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  • Rugby | Rugby Free Secondary School | England

    Student Support: Year 7 Year 7 is a crucial year for our students in ensuring they have a successful transition from primary school to secondary school. Whilst there are many differences that our students have to adapt to, we ensure that their transition is smooth and well supported. Throughout the year, we aim to ensure that all of our students become resilient and curious learners who always endeavour to achieve their best. Our Year 7s experience a vast and diverse curriculum, studying a range of subjects at Key Stage 3. This allows them to lay the foundations of core knowledge and enables them to develop the skills needed to continue their journey through secondary school, GCSEs and beyond. Our Year 7s also have the opportunity to become immersed within our vast enrichment programme, enabling them to collaborate with other students both in Year 7 and across the school. From September, the Year 7s will be assigned to a House and will get the opportunity to compete, support and champion their House. They will also get the opportunity to join the student council, go on a range of school trips and end the year by supporting new students transition as Year 7 buddies. We have extremely high expectations of our students from day one and strive to not only see them achieve academically, but grow into students that represent our core values as kind and respectful members of both our school and the wider community. Steven Beasley HEAD OF YEAR 7 steven.beasley@rugbyfreesecondary.co.uk Fae Bantleman ASSISTANT HEAD OF YEAR 7 rfae.bantleman@rugbyfreesecondary.co.uk Meet the Head of Y7 - Mr Beasley Head of Year 7, Steve Beasley started his teaching career 25 years ago as a Physical Education Teacher, holding numerous responsibilities such as School Sports Co-ordinator, Healthy Schools Co-ordinator and Director of Sports. He is a keen sportsmen and has played football at the top level playing for Leicester City Football Club at ‘youth’ stage and Badminton for the County. Steve Beasley regularly keeps active and loves going to the gym, cycling and walking. Having trained as an ‘Outstanding Facilitator’ in training teachers to teach, he has trained numerous teachers in the past both in the Primary and Secondary sectors, inspiring the next generation of teachers to improve their teaching practices to have a great career. Further to his wide variety of skills, he has been involved in Quality Assurance for national awards and qualifications for Sports Leaders, both nationally and for International Schools. It has been a pleasure to welcome the new Year 7 students back to school this week as they start the next step along their seven year journey. For our new Year 7s this meant their official first day and we have been very impressed with their effort, resilience and kindness. They have settled in well to their new surroundings and are already making friends and growing in confidence.

  • Meet Simon Tibke | Rugby Free Secondary

    Meet Simon Tibke Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Simon Tibke Simon has been a qualified teacher for 13 years and has taught in three different secondary schools across Coventry, Warwickshire and Birmingham, ranging from Year 7 – 13, and in both single sex and co-educational settings. Simon joined RFSS in September 2021 as the Director of Learning for Mathematics, and continues to lead maths alongside his role of whole school improvement in Quality Assurance. Simon’s extensive middle leadership experience has enabled him to drive up standards in maths departments wherever he has been, and in his new role, he will be able to coach and support other middle leaders to maximum their efficiency and effectiveness, so that standards are high across the school in all areas. Simon has completed his NPQSL during the 2022/23 academic year, which will further support his role in the coming year. Simon’s main role however is as a husband, and as a father of 3 young children. With any “spare” time, Simon enjoys spending time participating in sport, particularly cricket in the summer, and during the winter months, pursuing my hobby of football refereeing and following Everton FC.

  • Vicky Love | Rugby Free Secondary

    < Back Vicky Love Sixth Form Mentor vicky.love@rugbyfreesecondary.co.uk vicky.love@rugbyfreesecondary.co.uk

  • Rugby | Rugby Free Secondary School | England

    Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Curriculum Anchor 1 Curriculum at RFSS Subjects at RFSS SET for Life Enrichment

  • Rugby | Rugby Free Secondary School | England

    Digital Communications -Creative iMedia Creative iMedia will equip students with a range of creative media skills and provide opportunities to develop, in context, desirable, transferable skills such as research, planning, and review, working with others and communicating creative concepts effectively. Using these skills, students will ultimately be creating fit-for-purpose creative media products. Creative iMedia will also challenge all learners, including high attaining learners, by introducing them to demanding material and techniques; encouraging independence and creativity and providing tasks that engage with the most taxing aspects of the National Curriculum. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects If we all work together there is no telling how we can change the world through the impact of promoting positivity online. Germany Kent Digital Communication - Overarching Curriculum Intent (September 2023) RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. Digital Communication Curriculum in Context: As we recover from the impact of COVID-19 we have built a curriculum that both bridges the gaps in student understanding of basic digital communication tools as well as developing the skills and attributes needed to be a success long term in their computing, business and media fields. There has been a societal move away from using desktop PC’s and their associated programs and onto hand-held devices whilst the world of work in corporates such devices the traditional use of programs such as MS Office, Photoshop and Python remain the dominate methods of input and task completion. We have developed a broad curriculum that aims to meet these long-term requirements on citizens whilst enthusing and inspiring students to take up careers and interests in our subject suite. Curriculum Aims: Fully support students that are happy, healthy and safe in the modern world. We want students to enjoy our lessons and look forward to the next one. Empower our students to know more, remember more and be able to do more: Understand a range of programs and their features Remember more about techniques used to create outstanding projects Do more by applying the skills demonstrated in lessons to advance the quality of their work Inspire our students to strive for excellence and success throughout their lives: We want students to develop their skills like acorns, to study our subjects at University, in Apprenticeships and in their careers as they become mighty Oaks Prepare our students to be both digitally literate, aware of the environment in which their digital selves operate but also to create new content Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills, and enhances their understanding of the world around them. We do this by: Stimulating intellectual curiosity and independence to explore ideas, programs and inspiring students’ creativity Facilitating collaboration, students will share new techniques, be self-critical and supportive peers Promoting challenge for all, irrespective of starting points by scaffolding knowledge and understanding allowing students to develop their skills and maximise their potential. Enabling creativity, students have broad choices to develop their own pathway through united and interpretation of briefs. Sequencing learning to ensure logical progression, both horizontally and vertically. Content and skills are revisited across the key stages and across our suite of subjects to develop confident learners Revisiting previous learning, key vocabulary, ideas and concepts to support the transfer to long-term memory. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Empathetic citizens who contribute positively to society in a respectful manner, who understand the power of the tools we use and the responsibility they have to use these tools correctly Reflective learners who are resilient enough to problem solve, reason, evaluate and debate as well as become critical of their outcomes to develop skills for the future. Articulate individuals who can verbalise their own thoughts, ideas and emotions. We support creativity and encourage all to express their ideas regardless of starting points. Hard-working and empathetic young people who are aware of how their learning links to real-world situations and can forge these links independently. Curriculum Outcome: As a consequence of our curriculum, students who leave RFSS will be equipped with the academic qualifications and personal qualities to progress into further education and employment. Our students will have a positive outlook and a commitment to achieving their personal best, being creative, enterprising and innovative through a love of life-long learning. Please view or download our 'Sequence Overview' document for Creative iMedia Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

