Learning from the Land

How do you equip young people with the skills they need to not only navigate the changing world around them, but to positively change it?

 

From the beginning of this academic year (2026/27), Lord Wandsworth College is stepping beyond the boundaries of a centuries-old education system by beginning the roll-out of its much-anticipated SOAR programme.

 

The project is the brainchild of Deputy Head (Academic) Angela Watson and has been developed in consultation with the University of Winchester and its cutting-edge research on educational best practice.

 

The curriculum, whilst 21st-century in outlook, is grounded in the land that has been at the heart of LWC since its inception in 1922 and forms the basis for lessons that are underway for all 1^st Form (Year 7) students once a week, for one hour.

 

“The curriculum in the UK and beyond is still largely organised according to a traditional model, divided into distinct subjects and shaped by structures that have changed remarkably little over time,” begins Mrs Watson. “But what if we taught things in a less abstract way? More grounded in reality? Testing rote knowledge doesn’t match what employers are telling us the future workforce needs. We need to lean even further into the areas identified by the World Economic Forum in their Future Skills Framework as urgent global priorities: things like critical thinking, problem solving, creativity, leadership, adaptability and AI literacy. SOAR prioritises these alongside academic excellence, whilst getting students out of the four walls of the classroom and into one of our biggest assets, our 1200 acres.”

 

Autumn Term is all about 1^st Form getting to grips with their surroundings in every sense.

 

“We’re getting them into the 1200 and understanding our environment,” Angela continues. “We’ll learn about biodiversity, seasonal indicators and observe nature. Each student has their own journal to record observations and they’ll then begin mapping a part of the 1200. With the help of other stakeholders, the hope is that students will begin to develop their tech and AI skills to create digital layers to this map and make it interactive.”

   

Bringing in experts to assist with the SOAR programme is another key point of difference from traditional curricula. Whilst Angela will facilitate the teaching of SOAR, students will also learn from professionals in fields which include sustainable architecture, land management, food production and business, drawing on decades of real-world experience.

 

“This is about exposing children to lots of different stakeholders,” Angela explains. “It’s about saying that the teaching profession doesn’t have the answers to everything and encouraging young people to form professional networks.  Previously, we might have invited a speaker in to give a presentation on food sustainability, for example. With SOAR, we’ll flip that on its head and ask students what they think they need to know from these experts to help solve real-world problems. They’re learning that we’re not going to supply the answers but that, instead, they need to interview someone effectively to become more informed. If they don’t manage to get the information they need, they can refine their approach and try again.”

 

“We know that students care about the environment and sustainability and of course they do, they present some of the biggest challenges facing humanity. It’s easy to develop a lifelong love of learning if you’re engaged in what you’re doing.”

-Angela Watson, Deputy Head (Academic)

   

In Spring Term, 1^st Form will set about attempting to offer solutions to an existing challenge in the 1200 or surrounding farmland using design-influenced thinking. They will be asked to investigate, develop a prototype solution and present this to stakeholders in a Dragon’s Den style.

 

“Of course, we will explain to students that they may or may not come up with a solution and that’s ok,” Angela points out. “What we’re trying to do is get them to work through a process to understand how they would tackle something. By the time they deliver their presentations, they will have shown that they can listen to a client, apply their learning and use it to solve problems.”

 

Summer Term will see these now SOAR veterans moving on to explore sustainable food production and exploring how this can translate into a viable business model. “In 2^nd Form, these students will be working towards harvesting the areas they originally mapped out in 1^st Form,” explains Angela. “But they’ll need a grounding in developing the identity of a business first. We’ll be aiming towards the longer-term ambition of selling this produce, but asking what we need to do to make that happen; How do you manage waste? What do you think your yield would look like? How will you package it sustainably and ethically, whilst remaining affordable? And how do you tell the story of orchard to table?”

 

The development of the SOAR programme follows a comprehensive review of the LWC curriculum, which will also sees a strengthening of provision in core subjects such as English and Maths from this term. Guided by LWC’s Waymarkers, encouraging character, adventure, mastery, stewardship and service, SOAR aims to rethink not only the content of the curriculum offered to students, but the way in which it is taught and where.

 

“We wanted to get students out into the 1200 throughout the year, because of the wider wellbeing benefits, but also because we can make place-based learning happen, encouraging young people to think differently, whilst following the seasons,” Angela explains.

 

It is hoped that SOAR will inspire a wide skillset, deep thinking and ever-more curious minds. But its success may well be, in part, due to student choice being at the heart of it.  The curriculum has been developed in consultation with the University of Winchester, which has produced research exploring the link between academic success and student agency.

 

“The power of choice is really important in education,” reveals Angela. “Whilst SOAR doesn’t give young people total autonomy, it is led by their interests. We know that students care about the environment and sustainability and of course they do, they present some of the biggest challenges facing humanity. It’s easy to develop a lifelong love of learning if you’re engaged in what you’re doing.”

 

When LWC first opened its doors in 1922 to widen the worlds of orphaned children by offering the opportunity to learn agricultural skills alongside academics, it simultaneously took a path that few others had taken. Over a century later, it is doing something similar; developing real-world skills with the help of its treasured 1200 acres.

 

SOAR stands for Start with the Environment, Optimise Resources, Act Locally and Think Globally, Respect Diversity.