All our College Subjects


We believe that The Arts are an essential part of a whole education. They provide our students with the opportunity to really succeed, achieve and feel proud of themselves and their work. They inspire students to become the best they can be in all areas of their learning through developing self-esteem, identity and wellbeing. The Arts allow Oak Grove artists, actors, musicians and theatre technicians to explore their ideas, feelings and fears and their creativity.

Follow @oakgrovecollegearts on Instagram for up to date examples of the creative talents of our students.

Click on the image below to view in full size:

Design and Technology


Design and Technology aims to develop students’ confidence in creative problem solving and practical areas. Students gain knowledge of health and safety in the workshop, Personal Protective Equipment and the ability to use tools, materials and processes with greater independence.

Through practical projects students:

  • Research and explore ideas to solve design problems;
  • Design products through drawing and model making;
  • Make products in resistant materials and textiles. Through this they will gain an awareness of the properties of materials;
  • Evaluate their own and others’ products.

Students use a variety of hand tools including saws, hammers, files, drills, pliers and needle and thread. They will also have the opportunity to use specialist machinery such as pillar drills, scroll saws, belt sanders, pyrography pens, vacuum formers and sewing machines.



Some projects include:

  • Wooden letters
  • Set Design
  • Scarecrows
  • Hanging mobiles
  • Jigsaw puzzles
  • Puppets
  • Clocks
  • Name Plaques
  • Boxes
  • Automata
  • Acrylic Products
  • Textile logo designs
  • Flags
  • Teddy bears

Maths, Science, ICT, English and Art are all embedded in the Design Technology curriculum.


We believe that The Arts are an essential part of a whole education. They provide our students with the opportunity to really succeed, achieve and feel proud of themselves and their work. They inspire students to become the best they can be in all areas of their learning through developing self-esteem, identity and wellbeing. The Arts allow Oak Grove artists, actors, musicians and theatre technicians to explore their ideas, feelings and fears and their creativity.

Drama students at Oak Grove are encouraged to participate in regular opportunities to perform in front of an audience. This may be to other year groups, staff, selected students, or in an assembly or Performance Evening.

Year 7

Students will be introduced to Drama in Year 7 through the development of Story telling and team building skills. These include Warm up games, Still image, Tableaux, Role play, Story Sequencing, and the opportunity to build friendships, trust and group dynamics. These skills are used to explore Character and Role play using Props and Costumes, with Verbal and non verbal communication. Basic skills and techniques continue to be developed throughout the year as we introduce Facial expression work, Improvisation skills, Status and Hot Seating. Working together is one of the main areas of focus during Year 7 and through scripted texts and devised work students learn to use eye contact and confidence to show emotion when performing. Traditional stories, Fairy tales, Scriptwriting and Reading are used to develop student’s ability to interpret and create theatre. Building on these skills, students will then consider the use of Chorus and Unison as used in Greek Theatre. Mime, working in Unison, gesture and mask work all contribute to students being able to work as a group as well as individually.

Accreditation Years 10, 11 and 6th Form

Year 8

This year gives students the opportunity to develop their basic drama skills through different genre and themes. Also students are introduced to different historical and cultural forms of theatre to broaden their understanding of what Theatre can be. Victorian theatre is explored through the theme of Silent movies.  Melodrama, Stock characters, Victorian Music Hall, Duologues, Simple story lines, Asides and Confidence are all a focus in this unit. Physical Theatre using the body as a way to create set, props, atmosphere and tension is covered using Theatre Practitioners such as Brecht to support this learning. The ‘Magic If’ theory by Stanislavski is used to examine and create plots using improvisation and imagination. Realism, using facts and testimonies to create spontaneous improvisations allows students to stretch their acting skills and work together. Status, developing a role and split scene are used to enrich the theatre created by students. An introduction to Shakespeare using relevant and dynamic techniques and exercises, allows students to explore the Theatre of Elizabethan times. Modern improvisations based on Shakespeare’s texts gives the students ownership of their work and the confidence to try other classic texts. The importance of evaluation is built on throughout this year, both for their own work, and that of their classmates. Tribal dancing, rhythm, belonging and slavery/injustice are used to learn about African Theatre, Folk stories, chants and cultural stories are used as starting points for improvised drama and group discussion.