  • Rugby | Rugby Free Secondary School | England

    PSHE & RSE PSHE education at RFSS helps our students stay healthy, safe and prepared for life and work in modern Britain. PSHE education also helps our pupils to achieve their academic potential. Our Relationships and Sex Education (RSE) curriculum has been produced in consultation with parents, teaching and pastoral staff and ensures all students receive RSE with an appropriate moral framework in accordance with Relationships Education, Relationships & Sex Education and Health Education guidance (publishing.service.gov.uk) Encouraging positive and healthy personal development is one of the central roles of children’s education in England (Children’s Commissioner, 2023). The importance of teaching children about life skills, finances, healthy relationships, how to keep safe amongst many more areas is of the upmost importance and ‘The Big Ask’ (2021) survey found that children want their education to prepare them for life. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 A comprehensive programme of RSE provides accurate information about the body, reproduction, sex, and sexual health. It also gives children and young people essential skills for building positive, enjoyable, respectful and non-exploitative relationships and staying safe both on and offline." PSHE Association & Sex Education Forum, (2014) PSHE Curriculum in Context: Encouraging positive and healthy personal development is one of the central roles of children’s education in England (Children’s Commissioner, 2023). The importance of teaching children about life skills, finances, healthy relationships, how to keep safe amongst many more areas is of the upmost importance and ‘The Big Ask’ (2021) survey found that children want their education to prepare them for life. Along-side this the need to empower our students with the skills to be able to manage and maintain their physical and mental health in an integrative way, to help prevent escalations is something that needs addressing within schools in a more explicitly taught way. The need to introduce social and emotional learning has risen post pandemic with mental health referrals having risen 96% since 2019 (LGA, 2022), we know we need to address the importance of empowering students on mental health and helping them to understand coping mechanisms of how to navigate life during a time where there is an unhealthy emphasis on perfectionism, a lack of connection between individuals due to the increased use of technology and social media as well as pressures from daily life. Our curriculum aims to develop, empower and be thought provoking for our students in order for them to reflect, debate and challenge themselves and others on perspectives in a supportive and safe environment. We have built our lessons to develop a wide range of skills for our students including resilience, effective communication, team work, empathy and reflection to help them to see and hear things from differing perspectives enabling them to make informed choices about their life, next steps and future, having more of a positive contribution to the school and wider community. Students will develop knowledge through a spiraling curriculum with themes repeated across the key stages with age-appropriate lessons and content. They will learn about how to prepare themselves for life now and preparing for life outside of education in all aspects of their life; careers, RSHE, financial skills, physical and mental health, safety, British Values, human rights and the running of the country. Curriculum Aims: Our curriculum aims to: Empower all students to feel confident to ask questions Equip students with the skills to be able to understand the perspective of many different view points in order to form their own opinions Give students the permission to feel, recognise, understand, label, express and regulate their emotions in a safe and non-judgmental way Teach students how to recognise and understand safety risks in all walks of their life including how to minimise these risks Empower our students to know how to make healthy and safe choices now and in their future life. Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills, and enhances their understanding of the world around them. We do this by: Stimulating intellectual curiosity by introducing them to a broad range of topics whilst contextualising the reasons behind why they are learning it, so they understand how it is relevant to them. Facilitating collaboration through group projects, discussions and learning from one anothers experiences Promoting challenge for all through challenging their ethical approach to the world and getting them to reflect on their own moral compass. Enabling creativity by supporting them to be independent and expressing their own identity which in return will boost their own self concept Sequencing learning so there is age-appropriate context which is reviewed regularly based on the individual year group's needs. Revisiting previous learning to always check and gauge knowledge of the group already, to ensure knowledge is built on and not repeated, ensuring depth is developed at the right age. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Confident in making their own choices and understanding the consequences of these choices Compassionate towards themselves and those around them Hardworking individuals who want to make a difference in their local and wider community Knowledgeable on how to manage their own health and wellbeing including where to turn for support if it is needed. Reflective and honest with themselves in order to overcome challenges they face. Confident in their own identity. Curriculum Outcome: As a result of our curriculum students will leave RFSS having developed many of the skills and abilities needed for modern life. Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

