Our Curriculum at Torlands

Our individualised curriculum is designed to ensure that pupils’ health does not adversely affect their education. Progress is monitored carefully and targets are designed to challenge and provide opportunity for progression back into mainstream. 

All students’ baseline levels of English, Maths and Science are assessed when they join Torlands. These baselines are used in conjunction with the data that is given to us by their mainstream school to ensure that work is provided for them at the correct level. 

Reading and spelling tests are also completed on entry and a literacy support programme is put in place to support students if required.

Learning Support Mentors and Family Support workers work closely with teachers to provide a range of support, including home visits. This includes literacy and numeracy intervention, exam practice, dyslexia support and life skills.

Curriculum Vision Statement

WAVE aims to deliver an inclusive, high-quality curriculum across all its academies which is underpinned by our core values: be positive, show empathy, have respect, work as one team and be inclusive.

Each of our academies is unique, however we have developed a core curriculum offer, which is:

• Ambitious and aspirational. Carefully and coherently planned and sequenced over time. This includes accessing future learning, training or employment.
• Prepares our pupils for life in modern society, showing an appreciation of Fundamental British Values as well International Awareness. 

• Broad, balanced and full, accessing academic and vocational learning across a range of National Curriculum subjects at Key Stages 1-4 and personalised so all learners are supported in achieving their true potential.

• Enhanced by a rich programme of out of class learning experiences.

• Delivered in an inclusive, caring, nurturing environment in which all learners feel valued and safe.

• Gives consideration to the labour market in the South West. Preparing our pupils for the local workforce and beyond.

WAVE academies deliver this core curriculum offer through a four-part model, based on the recognition that every experience from which our pupils learn in school, can be seen as part of the school curriculum.

Subject Intent statements

Primary Curriculum Intent Statement

Children will be equipped with a breadth of skills to progress socially, academically and creatively, we will encourage and model play, nurture and positive relationships to enable successful transition.

English Curriculum Intent Statement

English will expose pupils to the full beauty of the English language, through reading, writing, speaking and exploring a full range of texts and mediums, we want fluent and confident readers and communicators who can adapt as necessary to their audience.

Maths Curriculum Intent Statement

Math will enable pupils to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems, pupils will be able to apply their mathematical knowledge to a wide range of subjects and understand that it is essential to everyday life, necessary for financial literacy and most forms of employment. It aims to develop a sense of enjoyment and mathematical curiosity about the subject and the world around them

Science Curriculum Intent Statement

 Science will deepen specific scientific skills and knowledge to ensure that pupils develop the scientific, environmental and social awareness to become informed members of the local and global community.

Art and Design Curriculum Intent Statement

We will create a bespoke experience for each young person by responding to individual needs, exploring a diverse range of materials, media and techniques. Opportunities are provided to expose our pupil’s to a wide range of new and cultural experiences. The Arts will equip pupils with the confidence and skills to express themselves in different media.

Design and Technology Curriculum Intent Statement

To give pupils freedom to make and explore using an abundance of ever changing materials in a stimulating creative environment, designed to inspire inventiveness. To challenge pupils through the design and make process to solve real problems, considering the needs of themselves and others as preparation for life beyond education.

Humanities Curriculum Intent Statement

Our humanities curriculum aims to inspire our young people to become compassionate global citizens, by exploring, making sense of, and being curious about their place in the world and how this has changed over time. Opportunities are provided to enable our pupils to explore and understand their values and responsibilities, questioning and connecting the past, present and future, encouraging a more sustainable contribution to the planet.

Food Technology Intent Statement

Here at Wave we believe that every child should be immersed in the diverse culture that food offers in a safe, inclusive and nurturing environment. Our young people will develop culinary skills that support health, well-being and independent living, these are transferrable to career opportunities locally, regionally and the global stage.

Forest School Intent Statement

Our intent is to provide a nurturing space that supports our pupil’s wellbeing by providing and implementing positive outdoor, student-led experiences in a natural setting, the impact of which will help foster traits such as resilience, confidence and independence and develop motivation, co-operation, decision-making and social skills. 