Year 9

Year 9 is an opportunity to build on all the skills and progress made in previous learning. Students are encouraged to make decisions and become responsible for their work and progress, through group projects and peer and self assessment. Monologues, flashbacks, split scenes, character work and stimulus based improvisations are used to extend skills. Dramatic pauses and Tension is studied in order to build the shape of scenes and of the journey of the character. Soap Operas are often used as a way to explore relationships, characters and plot development. Shakespeare is revisited and trust, listening and movement are explored through the themes of family, conflict and love. Tension and suspense are further developed through the use of character building, whole group improvisations and use of lighting and set to create atmosphere. Students are supported to use their feedback and evaluation skills to decide what their next area for improvement should be.

Year 10 & 11

Students can gain accreditation by taking an NCFE qualification in Performing Arts. The units covered in this course include Identifying and developing appropriate skills needed for Performance, and offers students the opportunity to explore and develop appropriate ideas for performing arts work. Working collaboratively and being able to allocate roles whilst also identifying individual responsibilities are some of the skills developed on this course. Being able to reflect on their own work, to find strengths and weaknesses is very much a part of this course. Alongside developing the ability to be a reliable, positive and respectful member of the group, students are able to create and perform theatre. Being able to perform this material to an audience and to celebrate their successes and build on their areas of weakness, develops the students ability to constructively reflect on their work and develop it even further. During the course students, as well as learning about the theatre, will also learn much about themselves and how to work successfully with others. The emphasis is on team work, confidence building, presentation of self and developing work ethos and skills.

This is a largely practical course, although each student is expected to keep a journal and may be required to do homework sometimes. Students are given the opportunity to take part in school productions and performances and this is an integral part of the course.

As students move into KS4 they will be supported in becoming more responsible for their own work, through devised drama, performance evenings and recording and assessing their own progress.


Year 12

Students choosing Drama in Year 12 are offered the opportunity to take a BTEC over the course of the year. Students are expected to take part in our College Performance evenings and to lead in terms of being role models to the rest of the school. This course is an opportunity for students to develop independent, resourceful and professional skills within theatre making and has a focus on being student led. Many students go on to study Drama at a higher level and this course aims to prepare students for this transition.


The Drama Teacher is Juliette van Noorden


Our English curriculum has been designed to meet the needs of all students. Through teaching a broad range of Literacy skills, we maintain a balance between developing reading, writing, speaking and listening with a focus on functional and practical life skills.

Students explore and develop their understanding of social, cultural and historical values. 

Our aim is for all students to become successful communicators within their communities and the wider world. We provide meaningful learning experiences which enable students to develop into confident, resilient young adults. We promote teamwork and creativity. We encourage students to explore their own identities and ideas. We teach students the necessary skills to be able to construct and communicate their own opinions about the world around them. The needs of our students are reflected in our curriculum; we support them to be self-aware, independent and kind individuals.

In Key Stage 4, our curriculum is adapted to support students attaining a range of accreditations from Entry Level to GCSE. We continue to teach a broad curriculum alongside supporting students to achieve qualifications that match their potential next destination.


The Team
  • Natalie Brees – Teacher
  • Anne Douglas – Intervention TA
  • Lucy Lock – Teacher
  • Nina Pearson – Lead Teacher for English & Maths
  • Saskie Steel – Teacher
  • Minna Virtanen – Teacher
  • Heather Whiting – English TA
The Curriculum

Our curriculum is flexible, although the content remains the same, the teaching approach is individualised to meet the different needs of our students. Teachers identify resources that are appropriate and accessible for the age and needs of students; these include abridged texts, graphic novels, large print, audio, on-screen and ICT software. Lesson outcomes are differentiated to suit the needs of students which encourages self-regulation and independence.

