The key intention for the Key Stage 3 provision is that children are given the opportunity develop a positive attitude to learning and we strive to ensure that every child succeeds both socially, emotionally, and academically during their time at TSLA. Key Stage 3 is characterised by the holistic approach to the individual; rigorous teaching, learning and assessment is complimented by planned academic, pastoral and/or therapeutic interventions. This means that every learner can be successful.

Key Stage 3 offers the children a broad and balanced curriculum, with particular emphasis on the core subjects. The Maths, English and Science curricula have been purposely designed to ensure that learners are supported in improving any knowledge and skills gaps from Key Stage 2 in personalised intervention sessions, whilst concurrently working on the Key Stage 3 National Curriculum. In addition, Guided Reading and Forensic Reading are embedded in the curriculum, to ensure that children continually have access to additional literacy opportunities. Pupils’ academic outcomes are assessed against clear and explicitly planned attainment targets detailed in the National Curriculum

The humanities are delivered by their class teachers, and include History, Geography and Citizenship, offering the children the opportunity explore the context of the wider world and link these subjects to real life scenarios. PSHCEE and SMSC are a golden thread throughout the curriculum, developing cultural capital and extending perspectives. The children are given the opportunity to explore a range of subjects including Mental health awareness, Substance misuse, Sex and Relationship Education, Current affairs, politics, and financial awareness. Our children develop their understanding of how actions affect themselves and others, they learn about tolerance and respect through the study of different communities and democracy.

Our safe and secure learning environment fosters an ethos of trust and respect. Throughout their learning journey, pupils acquire powerful knowledge and develop a skill set that is relevant and provides them with a strong sense of their place in the world. An iterative teaching approach ensures that specialist knowledge and skills are embedded and used in a range of contexts. Our curriculum is designed to take pupils beyond their current life experiences and expand skills of independence, critical thinking, creativity, collaboration, and active learning to become successful children.

The intention of our Key Stage 4 curriculum is to ensure that all of our young people are prepared to enter the wider world following the conclusion of Year 11. Students in Key Stage 4 continue to receive a high quality PSHE curriculum in line with their peers across the academy as we recognise that the needs of many of our students can be met through this rigorous curriculum. In addition to this, they receive exceptionally high quality careers advice and guidance, in order to support them in making their post-16 applications.

Students begin their GCSE and/or BTEC courses in Year 10. Subjects begin the GCSE specification immediately. All students study English Language, Mathematics, the Science double award and core PE, with a number of students also studying English Literature in Year 11. Students then choose two options with a view that these may be pursued as a post-16 option or area of interest. Our development of the curriculum in Key Stage 4 reflects our steadfast determination to remove the stubborn link between disadvantage and poor educational outcomes, which in turn lead to drastically restricted Post-16 options.