  • Rugby | Rugby Free Secondary School | England

    Local Accountability Board (LAB) Rugby Free Primary School is primarily governed by Triumph Learning Trust. However, in addition to the Trust, we have an advisory board called the Local Accountability Board (LAB). The LAB is a group of parents/carers and community members who meet with the school's leadership team in order to challenge and support them about a range of school issues - Curriculum, teaching and learning, behaviour and attitudes and community engagement. As a school we provide effective and efficient communications to ensure that parents and carers are involved in all aspects of school life. We use parent mail as our main method of contact but also provide monthly newsletters and updates via social media platforms. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Parents & Carers We strive to develop well rounded individuals who are respectful, curious and resilient. Who is part of LAB and what do they do? The LAB is a group of parents/carers and community members who meet with the school's leadership team in order to challenge and support them about a range of school issues - Curriculum, teaching and learning, behaviour and attitudes and community engagement. We aim to have parents/carers from different year groups so that we get a broad and balanced view of parents' opinions. LAB members will be expected to attend 5 meetings a year (or at least 4) and also come in to school at least twice in the year to meet with staff members regarding their area of responsibility e.g. English. If you are interested in becoming a LAB member, please email the school office and we would love to have a chat with you about the role. Although we have no vacancies at present, we may do in the future. Our January 2025 LAB Links are below Click here to download our Local Accountability Board Constitution, which sets out the governance structure for our Local Accountability Boards (LABs) which support Triumph Learning Trust’s governance arrangements. Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

  • Rugby | Rugby Free Secondary School | England

    Curriculum at RFSS Our values-driven curriculum enables students to leave school with a combination of both academic qualifications, and crucial life-skills, allowing our students to open doors to the world that we live in. We passionately believe that positive relationships and learning go hand-in-hand, and it is through these connections that lifelong learners are created and established. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Curriculum The curriculum at RFSS places a significant emphasis on enabling academic, cultural, mental and moral growth. To find out more about our curriculum offer, design and implementation please contact our Deputy Headteacher John Harris at john.harris@rugbyfreesecondary.co.uk Curriculum Vision Statement: We intend to provide a broad, inclusive and ambitious curriculum that empowers our students to make both academic and personal progress. As a school with a diverse demographic, our aim is to ensure that all students achieve an excellent standard of education that not only prepares them for GCSE and A Level examinations, but ensures they are ‘set for life’ beyond the gates of Rugby Free Secondary School. As a consequence, all of our work is underpinned by our core values of: Kindness, Respect, Curiosity, Resilience, Collaboration and Endeavour. Curriculum Context: We are a proud member of the Triumph Learning Trust (TLT), which encompasses Rugby Free Secondary School, Rugby Free Primary School, Courthouse Green Primary School and Alderman’s Green Primary School. The local context of Rugby heavily influences our curriculum intent and implementation, with contextual factors signifying that students need to be equipped with key knowledge and skills due to the higher-than national-average cost of living in the area. Here at RFSS, our curriculum offer is driven by the diverse and multicultural nature of our student body, which is something we are proud of, and actively celebrate. Aspiration and ambition form key components of our curriculum intent and implementation, as at least sixty percent of our cohort experiences at least one form of deprivation, whilst over one third of our students live in areas that have above-average crime rates. As a consequence, we support a multitude of sub-groups both academically and pastorally, with curriculum amendments assisting our high numbers of SEND, EAL and disadvantaged students, whilst also supporting High Prior Attaining students to flourish and thrive in a truly holistic environment that seeks to develop the child as a whole. Relationships and disciplinary Literacy (reading, writing and oracy) are at the heart of everything we do here, and our warm-strict approach is what makes RFSS a unique, and special and fulfilling place to learn and work. Curriculum Aims: Our curriculum aims to: • Fully support our students to be happy, healthy and safe in the modern world • Empower our students to know more, remember more, and do more • Inspire our students to strive for excellence throughout their lives • Promote inclusion of all students no matter their background, prior attainment or barrier to learning, to ensure access to the same ambitious curriculum content • Provide the widest possible options available at GCSE and A Level in order to suit the needs of our students, and the local and national requirements • Ensure the implementation of consistent planning & logical sequencing of content that leads to long term knowledge retention and learning • Deliver a quality-first wave approach to teaching & learning, that promotes high expectation and inclusive classroom practice • Supports the personal & character development of our students, enabling students to be ‘set for life’, and therefore having a positive impact on the community and the world around them • Enables opportunities for students to develop socially and creatively • Ensures that all students are numerate and literate Curriculum ‘How’: • Stimulating intellectual curiosity and independence • Facilitating collaboration • Promoting challenge for all, irrespective of starting points • Enabling creativity • Sequencing learning to ensure logical progression, both horizontally and vertically • Revisiting previous learning to support the transfer to long-term memory • Promoting a set of teaching and learning principles that are underpinned by best practice and the latest educational research • Enabling discussion so that students can work towards being confident orators Curriculum ‘What’: Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: • Kind, caring citizens who contribute positively to society in a respectful manner • Reflective learners who are resilient enough to problem-solve, reason, evaluate and debate • Articulate individuals who can verbalise their own thoughts, ideas and emotions • Hard-working and empathetic young people who are aware of how their learning links to real-world situations Curriculum Implementation: Here at RFSS, we have an agreed approach to quality-first teaching and learning in our school. Our approach is based around the most up-to-date educational research and proven pedagogy into what leads to high levels of knowledge acquisition. All staff Continuing Professional Development and Quality Assurance of lessons links back to this school-wide quality-first teaching approach. We ensure that this is embedded regularly through CPD that communicates the expectations, models best practice and then provides the opportunity to embed this a departmental level through collaboration and determination of an agreed pedagogical approach for each subject. Our staff strive to ensure that their planning allows the core elements of the RFSS principles to be evident in all lessons, and that there is clear student support throughout. Beyond the taught curriculum, we promote and recognise participation and success in a wide range of extracurricular activities to enable our students to discover lifelong interests and talents, and develop their knowledge of the world around them. This rich set of experiences develops students’ character, their cultural capital and enables them to live-and-breathe our core values outside of the classroom, as well as inside the classroom, linking back to our aim of developing the whole child.