Students follow a specifically designed long term plan that enables them to experience a wide-ranging set of literary resources. The texts have been carefully chosen from the top-rated children’s classics and modern fiction and the suggested texts from different exam boards.

In Key Stage 3, units of work last for a half or full term and across the year will include the skills required to meet each of the Assessment Foci in the Assessing Pupil Progress National Strategy as well as the Key Progress Indicators from the National Curriculum. The team have spent much time selecting appropriate texts which not only demonstrate high-quality English skill but are also engaging, challenging and cover relevant real world and age appropriate issues.

In Key Stage 4, the students begin their accreditation journey and work towards a qualification matching their ability. Generally, in Key Stage 4, the units of work last for a full term to incorporate the controlled tasks for accreditation. The students work towards achieving the assessment objectives of the accreditation. The texts read alongside qualification work are again engaging, challenging and set to encourage a desire to read for leisure.



English medium term planning is reviewed after each term to create the best learning opportunities available. The texts chosen for each unit match the ability of the students and we have invested in different versions of the same book so all students are able to access them. Classes cover the units on a rotation so that each class has all the available resources at one time.


Is a crucial part of the work we do, internal moderation of all strands of English take place regularly as part of English department meetings. Members of the English team also take part in moderation with other special and mainstream schools to ensure our decisions match those of others. The introduction of assessment without levels means this is even more important than ever before.

Alongside this moderation, in Key Stage 4 we also have visits from exam board advisers to validate our marking as well as sending off samples of controlled assessment portfolios to be moderated by exam boards.


We offer a programme of specific “Reading Recovery” for five students per term; evidence from which consistently shows significant impact on pupil progress. The students take part in a programme of study for 30 minutes every day for ten weeks. The focus of each session is dependent on the needs of the individual. Generally the key areas include building confidence in writing and reading skills, learning how to decode phonetically and increasing the range of sight vocabulary. a £5 book token is presented to all students on completion of the course.

In addition to Reading Recovery, we have timetable English intervention lesson in which English teachers work with a small group of students on a personalised learning goal.

Home Learning

For many students improving their skill in English is a real challenge. Support from home is vital for our young people to feel confident and able to try new things.

Talking and listening are the first key steps to improving English skills; so talk to each other, ask questions and model how listening to answers is important. For older students a key area to work on is using formal language (Standard English) in certain situations. Having some fun with this would be a great way to support your child.

Doing things together; playing games, watching television, going shopping, taking a walk, all involve English skills. By showing your child how you deal with everyday things will support them in learning this life skill too.

Reading can be a tricky activity to do at home. Remember reading does not have to be from a reading book. Decoding words whether they are on a TV screen, computer screen, food package, sign or billboard is the same skill as decoding a book.

Writing also does not have to be long. Handwriting will improve with greater muscle tone in hands. Playing games such as Noughts and Crosses, Hangman, snake and boxes all require fine motor skills. Hand/eye co-ordination is an important aspect of writing, so throwing and catching games would be of benefit too.

Wordshark is a fun and effective games-based website for students learning to spell and read. The program is especially useful for those with dyslexia and other special educational needs. English teachers  regularly monitor and set students appropriate home learning tasks. All students receive log in details for ‘Wordshark’, please email if you’d like a reminder.

Extended College Activities


Oak Grove College has a great after college programme that offers a range of inclusive activities.

Currently on offer are:

Tuesday 3.00pm – 4.00pm: Swimming Club (for non or weak swimmers)

Wednesday 3:00pm – 4:00pm: Trampoline Club


Holiday provision


During the school holidays we work in partnership with Worthing Leisure Centre to offer a wide range of activities at are fully inclusive. Activities are offered during the following holidays: October half term, February half term, Easter holiday and Summer holidays.

Activities that we have run in the past are: swimming, tennis, golf, fencing, climbing tower, athletics, archery, trampolining, film making, bikes, dance, cooking, crafts, music, drumming, photography and a treasure hunt.



Here in the Catering Department at Oak Grove College we are passionate about food and cooking. We believe in giving students the opportunity to develop skills and enthusiasm that will last a lifetime whether they cook professionally or for friends and family.

