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Teaching and Learning Quality-first Teaching and Learning is at the centre of our school’s ethos, and is the key priority for all staff. Our aim is for teachers to deliver high-quality lessons to all year groups, whilst also being supported to develop through pertinent and purposeful internal and external CPD that is bespoke. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Parents & Carers At RFSS, we believe our students are entitled to consistently good lessons. Learning is integral to everything we do at RFSS. We ensure that all of our students, regardless of gender, ethnicity or ability, receive the best possible learning experiences, to enable them to achieve and maximise their potential. Our forward-thinking curriculum, designed to meet the needs of all learners, is delivered by subject specialists, who embrace the latest innovations in teaching and learning. At RFSS, we continually support students to develop a love of learning to help them become learners for life, in order to equip them with the knowledge and skills that they will need in the real world. This is also the case with our teaching staff, who continuously develop and update their own pedagogical practices, through Action Research projects and other bespoke professional development sessions. At RFSS, we expect our staff to adopt a set of Teaching and Learning principles that are both research-based and pedagogy-led, ensuring all students are seen as individuals who are not limited by their ability or expertise. This framework allows for the systematic growth of minds, and the development of the cognitive skills, values, attitudes and attributes needed to reach success. In addition to this, we believe that staff are the experts in their areas, and we aim to work collaboratively to share good practice and ideas. Our students are encouraged to use their thinking skills to build on existing knowledge, generate their own ideas and opinion, and to solve problems effectively, both individually and in collaboration with their peers. This philosophy also extends itself to the personal aspect of Teaching and Learning, as we strive to develop well rounded individuals who are respectful, curious and resilient. To support Parents and Carers we have created some help sheets around home learning and revision techniques that you can use with your child whilst they are away from the classroom. Cognitive Load Theory Flipped Learning Interleaving Chunking Using Flashcards 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.

< Back Marc Skelton Associate Assistant Headteacher marc.skelton@rugbyfreesecondary.co.uk marc.skelton@rugbyfreesecondary.co.uk

< Back Helen Ward Director of Learning - Humanities helen.ward@rugbyfreesecondary.co.uk helen.ward@rugbyfreesecondary.co.uk