  • Larrissa Huggard | Rugby Free Secondary

    < Back Larrissa Huggard Teacher of English - English KS4 Lead larrissa.huggard@rugbyfreesecondary.co.uk larrissa.huggard@rugbyfreesecondary.co.uk

  • Bethany Woodward | Rugby Free Secondary

    < Back Bethany Woodward Head of Year 10

  • Meet Mark Laity | Rugby Free Secondary

    Meet Mark Laity Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Mark Laity Mark has been a qualified History teacher since 2008, working with students across Key Stage 3, 4 and 5. He has worked across Leicester, Coventry and Warwickshire in the course of his career and in a number of challenging educational environments, spending long stints at inner city schools in Leicester and Coventry helping them in their journey from Ofsted ratings of Requires Improvement to Good. Mark is an experienced middle leader having been head of department for a number of years at two of the different schools he’s worked at, where one of his duties included the complete curriculum rebuild for both GCSE and A-Level History. Mark moved to RFSS in the September of 2021 to work as Assistant Director of Learning for Humanities, eventually being promoted to the role of co-Director of Humanities along with another member of staff. It is whilst at RFSS that Mark was given the opportunity to work with members of the senior leadership team as Pupil Premium Lead for the school, and through this role he has gained valuable leadership experience across a whole school setting. In December 2023 Mark completed his NPQSL which focused on the implementation of initiatives to help support the teaching and learning of Pupil Premium students and how to assess their effectiveness. Outside of school life Mark enjoys spending time with his partner, family and socialising with friends, he can be found regularly in the gym, and weather permitting losing golf balls across various courses in the UK and abroad. He is a supporter of Coventry City FC and tries to watch them as often as he can.