We aim to cook seasonally, utilising produce from the college gardens to produce dishes that are exciting, nutritious and affordable. We also provide students with the ability to expand their food and taste experiences, often with surprising results. They are able to take their creations home but often enjoy sharing them with staff and other students.

We work with our students to develop a wide range of cookery skills but also seek to build levels of confidence, independence, and their ability to work with others whilst also making the most of opportunities to develop their literacy and numeracy. We aim to help them make choices about their work and through this build their self-esteem and confidence.

Students have the opportunity to work within the department from Year 7, gradually developing the knowledge and skills that enable them in Year 10 and 11 to take the BTEC Level 1 Certificate in Home Cooking Skills. 

Whether or not they move on to undertake formal qualifications, students can progress through a system of graded colour neckerchiefs, to wear with their catering jackets. These are awarded for excellent work, effort and behaviour.

Throughout their time in college, students have the opportunity to help cater at college functions such as Leavers’ Evenings, Arts Evenings and a variety of fundraising events. 

A number of students have undertaken higher level catering courses at both Northbrook and Chichester Colleges before pursuing careers as professional chefs.



At Key Stage 3 the students are taught Humanities in their class groups. The students are taught a different area of the Humanities Curriculum each half term, the result of this is that the students will have covered 6 areas of History, 6 of Geography and 6 of R.E during their 3 years of Humanities teaching in years 7 to 9.

The areas covered have just been recently refreshed by the Humanities teaching team, and each area will now start with a key question, that the students will be able to answer by the end of the 6/7 week teaching sequence. For example in year 8 the students study the Iron Age in History, learning about early settlements, weapons and tools. The opening question to help relate to their own world around them is “What’s that at the top of Highdown Hill?” The topics are delivered using a range of resources, including artifacts, photographs and visits to relevant places.

During these 18 topics taught in Key Stage 3 the students will develop key skills within the History, Geography and R.E National Curriculum; for example a sense of chronology within History, and understanding of different locations within Geography and knowledge of different beliefs and cultures within R.E.

All students are supported and challenged to extend their thinking and learning to include cross-curricular links to Literacy, Numeracy, ICT and other curriculum areas.

Below are links to the Humanities Topics for this half term –

History and Geography at OGC in Key Stage 4

The students have the opportunity to continue their studies within the Humanities curriculum in year 10 and 11, by choosing Entry Level/GCSE qualification in History or Geography. This would be a two year course fulfilling the requirements of this national qualification. For example Entry Level History requires the students to submit 20 pieces of coursework, within 4 topic areas, such as The Western Front in World War One and Turning Points of the Second World War. These pieces of work are marked externally for the students to then receive their qualification at the end of year 11.


In a world where information and technology is everywhere around us, it is vital that our students are taught to use the available technology safely, and in their best interests. At Oak Grove College all students have access to ICT at the level best suited to each student. E-safety lies at the heart of all we do and students are taught about the dangers that can lurk in the modern world if they do not follow simple rules. They are taught about the SMART rules for working with ICT –


S – Be SAFE and take care not to give out personal information
M – Avoid face to face MEETINGS with online friends unless accompanied by a trusted adult
A – Don’t ACCEPT e-mails texts and messages from people or numbers they don’t know
R – Not everything on the internet is RELIABLE, things may not always be what or who they seem
T – TELL a trusted adult if they are ever bullied or unsure about something

Young People & Social Networking Sites click on the link for more information

Child Exploitation and Online Protection Website

ICT at Oak Grove College has several strands. We have a specialist IT suite with 12 wired PCs, where the majority of ICT lessons take place. Students are taught how to use the college network, use e-mail, access the internet, and develop presentation and reporting skills. If appropriate they can also learn simple programming and coding. They will also learn some of the tricks of the trade for photography, film-making and animation.