Personal, Social, Health Education Curriculum Intent Statement (PSHE)

The intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every young person so that they know more, remember more and understand more about how to play a positive and successful role within society.  PSHE supports our pupils to become healthy, independent and responsible members of a society, who understand how they are developing personally and socially, and give them confidence to tackle many of the moral, social and cultural issues that are part of growing up.  We aim to provide our pupils with opportunities for them to learn about rights and responsibilities and to appreciate what it means to be a member of a diverse society.  Moreover, our pupils are encouraged to develop their sense of self-worth by playing a positive role in contributing to the life of the school and the wider community. 

We want our pupils to have high aspirations, a belief in themselves and realise that anything is possible if they put their mind to it:  

• To develop a confidence in sharing their own thoughts and opinions with others 
• To develop skills and attributes to keep themselves safe and healthy 
• To develop an attitude of a responsible global citizen  
• To show tolerance of others' beliefs, religions and life choices 
• To build positive, respectful relationships with other people 

Careers Curriculum Intent statement 

The goal of Torlands Academy’s Careers Education programme is to raise aspirations, give pupils the skills to achieve their full potential and provide them with the opportunity to experience different career pathways.  We want our pupils to experience a careers curriculum that establishes a growing knowledge and awareness of the world of work and what they, as young people, can aim for as they prepare for adulthood and Post 16 transition.   

Through the Careers Education programme, we aim to support and support pupils to:  

1. Assess their potential in respect of abilities, interests and needs/values.  
2. Develop their ability to make an informed choice about further education/ employment that is achievable, realistic and sustainable for their future. 
3. Be aware of a range of life and occupational opportunities in a context of social and economic change 
4. Navigate transition by providing familiarisation visits, exposing them to alternative environments and assisting them towards the independence required to access these provisions. 

Psychology Intent Statement 

The aim of the Psychology curriculum is to equip pupils with the knowledge and skills needed to be able to understand and explain the causes of human behaviour and the impact of this behaviour on wider society. We want pupils to be able to think analytically and reach logical conclusions based on scientific evidence.  

We promote topical discussion and encourage pupils to develop an enquiring mind. Students analyse the relative contributions of competing theories from some of the most influential Psychologists throughout history, in order to discuss their impact on our understanding of human behaviour and society as a whole.  

PERSONAL, SOCIAL, HEALTH EDUCATION - KEY STAGE 1, 2, 3 & 4

We have a clear and comprehensive scheme of work, in line with the National Curriculum PSHE statutory guidance; the curriculum is based the three core learning themes of: Health and Wellbeing, Relationships and Living in the Wider World.  The programme of study also incorporates the Relationship and Sex Education policy and ensures that our schemes of work link to British Values, Cultural Capital and Spiritual, Moral, Social and Cultural development.  In addition to this, connections are made to the wider curriculum, allowing students to see the value of application of knowledge and skills gained through PSHE.  We also use the Torlands Tasters virtual assemblies as an opportunity to further promote PSHE, British Values and SMSC.  

The teaching and learning of RSE is planned comprehensively within each year group so that students know more, remember more and understand more.  We are aiming for pupils to become more aware of RSE and know the purpose of it.  Parents are contacted on a regular basis in relation to the teaching of RSE and are encouraged to contact the school for further support and clarification as required. 

Our Four Part Curriculum

At WAVE, we believe that the word ‘curriculum’ should be interpreted in its widest meaning: It is every learning experience, (both planned or unplanned), our pupils experience as a member of the school community, delivered both formally within a lesson or informally outside the classroom, throughout the whole school day.

This therefore encompasses the taught subject timetable, our approach to spiritual, moral, social and cultural development, enrichment learning outside of the classroom and the activities that we organise in order to promote learning, personal growth, emotional literacy, resilience and development of our pupils.

Our staff aim to structure these experiences to ensure that they have the most positive effect on the attainment, progress and personal development of all WAVE pupils. However, they are also dynamic and responsive to need, recognising the ability to draw learning from unplanned opportunities.

With this approach underpinning our curriculum delivery, WAVE academies offer a four-part curriculum comprised of Academic/Vocational, Enriched, Engagement and Therapeutic/SEND-specific elements.  Through this combination, we deliver highly-personalised learning programmes which meet the specific needs of each pupil, in each academy.

 Our Academic/Vocational Curriculum

Our Academic/Vocational curriculum centres around subject-specific learning. It is broad and balanced and in many ways similar in coverage and ambition to the National Curriculum.