  • Rugby | Rugby Free Secondary School | England

    Home Learning Home learning teaches students to work independently and develop self-discipline, as well as encouraging students to take initiative and responsibility for completing a task. Home learning allows parents to have an active role in their child's education and helps them to evaluate their child's progress in close proximity. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Parents & Carers There is a direct link between home learning and academic achievement. Homework is a critical part of delivering the curriculum and needs to be treated as such. It is not an optional extra (for either staff or students!). Used effectively it can aid students’ understanding of a subject, allow students to explore certain aspects of the subject in a bit more depth, and develop students’ research skills.’ (SecEd, 2019) Home Learning tasks will fall into one of the five following categories: Lesson Preparation Task Practice Task Revision Task Project-based task Reading for Pleasure All Home Learning will set on Class Charts which all Parents / Carers are issued a login for when their child joins RFSS. to View their Home Learning please click here: ClassCharts Subject Provision Key Stage 3 Key Stage 4 Key Stage 5 (Independent learning) Art and Design One homework is set per project (6 lessons) the homework set will be linked to the project title. Work will be set on ClassCharts and will be handed in to the teacher in person. On going independent tasks set that links to the completion of their sketchbook. Work will be set on ClassCharts and check in class for completion. Set work will link with YouTube channel support. On going independent tasks set that links to the completion of their sketchbook. Biology Reading and Comprehension task per topic Keywords and definitions task per topic. Termly project piece – students select from a biology; chemistry and physics projects provided each term and present the last week of the term. All subjects Exam questions every 2 weeks to be completed in the back of exercise books. Seneca online questioning Exam questions and exam question booklets Isaac Physics (Biology questions) Independent pre-reading Synoptic essays Required practical report writing and follow-up tasks Chemistry Reading and Comprehension task per topic Keywords and definitions task per topic. Termly project piece – students select from a biology; chemistry and physics projects provided each term and present the last week of the term. All subjects Exam questions every 2 weeks to be completed in the back of exercise books. Isaac Physics Online Seneca Online Exam Questions Independent work Required Practical planning and follow up Criminology No KS3 classes N/A - No GCSE classes this year Unit 1 and 3 (Sept- Dec and Jun onwards Y12) Write ups and rainbow marking weekly. Unit 2 and 4 (Jan- May) Question sheets to be completed, self-assessed and then checked by teacher. Outlined on homework calendar shared with students. Drama Tasks set termly to correspond with the scheme of learning being taught. Work set on ClassCharts and handed in on OneNote (TBC) on each student's specific page. Independent learning of lines which would be ongoing during practical assessment preparation. One 30-minute homework per fortnight – exam style questions Fortnightly Revision/exam style questions Independent learning of lines which would be ongoing during practical assessment preparation. English A weekly Microsoft form quiz that recaps the skills currently being taught in the curriculum. Individual teachers choose the topic pertinent to their groups' needs that recap and revise the literature texts currently being taught. This learning is recapped and checked through SET for LEARNING tasks Independent reading the text before a lesson. Food & Nutrition One 20-minute homework per fortnight linked to the learning during that fortnight. Combination of research tasks, video resources to watch and revision of key terms, tools and materials and developing organisational skills. One 30-minute homework per fortnight - Independent NEA preparation tasks linked to whole class feedback on NEA which will then be used during the lesson to produce NEA work. Seneca revision tasks. Combination of independent work on Unit 1-3, research tasks and exam preparation activities. Geography Reading and Comprehension tasks, spellings/Keywords and definitions task per topic. Independent research projects to deepen and widen the classroom curriculum. Combination of SENECA, MS Forms quizzes, exam question practice. Independent reading, presentations and Essay / exam practice supported with textbooks and revision materials to take home Health & Social Care No KS3 classes 1 30-minute piece of work a fortnight to link to coursework or exam component of the unit they are doing. This may also include them attending an after school ‘write up’ session with NEA units if needed. L2 - Revision of the content they have been covering or research to link to upcoming content Communication project to link with the exam units they have Work experience within the SRP/ year 7 class – launched in October L3 – Exam units – further reading around a topic, reading ahead of what is to come - Exam question practice as the term progresses (4, 6, 10 markers or 6 or 8 markers depending on unit) Reading case studies to apply knowledge within lessons Coursework units – research required for coursework elements History Meanwhile Elsewhere independent learning – exploring key events and individuals from across the world corresponding to events being studied in the school curriculum Combination of SENECA, MS FORMS QUIZZES, EXAM QUESTION PRACTICE Independent reading, presentations and Essay / exam practice supported with textbooks and revision materials to take home Mathematics A weekly task set on the MyMaths website based on skills currently being taught/recently been taught A weekly task set on the Dr Frost Maths website, or a written based task on skills currently being taught/recently been taught Exercises set from core textbooks and on Dr Frost Maths website between lessons, as well as work to be completed from independent study booklet. Modern Foreign Languages Students will have to revise weekly the key words that will help them to develop the 4 skills. They will be tested every 3 lessons on this task. GCSE students will have to follow doing the vocabulary revision + the grammar. Teachers will be able to check if students have been doing the setting work through the assessments. This should be complemented with GCSE papers in lessons. N/A - No A level classes this year Music Tasks set termly to correspond with the scheme of learning being taught. Work set on ClassCharts and handed in on OneNote on each student's specific page. Weekly official practice set for their chosen instrument. However, for instrument practice to be of high-quality students should ideally practice daily, ideally 10 mins a day minimum, 20 mins a day ideally to establish quality tone, fluency and control. N/A - No A level classes this year Physics Reading and Comprehension task per topic Keywords and definitions task per topic. Termly project piece – students select from a biology; chemistry and physics projects provided each term and present the last week of the term. All subjects Exam questions every 2 weeks to be completed in the back of exercise books. Additional Physics – use of Isaac Physics t GCSE level Isaac Physics online assignments Independent workbook Past paper exam questions Required practical planning and reports Product Design One 20-minute homework per fortnight linked to the learning during that fortnight. Combination of research tasks, video resources to watch and revision of key terms, tools and materials. One 30-minute homework per fortnight - Independent NEA preparation tasks linked to whole class feedback on NEA which will then be used during the lesson to produce NEA work. Seneca revision tasks. Combination of independent work on current projects and exam preparation activities. Psychology No KS3 classes A weekly practise/revision task, alternating between a short exam question on recent/revision content to be marked in a SET activity and a Seneca assignment on recent content A weekly practise/revision task, alternating between an exam question on recent content (short questions to be marked in a SET activity, essay questions to be marked by teacher) and a Seneca assignment on recent content. In addition, an independent study booklet to be completed by the end of the topic (broken down into suggested weekly activities) RE Independent research projects to deepen and widen the classroom curriculum – For example in year R.E - Research the background / significance of a symbol of faith, alongside opportunities to read articles / current affairs linked to R.E and worldviews N/A - No GCSE classes this year Independent reading, presentations and Essay / exam practice supported with textbooks and revision materials to take home Sociology No KS3 classes Two-week rotation Week one - 4-mark questions set based on research methods or studies to recall previous learning (RM) and apply to context (recent learning). Week two - Create revision resource based on recent content. Self-assessment and whole class feedback. This is expected to take no more than 15 mins per week. Independent Study booklet to be completed weekly- recommended one page per week so it is completed by the end of the topic. Teachers set 10, 20 or 30 mark questions every other week according to Sociology assessment calendar which they will give feedback using feedback sheets. Sport & PE KS3 Core PE- Watch their 4-week sport on YouTube. Look at key skills, tactics and rules. GCSE PE – 30 minutes per week – 1 week exam questions 1 week revision PEP tasks during coursework to support completion of PEP [Personal Exercise Programme] Level 2 Sports Studies – revision tasks/exam questions when completing exam units. Independent tasks linked to completion of coursework when completing coursework units KS4 Core PE- Watch their 4-week sport on YouTube. Look at key skills, tactics and rules. KS4 more of a focus on strategies/evaluating performance/compare themselves to the perfect model Level 3 Sports Studies – revision tasks/exam questions when completing exam units. Exam booklets to be completed independently during exam units in lead up to exam Independent tasks linked to completion of coursework when completing coursework units Textiles One 20-minute homework per fortnight linked to the learning during that fortnight. Combination of research tasks, video resources to watch and revision of key terms, tools and materials. One 30-minute homework per fortnight - Independent NEA preparation tasks linked to whole class feedback on NEA which will then be used during the lesson to produce NEA work. Seneca revision tasks. N/A - No A level classes this year What is the purpose of home learning at RFSS? Encourage students to develop the skills needed to learn independently Develop self-discipline in work habits including working to deadlines Consolidate, reinforce and extend the skills, knowledge and understanding developed in the classroom Open up areas of study or sources of information that are not accessible in the classroom Enable students to meet the demands of GCSE and other controlled assignments Prepare students for school and public examinations Our approach to home learning is based on research from the Education Endowment Foundation, which states that homework is: Assisting students to develop skills and attitudes that they need for successful work place and lifelong learning Supporting the development of: good organisation, time management and the confidence to think for oneself Providing teachers with further evidence to ascertain how much of the work in class students have understood and can apply, so that they are better able to plan for progression Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening. View our Home Learning Policy View our values and strategies document for parents and carers.