Of course ICT has a role to play in other subjects and students have access to computers in every area of the college. Increasingly we are moving towards mobile technology. One of the challenges the college faces as the pace of development of mobile technology increases, is to ensure that access remains safe for all our students in the classrooms. Wireless laptops are available to students in KS4, and iPads are slowly becoming available for students to use in Music, Art and PE. As more iPads are bought by the college, they will become very valuable tools for our students with ASC, as aids to communication, and also a fun way to learn.

We have several purpose built sensory rooms in the college that are excellent learning environments for some of our students with Severe, Profound or Multiple Learning Difficulties (SLD and PMLD). We are fortunate at Oak Grove College to have several staff who are at the forefront of developing sensory software.

The college is moving towards developing accreditation for students. Students in Year 10 do the groundwork to be ready to take OCR (R441) Entry Level qualifications in Year 11 or the 6th Form, whichever is most appropriate for them. Students who do not achieve accreditation will have a full description of their achievements as an Oak Grove College ICT leaving certificate.

Above all else ICT provides the skills for students to be digital citizens in a modern world.


Since September 2018, we have been involved with a national project led by the NCETM developing a ‘Teaching for Mastery’ Maths approach at Oak Grove College. This year, we are leading a teacher research group with seven West Sussex schools, supporting and working in collaboration to provide the very best for our students.

Our Maths curriculum has been designed to meet the needs of all students. Students follow a clear, coherent journey which enables them to learn mathematical knowledge and practice essential skills. While teaching a broad range of mathematical concepts, we maintain a balance between developing a deep understanding of mathematical knowledge with a focus on functional and practical life skills. Our aim is for all students to be fully equipped to pursue education and employment opportunities as rounded citizens. We provide meaningful learning experiences which teach students to increase their confidence in reasoning and problem-solving. We celebrate mathematical thinking and resilience by encouraging students to be curious about the world around them. Our curriculum is flexible, although the content remains the same, the teaching approach is individualised to meet the different needs of our students.

In Key Stage 4, our curriculum is adapted to support students attaining a range of accreditations from Entry Level to GCSE. We continue to teach a broad curriculum alongside supporting students to achieve qualifications that match their potential next destination.

The Team
  • Gemma Kelly – Teacher and Professional Development Lead

  • Rebecca Over-Merison –Teacher

  • Nina Pearson – Lead Teacher for English & Maths, Primary Maths Mastery Specialist

  • Carolien Reynolds – Teacher

  • Paul Sandford – Maths TA

  • Laura Vallone – Teacher

  • Alice Wardley – Maths TA

The Curriculum

Throughout the year, students develop their knowledge of the following topics:

  • Number and place value
  • Number calculations
  • Fractions, decimals and percentages
  • Algebra
  • Geometry
  • Time
  • Money
  • Measures
  • Position and direction
  • Statistics and probability

NCETM’s ‘Teaching for Mastery’ approach comprises of five big ideas:

Coherence, Representation and Structure, Mathematical Thinking, Fluency and Variation. We have adapted this approach to work within a SEN setting.


  1. Coherence


Each lesson, teaching and learning focuses on one key point to allow for deep and sustainable learning. Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all students and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts. Planning and sequencing of ideas across lessons provide a connected, coherent mathematical journey.

  1. Representations and Structure

To help students achieve deep understanding, a variety of concrete and pictorial representations are used in lessons to expose the mathematical structures being taught. We use stem sentences to describe the representations which help support students move on to working with Maths in its abstract form.

  1. Mathematical Thinking

We believe that mathematical thinking is central to deep and sustainable learning of Maths. Students are supported to reason and discuss taught ideas; teachers plan learning experiences which involve logical reasoning, explaining, conjecturing and proving. Explicit teaching of mathematical language helps students to develop their functional reasoning skills.

  1. Fluency

In lessons, students are given frequent opportunities to recall previously learnt mathematical facts. Quick and efficient recall of facts and procedures increase student’s flexibility when moving between different contexts and representations of mathematics.

  1. Variation

Teachers represent mathematical concepts in a variety of ways, drawing attention to critical aspects, and to develop deep and holistic understanding. Students learn to apply their mathematical knowledge to a variety of functional, real life contexts.