Art and Design The Art & Design curriculum is vibrant and dynamic, and is designed to provide students with the skills, knowledge and confidence to continue to study the subject at A-Level and beyond. The curriculum is broad, enabling students to explore different disciplines within Art, Crafts and Design. Students can expect to learn about the formal elements of Art, drawing techniques, science illustration, wire sculpture, pottery, ceramic clay techniques, print making, portraiture and architecture, as well as how to create a personal response in a sustained project. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Art is not what you see, but what you make others see. Edgar Degas Back to Subjects Art 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. Art Curriculum in Context: At Rugby Free Secondary School, our Art curriculum endeavours to deliver a comprehensive and well-rounded educational experience, incorporating a blend of traditional and contemporary activities, culminating in students' independent and personal artistic outcomes. We firmly acknowledge that art encompasses a journey of exploration, experimentation, inquiry into various sources, and personal interpretation. It encompasses the development of students' confidence and resilience, enabling them to respond to artistic challenges with imaginative and independent thinking. We recognize that students enter secondary school with varying levels of knowledge and skill, and thus, during their initial term in Year 7 at RFSS, we prioritize the cultivation of drawing, painting, and ceramic techniques. Additionally, we focus on enhancing students' art vocabulary and literacy skills. These foundational skills continue to be nurtured and refined throughout their artistic journey within the comprehensive Art curriculum. In line with the findings presented in Ofsted's report, "Drawing together," which emphasizes the thriving of boys when given opportunities to engage with three-dimensional artwork, our Art department ensures that all genders can derive fulfilment and flourish in their Art lessons. Complementing the aforementioned core skills, students undertake an assortment of stimulating three-dimensional projects, including clay and wire work. Within our Art department, we foster an environment that encourages students to take artistic risks, experiment with diverse techniques, and venture into unfamiliar artistic territories. Thought-provoking assignments, constructive feedback, and engaging projects serve as catalysts for students to surpass their perceived limitations and achieve personal artistic breakthroughs. In alignment with our commitment to ensuring that all students feel capable of achieving success in the realm of Art, we have opted for students to study GCSE and A-Level AQA Art, Crafts, and Design rather than Fine Art. This choice reflects our dedication to providing an inclusive and supportive Art curriculum that accommodates diverse talents and aspirations. Overall, at Rugby Free Secondary School, our Art department strives to provide a nurturing and inspiring environment where students are empowered to explore their artistic potential, challenge themselves, and cultivate a lifelong appreciation for the transformative power of art. Curriculum Aims: Our curriculum aims to: Offer a broad and balanced Art curriculum incorporating traditional and contemporary activities for independent personal outcomes. Foster students' holistic artistic journey, promoting discovery, experimentation, investigation, and personal responses. Develop foundational skills in drawing, painting, and clay, while enhancing art vocabulary and literacy during Year 7. Create opportunities for all students, including boys, to thrive in three-dimensional artwork through projects like clay and wire work. Encourage artistic risk-taking, diverse technique exploration, and personal breakthroughs through thought-provoking assignments, constructive feedback, and engaging projects 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: Providing students with opportunities to engage in meaningful artistic experiences that foster communication skills. Creating activities that encourage independence, resilience, nurturing students' character development. Exposing students to a wide range of artistic traditions, styles, and techniques from various cultures and historical periods. Creating problem-solving tasks that challenge students to think critically, analyse artistic concepts, and develop innovative solutions. Creating a supportive learning environment where students feel encouraged to take risks, express themselves freely, and embrace their individuality. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Effective Communicators: Students will develop strong communication skills, utilizing various mediums and forms of expression to convey their ideas and emotions confidently and effectively. Resilient Individuals of Character: Our curriculum aims to cultivate resilience, perseverance, and discipline, instilling in students the qualities necessary for personal growth, adaptability, and success in their future endeavours. Culturally Aware and Appreciative: Through the exploration of diverse artistic traditions, students will develop a deep appreciation for different cultures, fostering empathy, respect, and a global perspective. Creative Problem-Solvers: Our curriculum encourages creative thinking and problem-solving, nurturing students' ability to think critically, approach challenges with innovation, and seek solutions from multiple angles. Confident and Self-Expressive: Students will gain self-confidence and a strong sense of self-identity through artistic exploration, empowering them to embrace their uniqueness, take risks, and express themselves authentically Curriculum Outcome: Upon leaving Rugby Free Secondary, students will emerge as confident and resilient communicators who are culturally aware individuals. They will have diverse artistic experiences, problem-solving abilities, and a strong sense of self-expression. All of these attributes will equip them for success in their future endeavours and personal growth. Please view or download our 'Sequence Overview' document for Art 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.

< Back Iain Green Head Teacher iain.green@rugbyfreesecondary.co.uk iain.green@rugbyfreesecondary.co.uk

< Back Kully Bal Teacher of ICT kully.bal@rugbyfreesecondary.co.uk kully.bal@rugbyfreesecondary.co.uk

< Back Pete Moss Director of Learning - English peter.moss@rugbyfreesecondary.co.uk peter.moss@rugbyfreesecondary.co.uk

Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Turing House Leaders Anchor 1 Sam Gunn Aariz Farooq Cheryl Adebisi Penny Hobson 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.

< Back Lee Rice Teacher of English lee.rice@rugbyfreesecondary.co.uk lee.rice@rugbyfreesecondary.co.uk

< Back Rachael Probert Head of Year 11 rachael.probert@rugbyfreesecondary.co.uk rachael.probert@rugbyfreesecondary.co.uk