  • Rugby | Rugby Free Secondary School | England

    Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Ali House Leaders Anchor 1 A house leader is someone who will demonstrate RFSS values and ethos, they will have the desire to act responsibly and be a role model for other students. A house leader will be able to converse with staff, peers and the wider community. The are committed to encouraging others and recruiting members of the school community to participate in house events. Amna Ali Aakash Choudary Eleanor Drake Lily Baker Intira Chanrai

  • Rugby | Rugby Free Secondary School | England

    MFL - French MFL will support students to learn a second or third language, but also open their minds to other cultures and ways of living. Learning a second language will equip students with new skills, such as resilience and curiosity and transferable skills to other subjects and live experiences. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects A different language is a different vision of life. Federico Fellini MFL Department - Overarching Curriculum Intent (September 2024) RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. MFL Curriculum in Context: At Rugby Free Secondary School, we recognize that the study of foreign languages is not merely an academic exercise but a gateway to becoming global citizens in a dynamic and interconnected world. The MFL department is committed to fostering a deep appreciation for cultural diversity, promoting cultural pluralism, and enhancing openness to other cultures. We believe that understanding and speaking another language breaks barriers and builds bridges between people, fostering mutual understanding and respect. At RFSS, we observe a pattern where EAL students tend to be the majority in the GCSE groups. This prompts us to consider the necessity for monolingual students to start understanding how languages can help them better comprehend the world and, most importantly, coexist harmoniously. Especially given that Rugby Town is a multicultural city and RFSS itself is a center with 34% of students from various nationalities. In today's globalized environment, where international links and intercultural connections are commonplace, proficiency in foreign languages is increasingly recognized as a critical skill. It not only enhances career opportunities by opening up diverse pathways in global markets and industries prevalent in and around Rugby, such as manufacturing, logistics, and services, but it also contributes significantly to personal growth and development. Our curriculum is designed to ignite students' curiosity about the world, deepening their understanding of various cultures and their own roles as participants in a global community. Through the study of languages, students develop not just linguistic skills but also enhance their problem-solving abilities, critical thinking, and both literacy and numeracy skills. This comprehensive development is facilitated through a rigorous understanding of linguistic mechanisms and grammar structures, which are essential for solid knowledge acquisition. Studies show that students that take a GCSE in MFL tend to improve their grades in Enlgish Language, because they study the structure of languages deeper. Our curriculum also aims to equip students with the skills to understand and analyze the construction and manipulation of language, fostering a critical awareness that transcends cultural boundaries. This critical linguistic perspective is vital in today’s media-saturated world, where communication and information transfer are predominantly text-based and increasingly visual. In summary, the MFL curriculum at Rugby Free Secondary School is structured around the pillars of linguistic proficiency, cultural competence, and critical literacy. It prepares students not only for academic success but also for active and informed participation in a global society, where languages serve as the key to unlocking personal and professional opportunities. Curriculum Aims: Our curriculum aims to: 1. Enhance Multicultural Understanding: Develop students' appreciation for diverse cultures and perspectives, fostering an environment of respect and inclusivity. This is critical in a school where a significant percentage of the student body comes from diverse backgrounds. Promoting one of the school values RESPECT. 2. Encourage Global Citizenship: Prepare students to act as informed and empathetic global citizens who understand their roles within a globalized community. This involves teaching them to navigate and respect cultural differences effectively. 3. Support Academic and Personal Development: Use language learning as a tool to improve overall academic performance, particularly for EAL students who are the majority in GCSE groups. This will help bridge any gaps and ensure equity in educational outcomes. 4. Foster Critical Thinking and Problem Solving: Aim: Encourage students to apply critical thinking and problem-solving skills through the study of foreign languages. This includes analysis of language structures and cultural contexts to deepen understanding and adaptability. Promoting one of the school values ENDEAVOUR and RESILIENCE. 5. Improve Intercultural Communication Skills: Provide students with the abilities to communicate and collaborate effectively across diverse cultures and languages. This is particularly important in RFSS’s multicultural environment. Promoting one of the school values KINDNESS. 6. Prepare for Professional Opportunities: Highlight the practical benefits of multilingualism in the workforce, particularly in industries dominant in Rugby that benefit from international communication and cooperation. SET for life. 7. Empower Monolingual Students: Specifically target monolingual students to broaden their perspectives through language education, helping them to see the value of linguistic skills in a multicultural context like Rugby Town. Promoting one of the school values CURIOSITY. Each of these aims is designed to cater to the specific needs and demographics of the student population at Rugby Free Secondary School, ensuring that the MFL curriculum not only meets educational standards but also supports students in becoming more competent, thoughtful, and culturally aware individuals. We do this by: Integrating Cultural Learning: Incorporate cultural studies into language lessons, utilizing authentic resources such as films, literature, and guest speakers from various countries to give students a rich understanding of different cultures. Encouraging Real-World Application: Provide real-life communication scenarios through role-playing, simulations, and community engagement activities that require students to apply their language skills outside the classroom. Promoting Collaborative Learning: Create opportunities for students to work in diverse groups, encouraging collaboration and communication among EAL and monolingual students, thus enhancing peer learning and cultural exchange. Organizing Language and Cultural Events: Host language days, cultural festivals, and school-wide competitions that celebrate and educate about the cultures of the languages taught, involving the entire school community. With the help of the cultural ambassador Building Partnerships with Local and International Communities: Develop partnerships with local businesses, cultural organizations, and schools in other countries to offer students authentic experiences and practical applications of their language skills. These approaches are designed to make the learning experience in MFL comprehensive, inclusive, and practically beneficial, aligning with the overall educational goals of Rugby Free Secondary School and the specific needs of its diverse student body. Curriculum Outcome: Linguistic knowledge: Students will achieve extra knowledge in at least one foreign language, demonstrating the ability to communicate in different situations across all four language skills: listening, speaking, reading, and writing. Students will meet or exceed standards set by the MFL curriculum for GCSE and/or A-Level examinations. Also improving literacy skills in their own language. Cultural Competence: Students will display a better understanding of the cultures associated with the languages they study and people around them. Understanding the multicultural context of Rugby an RFSS. Global Awareness and Citizenship: Students will develop as global citizens who understand and can discuss international issues with empathy and insight. They will actively participate in school and community projects that involve multicultural elements, promoting diversity and inclusion. Cultural Ambassadors. Critical Thinking and Problem Solving: Students will utilize their language skills to solve problems and make informed decisions. They will demonstrate the ability to analyze and critically evaluate information from various sources in the target language. Use of cognates an developing independence. Academic and Personal Growth: Students will show marked improvement in their overall academic performance and personal development. EAL and SEN students, in particular, will demonstrate enhanced English literacy skills as a result of strengthened language learning strategies. Promoting inclusion. Practical Application of Language Skills: Students will apply their language skills in real-world contexts, such as internships, community service, and during school-organized travel programs. They will be able to navigate situations that require intercultural communication effectively. Preparation for Future Opportunities: Students will be well-prepared for further education and career opportunities where multilingualism is an asset. They will understand the value of languages in a variety of professional fields and be motivated to continue language studies and cultural exploration beyond secondary education. Enhanced Interpersonal Skills: Through collaborative learning and language practice, students will develop strong interpersonal and social skills. They will be adept at working in diverse teams and managing communications across cultural boundaries. These outcomes aim to encapsulate the breadth of skills and knowledge students will acquire through the MFL curriculum. They are designed to prepare students not just for academic success but also for active and informed participation in a global society. The outcomes also support continuous assessment and refinement of teaching strategies to meet these goals effectively, ensuring that the curriculum remains responsive to student needs and educational standards Please view or download our 'Sequence Overview' document for French Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