Assessment is a crucial part of the work we do, internal moderation of all strands of Maths take place regularly as part of Maths department meetings. Members of the Maths team also take part in moderation with other special and mainstream schools to ensure our decisions match those of others. The introduction of assessment without levels means this is even more important than ever before.

Alongside this moderation, in Key Stage 4 we also have visits from exam board advisers to validate our marking as well as sending off samples of controlled assessment portfolios to be moderated by exam boards.


In addition to students Maths lessons, we offer a variety of specific intervention programmes for students. The students take part in a programme of study for 30 minutes every day for six weeks. The focus of each session is dependent on the needs of the individual. Generally, the key areas include building confidence in number skills, learning how to carry out calculations, exam support and increasing self-esteem in Maths.

Home Learning

Families can support by helping their child to familiarise themselves with:

  • Money by taking them shopping and asking them to pay and work out change;
  • Measures by asking them to help measure out quantities when doing the cooking;
  • Time by providing them with access to both an analogue and digital clock/watch and by asking them questions about how long things take, what time would we need to leave etc.

You can also encourage your child to practise their mental maths skills by using “Sumdog”.   Sumdog is an engaging online programme, which adjusts the level of challenge according to students’ accuracy and speed of answers. We also have a subscription to the ‘MyMaths’ website where some students are asked to complete their homework.

Your child’s log in details will be sent home at the beginning of each year, however, should they have forgotten them, contact


We believe that The Arts are an essential part of a whole education. They provide our students with the opportunity to really succeed, achieve and feel proud of themselves and their work. They inspire students to become the best they can be in all areas of their learning through developing self-esteem, identity and wellbeing. The Arts allow Oak Grove artists, actors, musicians and theatre technicians to explore their ideas, feelings and fears and their creativity.

The music department at Oak Grove College is a very busy place. As well as classroom music we also offer individual instrumental lessons and the opportunity to be involved in bands, choirs and the school show. We regularly take part in community music events such as Skool’Fest (Northbrook College) and have also been part of the Music for Youth National Festival in Birmingham on several occasions.


Year 7 and 8

Students experience a wide range of music from different times and cultures including playing our set of Taiko drums (Japan), the Gamelan (Indonesia), the Blues, Musical Theatre and film music. They sing and play instruments in a group and through developing their musicality they improve their literacy and numeracy as well as their social and communication skills.


Year 9

In year 9 our approach to music shifts to a more student-led approach where young people are encouraged to share the music that they wish to learn and then we empower them to do this. Often this will involve them forming bands and then finding out how to play what they want and taking responsibility for the process. This develops self-esteem, independence, and communication skills and also helps students decide if they wish to study music in years 10&11.


The accreditation options in Music are entirely personalised to the needs of each student and have included: GCSE Music, Rockschool Level 1 and Level 2 Certificates in Performance or Composition, NCFE Entry Level Award in Performance and graded examinations on instruments. The curriculum in year 10&11 reflects the needs of the group and may be focused on rock music performance or may be a balance of performance and composition activities.

KOA and Animus

In Koa family group the music curriculum reflects the topic that is being studied across all subject areas. Each half term we focus on two of the musical elements, so developing skills and understanding of tempo, pitch, dynamics, texture, timbre and duration. iPads, Beamz and SoundBeam technologies are used to support students in Koa and Animus in developing their musicality. Many of our Koa students gain an Entry Level qualification in Performance Skills in Year 11

Outdoor and Practical Learning (Gardening)

Outdoor and Practical Learning – or gardening – is divided into two broad and interrelated strands which complement each other in the many projects which are undertaken in the grounds each year:

