Torquay Academy

chitty chitty bang bang

This week has been a truly memorable one for our Performing Arts Academy, as 60 students from Year 7 to Year 13 delivered a fantastic run of Chitty Chitty Bang Bang Jr. Across six performances, they showcased not only their talent, but also their dedication, teamwork, and professionalism.

We were delighted to welcome almost 1,000 primary school children to three matinee performances. Their enthusiasm and engagement were wonderful to see, and they were completely captivated by the magic on stage. Our three evening performances were equally special, playing to packed audiences of family, friends, and staff.

Every member of the cast was exceptional. Since September, they have shown remarkable commitment and self-discipline, and the quality of the final production was a true reflection of their hard work.

There were many standout moments, from the energy and precision of “Toot Sweets” to the humour of the Baron’s court, and the moving performance of “Hushabye Mountain”. The highlight for many, of course, was the unforgettable moment when the car took flight, bringing real theatrical magic to the stage.

A special mention must go to our leads, Rosie Bevan and Mason Mitchell, who were simply phenomenal and led the cast with confidence and skill.

We are incredibly proud of all our students. This production has been a wonderful celebration of creativity, commitment, and the power of the creative arts at our school.

Lego Robotics Team through to National Finals

The teams comprised students from years 7 through to 10 and were a blend of experienced roboteers and some for whom it was their first competition experience. Team Pancake (Lilly Conley, Charlie Cosslett, Hugo Cowan, Luca Guppy, Charles Hepburn, Zack Jeneway, Benji Kittow and Charlie Williams-Powell) and Team R-AI (Oliver Barkhuizen, Riain Leal, Gregori Masliakovas, Ivan Masliakovas, George Pitts, Poppy Sanderson and Sid Walters) had been practicing for months to code Lego robots to solve a series of mat challenges based upon this year's 'Unearthed' archeological theme.

All day long, we fought off stiff competition from 16 other teams including those from Devonport High School for Boys, Devonport High School for Girls and The Maynard School, with both our teams progressing to the quarter final knock-out rounds. In a Team TA head-to-head, Team R-AI narrowly came out on top, making it through to the semi-finals.

Lots of prizes were on offer in the glamorous presentation ceremony held with the impressive backdrop of the aquarium big tank. Torquay Academy were awarded the Coach's Award for our use of Lego in the D&T curriculum and Lego Robotics after school club. Team R-AI were also awarded the Core Values Award having impressed the judges all day long and best exemplified the First Lego League core values of Discovery, Innovation, Impact, Inclusion, Teamwork and Fun. This prestigious award also earned us a place in the National Finals - one of only two teams to do so.

On Tuesday 10th March, our talented winners of the Devon Music Education Hub's regional battle of the bands, Fluorescent State, performed to a packed Exeter Pheonix in the competition's grand final. Adjudicated by representatives from Phonic FM, BBC Radio South West and Beautiful Days Festival the band took to the stage and rattled through a blistering version of Bon Jovi's classic "You give love a bad name". Judge Jo Loosemore from Radio Devon said of their performance, 'I loved you in Torbay and thought you were sensational tonight. You have set an extraordinary standard - what a front woman, your vocals were outstanding. The song choice showed off all of the musicians, it was most impressive how you connected with the audience and worked as a total unit". 

• Nelly Siuchninska, Eve Cameron, Amber Dicken, Emma Matthews (all Year 12).

• Kiki Marker (Year 11), Lewis Collett, Riain Leal, Jonathan Siuchninski, Naomi Szyszka, Emily Lock, Sophia Shetliffe (all Year 10).

Whether navigating the wild for their expeditions or giving back to the community through volunteering, these 11 students have been outstanding ambassadors for the Academy. Well done to all!

Mr Thatcher's Y11 Maths

We are incredibly proud of the hard work and dedication shown by the students in 11Q8 following their recent mock exams. Their results reflect a fantastic level of commitment, but the journey doesn't stop here.