  • Rugby | Rugby Free Secondary School | England

    'punishment should be public, immediate and necessary; the least possible in cases given; proportionate to the seriousness of the crime' Beccaria on classical criminology Criminology The Rugby Free Secondary Criminology curriculum explores the criminal justice system and ensures students have an awareness of current affairs and the issues that society faces today both locally and nationally. Students will leave RFSS with an ability to write extended reports that will support them in further education if they wish to pursue it. As well as this they will be able to critically evaluate sources of information, and have an awareness of crime in a local and national context. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Criminology Department - Overarching Curriculum Intent (September 2024) RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. Criminology Curriculum in Context: The Rugby Free Secondary Criminology curriculum explores the criminal justice system and ensures students have an awareness of current affairs and the issues that society faces today both locally and nationally. Our students live in an area where the cost of living is higher than the national average, yet some come from areas that are in the 20% most deprived in the UK. The relative deprivation and marginalization that students from these communities will experience is much higher than average and we therefore need to be aware that crime will be a very real issue in some of their lives. Furthermore, organised crime is a large issue locally, gaining a better understanding of the reasons people join these groups, tactics used and the sentencing that they receive should act as a deterrent to our students who may otherwise find themselves exploited. The course allows them to gain a deep understanding of roles within the criminal justice system as well, ensuring that they are aware of skills needed to complete the jobs effectively. Students are equipped with complex criminological terminology that will allow them to access challenging reports and make objective decisions about the usefulness of documents and findings in criminal cases. By studying recent case studies and examples we can ensure all students are aware of the contemporary issues facing the CJS now, but also promote curiosity and a love of learning. Our cohorts tend to reflect the wider school with high numbers of SEN, EAL and in particular disadvantaged students, by ensuring our curriculum is balanced and broad and continually updated with the most recent cases we strive to ensure all students are able to access the knowledge and see the purpose of it, while also challenging some to stretch themselves further through the exploration of historic laws, cases and studies. Curriculum Aims: Our curriculum aims to: Promote mastery, but encourage students to be curious, resilient learners who can work independently on large tasks such as controlled assessments and in groups when applying real world application in lessons. Develop students ability to analyse and evaluate through the exploration of different Biological, Psychological, Sociological Perspectives and ensure they are critical of bias within print media when doing so Ensure all students can make good progress by mastering core vocabulary, identifying trends in data and having a sound understanding of key concepts. Greater understand the Criminal Justice System and the crimes investigated, changes to laws and roles within it, using a range of evidence and studies to support their findings and conclusions. Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills, and enhances their understanding of the world around them. We do this by: Sequencing learning in a way that allows knowledge to be built upon so that students can make synoptic links across topics in a logical way. Promoting curiosity, collaboration and resilience through independent and interdependent activities such as independently researching cases and extra-curricular trips. Exploring key themes throughout the course, such as definitions of crime, campaigns for change, different theoretical perspectives on crime and evaluating the effectiveness of policies. Introducing students to policies, campaigns and studies that have changed the criminal justice system and are accessible to all, with additional examples to challenge the most able. Participating in debates where they evaluate the strengths and weaknesses of different criminological views, collect evidence to support their arguments and accept that people have different opinions. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Resilient Learners who can investigate and evaluate complex cases that may be hard-hitting too. Empathetic to the experiences of professionals, victims and offenders in the criminal justice system, understanding that there are often many factors impacting the actions of all the individuals. Hard-working individuals who understand the importance of deadlines and the importance of flexible working within the Public Service Sector. Curriculum Outcome: As a result of our curriculum, students will leave RFSS with an ability to write extended reports that will support them in further education if they wish to pursue it. As well as this they will be able to critically evaluate sources of information, and have an awareness of crime in a local and national context. This will empower them to ensure that all those who have to use the criminal justice system have as positive an experience as possible if they choose to pursue careers within or with links to the criminal justice system. Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

