Case Study | Livingstone Academy

Livingstone Academy Bournemouth is part of the Aspirations Academies Trust, which oversees a handful of academies across the south of England. The academy has a multicultural demographic and a 25% disadvantage rate, and exists within a community with high rates of domestic violence and problems with drug gangs.

This academy is a unique setting for Topical Talk to thrive. For one, it is a recently established school, opening in 2023. Secondly, they operate a unique curriculum structure in which KS3 is viewed as a transition and extension of KS2. This approach also includes one subject teacher in Year 7 and a "liberal arts" curriculum strand which combines literacy, humanities and social studies. At this point of The Economist Educational Foundation involvement with the school and Aspirations, this curriculum was still being designed, which allowed Topical Talk lessons to be embedded meaningfully.

The teachers see the national curriculum as something to adapt rather than follow rigidly, and they prioritise developing students' practical skills and connecting learning to real-world issues. With this in mind, teachers expressed a very positive view of Topical Talk within their adapted curriculum and believed the programme reflects a shared ethos. They observed that students became “more eloquent” and better able to develop their answers to questions, often taking discussions beyond the classroom. Quieter or SEND students in particular thrived in written discussions, showing increased confidence, engagement and critical thinking.

Operationally, teachers felt that Topical Talk was effectively implemented because the curriculum structure allowed the programme to be incorporated regularly, with teachers given authority and autonomy to lead on it. Challenges included the rapid growth of the academy, with a new year group and 10 additional teachers every academic year.

The experience at the school highlights key factors for successfully embedding Topical Talk. A developing curriculum with support from senior leadership enabled meaningful integration. A trust-wide strategy, particularly across local schools, and oversight from a senior leader also proved important. Conversely, too many competing initiatives and a lack of a clear contact for teachers hinder implementation. When these conditions are met, Topical Talk can thrive even in new and challenging contexts, leading to clear improvements in students' communication and engagement.