  • Horticulture & Garden Maintenance
  • Construction & Landscaping
Curriculum Overview
Gardening is taught as part of the Key Stage 3 technical subjects rotation alongside cooking and DT; currently students in Years 7-9 are able to access one double lesson a week for two terms in a given year. Following a foundation course in Year 7, focusing on Health and Safety and the names and use of the various tools we use, students experience a range of activities, increasing in scope and technical complexity, and are encouraged progressively to concentrate on the areas for which they show interest and/or aptitude. Typically, work focuses initially on horticulture and garden maintenance but offers more construction type work later in the key stage. Outdoor and Practical Learning is offered as an option in Key Stage 4, with students generally specialising in one or other strand, following an accredited course leading to certification at the end of Year 11.
There are currently two accreditation routes in Key Stage 4. The preferred route is for students to work towards the Open Awards Award in Horticulture Skills at entry level 2 or 3, as appropriate. Where students lack sufficient focus to complete the programme, they have the opportunity to have their achievement across a range of skills – embracing Horticulture & Garden Maintenance and Construction & Landscaping – recognised through the AQA Unit Award Scheme, building up a portfolio of certificates at entry level 2 or 3.
Next Steps
Outdoor and Practical Learning (OAP) is an area of the curriculum which makes us distinct from mainstream schools in the learning experience that we offer our students. What also distinguishes us from our mainstream colleagues is the emphasis which we need to place in everything we do on the development of our students’ capacity for independence in adult life and their potential to achieve a good quality of life. Clearly, a major part of this is the ability to secure paid employment.

OAP offers not only a medium through which students can develop generic work skills – awareness of health and safety, following a brief, problem solving, working alongside others, reporting to a supervisor, etc. – but also the possibility of preparing our learners for a specific area of work. Successful development of skills through the OAP curriculum enhances our students’ prospect of finding employment in areas such as gardening, landscaping and outdoor construction.

Wherever appropriate for the young people we are working with, we will look to place the emphasis wherever possible on employability skills and preparation for the workplace, in the belief that this has the potential to impact positively on the lives of significant numbers of students over time.

Physical Education

The PE department focuses on providing students with opportunities to develop physically, socially, emotionally and cognitively through a broad and balanced curriculum appropriate to their age, level of understanding and need. The programme of activity has structured and developmental units of work set out on a half termly or termly basis within each area of activity. This structure provides a sense of progression, challenge and achievement.

Oak Grove College strives to be a healthy school and PE plays an important role in this. PE is a practical based subject that enables all students to participate in enjoyable, exciting and challenging physical activities. These, in turn, generate good health, fitness and feelings of contentment. PE encourages positive thinking, positive actions, leadership, co-operation, tolerance and respect for others. In addition to this PE also develops students’ ability to manage the body in a variety of aesthetic, competitive and challenging situations. Physical Education nurtures technical, social and judgemental skills and re-enforces more general skills such as communication, reasoning, problem solving and citizenship. The department promotes a student-centred approach with teaching tailored to the needs of individual students.

We have a well-developed afterschool extracurricular programme that includes opportunities for all levels with the emphasis on fun in a range of different sports. For some students this leads to competition and elite performances. Currently we have students of all learning abilities competing at National levels in Athletics, Swimming and Tennis through the Special Olympics programme with which we have strong links.

The PE uniform is a blue Polo shirt with OGC logo, black shorts or tracksuit bottoms and appropriate trainers. A sweatshirt can be worn when the weather is colder. Parents can support the delivery of PE by ensuring students are dressed ready for physical activity.

The outdoor education department

The outdoor education department organises a successful programme of day trips and residential weeks to enable the students at Oak Grove College to try adventurous sports in different environments.

Through outdoor education, the students have the opportunity to try something new and gain a real sense of achievement as they persevere in developing new practical, communication and leadership skills. Participation in outdoor education sees students’ self-esteem and confidence grow. They learn to communicate effectively with peers, improve teamwork, listen to instructions and recognise that if they keep trying, even when something is difficult, asking for help and perseverance with enable them to reach their goals.

PE Mission Statement

Oak Grove College PE department currently hold the AfPE Star Mark Award with distinction. We attainted the award in summer 2019 because we believe in giving all pupils, irrespective of their academic or physical ability, the opportunity to discover and develop their physical potential through a balanced and developmental programme of activities both on and offsite.  We ensure a safe, supportive and challenging environment and being able to learn from mistakes is a vital component in the development of children’s physical and emotional health and wellbeing.