Subject specific learning across key stages 1 – 4 is carefully and coherently planned and sequenced to ensure a body of knowledge and skills is built up over time. Links are made to prior learning, existing learning is contextualised and future learning is signposted. Cumulatively, this ensures our learners acquire sufficient knowledge, skills and understanding to access future learning, training or employment.

We assess attainment and progress in our academic/vocational curriculum using subject specific learning goals relating to knowledge, skills and understanding.

 Our Enriched Curriculum

Our pupils benefit from participating in a variety of activities and experiences outside of the subject specific offer, each designed to enrich and enhance their learning and help to build the cultural capital required to succeed in life. This is often referred to as the “hidden curriculum” of our schools.

Our Enriched Curriculum is intrinsically linked to elements of social, moral, spiritual and cultural (SMSC) education as well as International Awareness, Community Cohesion and Fundamental British Values.

The added element of our Enriched Curriculum is each School’s aim to nurture the often hidden talents of each pupil. The Enriched Curriculum responds to the interests and aspirations expressed by our pupils, factors and issues affecting each academy’s immediate locality and includes work experience and community-based service.

Our Enriched Curriculum varies from Academy to Academy, but may include: outdoor learning experiences (such as forest school, bushcraft or farm visits), access to adventurous activities such as skating and surfing, opportunities for community work experience, careers advice, cultural visits, the opportunity to take part in a public performance, go on a residential school trip, representing the school in some way, visiting the theatre to see a professional show, visiting an art gallery, learning a musical instrument, etc.

Our Engagement Curriculum

WAVE recognises that many of our pupils require individualised support to enable them to re-engage with learning and flourish in full time education, whether in a mainstream or specialist provision.

Acknowledging Maslow’s Hierarchy of Need alongside a Trauma Informed Approach, we understand that in order for our students to learn and achieve their full potential (self-fulfilment needs), we must first ensure that their basic and psychological needs are met. These include the need to feel safe, feel loved and build a sense of belonging, as well as develop an increase in personal self-esteem. Staff will use the 4 categories for a Trauma Informed Approach- Protect, Relate, Regulate and Reflect in supporting our pupils.

Our aim is to enable our pupils to achieve self-fulfilment through delivery of our engagement curriculum: supporting learners to overcoming barriers which may prevent them accessing, engaging in, or enjoying learning.

Many of our academies offer nurturing provisions at both Primary and Secondary, allowing children and young people to work in small, familiar groups with practitioners who, first and foremost, aim to build positive, caring relationships with pupils: the foundations for positive engagement in learning.

Our academies work with our pupils to develop their metacognitive abilities and build a Growth Mindset (students understanding that their abilities are not fixed, but can be developed through developing a love of learning and resilience to setbacks). Many of our academies offer access to a Learning Mentor.

In addition, our academies recognising the importance of parent partnership and offering the opportunity to actively engage parents in learning opportunities within the academy setting. We call these our “Family Schools”.

We assess progress in our engagement curriculum using our own Benchmark Profile, Readiness for Reintegration Tool, Behaviour Tracking and Boxall profiles.

 Our Therapeutic and SEND Specific Curriculum

We underpin our academic, enriched and engagement curriculum offer with a wide range of interventions, designed to meet the special educational needs of our students and address specific gaps or barriers in their cognitive, social, emotional or mental health development, with the support of outside professional and other agencies.

By addressing individual needs in relation to a pupil’s diagnosed Special Educational Need or Disability, we create learning environments and take informed approaches to ensure the development of each pupil and his/her capacity to learn.

Our therapeutic curriculum is also underpinned by a sound knowledge and understanding of the impact of Adverse Childhood Experiences (ACEs) and Childhood Trauma to allow us to target appropriate intervention effectively.

Our Therapeutic Curriculum varies from Academy to Academy, but may include: daily literacy and numeracy support, music therapy, pet/equine therapy, Lego Therapy, speech and language therapy, drama therapy, draw and talk, art therapy and counselling for pupils.

We assess progress in our Therapeutic/SEND curriculum using our Benchmark Profiles, Readiness for Reintegration Tool, Behaviour Tracking and Boxall profiles as well as other systems specific to need, often in partnership with outside agencies and professionals.

For further information regarding the curriculum, please contact Torlands Academy.

https://www.compare-school-performance.service.gov.uk/

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