stages their skills in the preparation and cooking of food develop enormously to move from basic cookery skills in year7 to the end of year11 where we can find students preparing individual dishes for 2 or 3 course meals. Such transformation is always wonderful to see as is the pride that students take in the presentation of their work.

There are 6 assessment points throughout the year where students will complete a focused practical task. The assessment will challenge practical skill but students can improve their level if they can think about how a basic recipe can be developed so that they can bring individuality to the dish.

Child Development Explained

This specification helps students develop their knowledge and understanding of child development issues in a diverse society and enables them to work in a variety of contexts. With content that is relevant, stimulating and informative.

The two tasks for the controlled assessment provide a choice of a wide variety of topics.

There is one tier of assessment, with a single paper which covers all of the grades A* - G. The specification offers:

  • A unitised structure which offers students the opportunity to complete part of the assessment after the first year of study, with the option of re-taking should they wish to
  • More choice and variety of topics for the two practical controlled assessment tasks instead of one piece of coursework
  • More manageable controlled assessment which can be conducted at a time that best suits students.

Unit 1: Written Paper 1 hour 30 minutes 100 marks - 40%

6-8 compulsory questions comprised of short answer, structured and free response questions. Some questions may include stimulus material.

Unit 2: Research Task 30 marks - 20% 

The Research Task must be completed under supervision within the classroom and should occupy approximately 7 hours of supervised time.

Unit 3: Child Study 60 marks - 40%

The Child Study must be completed under supervision within the classroom and should occupy approximately 20 hours of supervised time.

Overview

Part one   ‘Parenthood’ recognises the changing structures and wide variety of families today and focuses on the importance of the family unit in ensuring the healthy growth and development of children. Additionally, it investigates planning and preparing for a family in today’s society. This section also examines all aspects of safety, accident prevention and first aid.

Part two ‘Pregnancy’ begins with reproduction and investigates planning for a family as well as the stages of pregnancy from conception to birth. Additionally it includes the post natal care of baby and mother.

Part three ‘Diet, Health and Care of the Child’ includes the importance of nutrition, healthy eating and the food choices for the new born baby, toddler and young child. This section also recognises the wider aspects of care in relation to the child’s health and wellbeing, as well as the importance of immunisation and care for a sick child.

Part Four. ‘Development of the child’ examines how children develop and learn physically, intellectually, emotionally and socially. It shows the importance of toys, books and play among other factors that may influence development and learning. This section also looks at important issues related to technology and play, play for special children and play malnourishment.

Part five ‘Support for the Parent and Child’ looks sympathetically at the needs of all children, examining causes of disability and the support required by both children and their families. This section also includes childcare provision and current information about the Early Years Foundation Stage.