We are committed to achieving maximum participation and engagement levels for all pupils within school. The curriculum within Animus, KOA, 6th Form and MLD is tailored specifically to individual pupils needs. The ethos for PE at Oak Grove College is to ‘Create a PE learning environment that stimulates, engages, encourages and prepares pupils to participate in physical activity when leaving Oak Grove College.’


PE Curriculum Intent:

Key Stage 3:

Each student will follow the OGC PE physical activity assessment criteria which will enable pupils to follow individualised targets which are regularly reviewed. The assessment criteria is designed to focus on giving pupils a wide breath of different physical activities.

Key Stage 4:

Each student will progress from the OGC PE physical activity assessment criteria and will undertake PE Unit Awards and PE Entry Level qualifications tailored to the physical attitudes of the pupil. Alongside these compulsory qualifications pupils will have the opportunities to undertake Sports Leaders Level 1 Award and BTEC Active Sport and Leisure Award.

Key Stage 5:

Each student will continue to consolidate their previous physical education learning within Key Stage 3 and 4. The Curriculum in Key Stage 5 will strive to challenge pupils and is designed to focus on the areas young people need to continue to participate in physical activity within the community and post 19. 

Personal Development

Sex and Relationship Education at Oak Grove College

Sex and Relationship Education is part of our Personal Development curriculum at Oak Grove College.

Personal Development involves teaching and learning about ourselves and others as well as focusing on key issues that young people face as they grow up and enter the adult world.

Our aim is to enable our students to recognise and own their thoughts, feelings and behaviour towards key aspects of life.

Sex and Relationship Education (SRE) is taught in every year group starting in year 7 with personal hygiene and making positive friendships.  As the students move up through college more topics are added to the curriculum.

The SRE curriculum is tailored to meet the needs of all our students.  Some classes are taught throughout the year as part of their everyday learning and care routines.  Others learn in a specific unit of SRE in a half term; parents/carers are informed of when this will happen.

Specific classes are generally taught to single sex groups and male and female staff teach to the same sex group.  We also work closely with the school nurse who joins classes or can talk on a one to one basis with students where appropriate.


Throughout Key Stage 3 students will cover a broad overview of the key scientific concepts for the three national curriculum based science subjects. This will give students a good foundation of skills and knowledge to foster inquisitiveness and build confidence to question the world around them.

In Key Stage 4 we aim to provide two years of more vocational studies with the aim of providing students with a good set of skills and qualifications to move in to further education and future work opportunities.

We are dedicated to providing the opportunity to all our students to reach their full potential in Science and to planning science lessons with content relevant to all students.

We reinforce the importance of strong literacy and numeracy skills, as part of a whole school policy, by planning tasks that allow continued practice and revision of these skills throughout each science module.

The Laboratory

At Oak Grove College students benefit from a fully equipped laboratory classroom that allows for full study of all three science subjects.

The Curriculum

MLD students at the College follow a specifically designed long term plan that follows the current national curriculum recommendations.

The Key Stage 3 curriculum is studied in years 7 and 8. Each unit of work lasts for half a term and focuses on a biology, chemistry or physics topic. This is evenly shared so that each year students will spend two half terms studying topics linked to each of the three science disciplines.

These topics will give the foundation learning necessary for all students to progress on to start studies towards Entry Level accreditation in science throughout Years 9, 10 and 11.

Activities to support learning


  • Talk to friends and family about what is being studied in science.
  • Students can borrow books from science library to read at home.
  • Watching science based documentary’s for example nature programs, bang goes the theory, the gadget show, and programs about space.
  • Search for relevant topics on you tube and watch together with parents to understand key concepts.
  • Look up in books and online any questions that the current lessons have raised to add to knowledge gained in the classroom.
  • Use the revise and test science topics on the BBC Bite size website.
  • Get a list of key words from the teacher and do spelling bees at home.
  • Keep a glossary of key words.
  • Create board games, bingo games, quizzes or card games
  • Create posters.
  • Visit Natural History or science museums.
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