This week, students are diving deep into their Question Level Analysis (QLA) sheets to turn those results into a roadmap for success. By using these detailed breakdowns, each student can identify their specific "knowledge gaps"—the exact topics or question types that need a little extra polish—and "plug" them before the final GCSEs this summer.

We couldn't be happier with their progress so far. They are showing true maturity in taking ownership of their learning, and we are confident this focused preparation will pay off when the summer arrives!

 

Preparing for A Level Economics Exams with Mr Shute

With the summer examination season fast approaching, our A Level Economics students are now entering the final phase of their preparation. This year, the Economics exams begin on 11th May, so lesson time is definitely a scarce resource!

Students have recently received detailed feedback on their Paper 2 (Macroeconomics) mock examination. Rather than simply reviewing marks, we have used a structured feedback process designed to help students understand exactly how to improve their responses.

First, each student’s paper is marked using the mark scheme, with some specific individual comments written on their work. This helps students clearly see where marks were gained and where opportunities were missed.

Students are then given whole-class feedback that focuses on two key areas of A Level Economics exam performance: Knowledge, Application and Analysis (KAA), and evaluation. This allows us to address common strengths and misconceptions that appeared across the class.

Most importantly, students are provided with a model answer for each of the long-response questions. Students then use this model to plan an improved version of their own response. This process is repeated for each of the long-answer questions, allowing students to practise structuring stronger answers and applying the feedback they have received. These improvements are then completed as part of students’ homework.

This approach has already proven successful earlier in the year. After applying the same process following the November mock examinations, we saw a significant improvement in students’ performance in Paper 1. By focusing carefully on exam technique, structure and evaluation, students were able to turn feedback into measurable progress.

As we move closer to the final exams, this process is helping students develop the confidence and precision needed to perform at their best in A Level Economics.

 

Students in Mrs Ryan's Year 9 Geography group have been working hard in their Living World lessons, learning about the climate, value and challenges experienced in Tropical Rainforests.  They have worked particularly hard to understand the complex process of Global Atmospheric Circulation.

Students have shown strong AO1 knowledge by accurately describing key features such as the layered structure of the rainforest, including the emergent, canopy, understorey and forest floor. They have also developed clear explanations of climate processes, including how intense solar radiation at the equator drives rising warm air, leading to low pressure and frequent rainfall. 

Building on this, AO2 skills have been evident in students’ ability to explain relationships and impacts. For example, they have analysed how development in the Amazon can bring economic benefits such as job creation and increased income from resources like timber, while also recognising the significant environmental costs, including deforestation, loss of biodiversity and increased flood risk. 

There has also been a strong emphasis on AO4 skills, with students carefully interpreting data and graphical information. Their work analysing deforestation trends in the Amazon demonstrates growing confidence in describing patterns, identifying changes over time, and using data precisely to support conclusions.

Overall, Mrs Ryan has been really impressed with the way all students have approached their exam skills practice, with impressive attention to detail. From structuring responses clearly to applying accurate terminology, they are building the skills needed for success while developing a thoughtful and informed perspective on one of the world’s most important environments.

 

Another brilliant Fun Friday brought plenty of energy, competition and smiles across all year groups, with a great mix of challenges on offer.

Year 7 took on the ever-popular Sweets in the Jar, carefully studying the jar and debating their estimates. There were some confident guesses and plenty of discussion, but only a few managed to get close to the correct number.

Year 8 and Year 9 both competed in Higher or Lower, testing their judgement and decision-making as they tried to predict whether the next number would be higher or lower. The tension built quickly, with each round becoming more intense as students looked to stay in the game and outlast their opponents.

Year 10 put their knowledge to the test in a quiz, working in teams to answer a range of questions. There was some impressive recall on display, alongside a few challenging rounds that really got everyone thinking and working together.

Year 11 took part in a fast-paced Scavenger Hunt, racing around to complete a series of tasks and find different items. It was a brilliant mix of teamwork, problem-solving and speed, with students fully engaged and determined to be the first to complete the challenge.

It was another fantastic end to the week, with students enjoying the chance to come together, compete and have fun. We look forward to seeing what next week’s Fun Friday has in store. 

 

Learning legends