  • Gerald Telfer | Rugby Free Secondary

    < Back Gerald Telfer Teacher of Maths gerald.telfer@rugbyfreesecondary.co.uk gerald.telfer@rugbyfreesecondary.co.uk

  • Rugby | Rugby Free Secondary School | England

    Design & Technology The design and technology curriculum aims to equip students with the skills and knowledge needed to participate confidently and successfully in an increasingly technological world. Students will have the opportunity to explore the five key curriculum concepts: materials and their working properties, specialist techniques and processes, communication of designs, prototype development and impact on society and the environment. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Design and Technology is a phenomenally important subject. Logical, creative and practical, it's the only opportunity students have to apply what they learn in maths and science. James Dyson Product Design Department – Overarching Curriculum Intent 2024-25 RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. Design & Technology Curriculum in Context: In 2022 the IET discovered that there is an estimated shortfall of over 173,000 workers in STEM sectors, with an average of 10 unfilled roles per business in the UK, costing the economy a “shocking” £1.5bn each year. 49% of engineering businesses are experiencing difficulties recruiting workers with the skills they need. Design and technology is more than a practical subject. The knowledge gained from learning the subject allows pupils to understand how the world around them has been created. Through first-hand experiences they can see that things are designed and made to help people in their daily lives. To that end, through designing and making products, pupils are realising their ability to respond to needs and wants, whilst solving real-life problems. At RFSS the Design & Technology curriculum is collaboratively and coherently planned and sequenced across Years 7- 9/GCSE to ensure that pupils build on all aspects of prior learning and stretches and challenges all pupils regardless of starting point. As pupils progress through Key Stage 3, they are given the opportunity to develop skills in using a range of materials and equipment as well as understanding the process of designing and making products. Cultural capital is explored across the key stages by appreciation of the work of others locally, nationally and internationally, each subject identifies and relates to real contextual challenges focusing upon people, communities or businesses. Curriculum Aims: Our curriculum aims to: Excite and ignite our pupils’ interest in product design and prepare them to participate in the development of a rapidly changing world. To ensure that learners develop technical and practical competencies as well as the wider skills valued by employers. To have a curriculum which will allow students to become self-motivated and confident learners, who can work independently and as part of a team. Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills, and enhances their understanding of the world around them. We do this by: Incorporating elements of KS4 work even in year 7 as we instil in all our pupils high academic rigour and challenge from the outset. Enabling pupils to experience a range of product design projects and contexts, taught by subject specialist teachers that are enthusiastic about their subjects and share this passion with all our pupils. Use academic language consistently and appropriately in their subject specific teaching and learning where pupils are encouraged to use tier 2 & 3 language in lessons both verbally and in extended written work for example in evaluations. Planning projects, tasks and challenges to enable students to find areas that they can excel in, that they may never have had the opportunity to see or do. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Able to problem solve real contextualised briefs in a variety of materials and using a range of strategies. Able to analyse, critique and evaluate their own work and the work of others. Critical and creative thinkers problem solvers evaluators and decision makers. Willing to express their own creativity through their designs and are more socially confident to give their opinions. Curriculum Outcome: As a result of our curriculum, students will leave RFSS with a range of practical modern life skills and create a work ethic to prepare students for the world of work. Please view or download our 'Sequence Overview' document for Design Technology Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

  • Rugby | Rugby Free Secondary School | England

    Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Parents & Carers Anchor 1 Student Support Year 7 Transition SEND Teaching & Learning Safeguarding Local Accountability Board (LAB) Calendar & Events Parent Login Homework

  • Meet Iain Green | Rugby Free Secondary

    Meet Iain Green Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Learn a little more about Iain Green Iain has been a qualified teacher for 13 years and has taught across the secondary age range from Year 7 - 13 in four different secondary schools across Coventry, Warwickshire and Northamptonshire. Iain is a former Head of English and has experience in three schools of leading Teaching and Learning, Curriculum Development and Student Outcomes at Assistant Headteacher and Deputy Headteacher levels. Iain is an English teacher, and has taught both Language and Literature across Key Stage 3, Key Stage 4 and Key Stage 5. Iain’s background is in school improvement, and he has been part of two leadership teams that have moved schools from ‘Inadequate’ to ‘Good’ within eighteen-month periods. Iain is currently undertaking his NPQH and has led on training with external partners for senior and middle leaders, with a particular emphasis on upskilling leaders of the future. Iain was appointed as Acting Headteacher in March 2023 and helped to move the school forward from ‘Inadequate’ to ‘Good’ in his previous role as Deputy Headteacher (Quality of Education), before becoming the permanent Headteacher of RFSS in June 2023. Iain enjoys the challenge of leading a growing inclusive and diverse school, and inspiring all members of the community to achieve their potential and beyond. He places high value on promoting people-centred leadership, in conjunction with research and best practice. Iain is proud to be a key part of RFSS, alongside students, staff and parents and carers. Outside of school-life, Iain has a young daughter of which he is extremely proud, and has a passion for sports (Liverpool FC), music (Oasis) and eating out (Italian).

  • Chris Doherty | Rugby Free Secondary

    < Back Chris Doherty Teacher of English - Assistant Head of English christopher.doherty@rugbyfreesecondary.co.uk christopher.doherty@rugbyfreesecondary.co.uk

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