_MG_6844_WEB _MG_6844_WEB 1/1 Prospectus Application Process Summer Transition work 2025 Course Guides Open Evening Presentation Oct 24 Welcome Welcome to Sixth Form at RFSS Applications for 2025 are now open. You can make your application by visiting the following link: https://rugbyfreesecondary.applicaa.com/5 Gallery Section We are a school that is driving forward at pace. Our collaborative approach to working with our community, local universities and employers is providing those students, who choose to place their faith and futures with us, with the support needed for them to make the progress they want and deserve. Prospectus Anchor 1 Meet the Team Read more Of all RFSS parents asked... Meet the Team 1/4 OUR CORE VALUES Kind Endeavour_OVERLAY OUR CORE VALUES 1/13 Contact Iain Green HEADTEACHER Welcome to our Blog! I hope you find it both engaging and informative. Read more FRIENDS OF RFSS AWAITING BLOG Add latest blogs here! Click here to add images, text and links, or connect data from your collection. Read more WOULD YOU LIKE TO BLOG? PLEASE GET IN TOUCH amy.james@rugbyfreesecondary.co.uk Read more Blogs Recent Blogs

< Back Jackie Machon Exams Officer + Access Arrangement Assessor jackie.machon@rugbyfreesecondary.co.uk jackie.machon@rugbyfreesecondary.co.uk

< Back Donna Whitley HLTA Specialist in Communication and Interaction donna.whitley@rugbyfreesecondary.co.uk donna.whitley@rugbyfreesecondary.co.uk

< Back Siobhan Powell Teacher of Science siobhan.powell@rugbyfreesecondary.co.uk siobhan.powell@rugbyfreesecondary.co.uk

Food Preparation & Nutrition Food preparation and Nutrition is an exciting and creative course, which focuses on nurturing students' practical cookery skills to give them a strong understanding of nutrition. The curriculum covers five key concepts: food nutrition and health, food science, food safety, food choice and food provenance. Students will have the opportunity to explore food nutrition and health during key stage 3 and key stage 4, with a focus on the nutritional value of ingredients, how to make healthy choices and how to cook nutritional meals. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Every kid in every school no matter their background, deserves to learn the basics about food. Jamie Oliver Food and Nutrition 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. Food & Nutrition Curriculum in Context: The National Child Measurement Programme, England, found that the percentage of children living with obesity was highest in the North East at 26.6% and the West Midlands at 26.2% in 2021-22 (NHS, November 2022). Our aim is to ensure that all students have the opportunity to learn about healthy eating and practical cooking during their time at RFSS. Schemes of learning focus on savoury cooking and aim to develop practical culinary skills needed for independent living; in line with our school ethos ‘Set for Life’ (Creating a culture and ethos of healthy eating: DfE February 2023). The course makes use of the governments “Eatwell guide” (2016) as a base for healthy eating. We are passionate about supporting our subgroups; ensuring all students have the opportunity to succeed. As a result of this, our curriculum offer at Key Stage 4 provides two pathways into the food industry, with students having the option to study GCSE Food Preparation and Nutrition or Level 2 Hospitality and Catering. The subject naturally develops skills such as independence and problem solving, as well as providing students with key information about having a healthy nutritious diets, hospitality and catering and food science. Curriculum Aims: Our curriculum aims to: Provide students with the knowledge needed to make healthy, nutritional food choices Provide students with the practical skills needed to cook healthy, nutritional meals Support students’ religious, cultural, moral and/or ethical food choices with carefully selected recipes Provide students with the knowledge needed to reduce food waste Provide opportunities for students to reflect on and refine their work; practical and written Support students with a careers in the hospitality and catering, nutrition and science sectors. Provide the students an opportunity to be passionate about cooking. Promote British produce and seasonal ingredients. 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 so students can revisit key learning about nutrition, hospitality and catering throughout each Key Stage Selecting recipes that are nutritional and can easily be adapted to suit a range of nutritional, cultural and ethical needs Introducing students to a range of medium and high-level skills, to promote challenge for all Empowering students to make creative adaptions to dishes; which in turn limits food waste. Encouraging students to critically analyse their work in relation to nutrition, technical skill and food provenance Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Independent learners, who understand how to prepare and cook healthy, nutritious meals Curious learners, who seek to problem solve. Reflective learners, with a desire to improve and refine their work Learners who are socially aware and understand the cultural diversity around them Adaptive learners who can overcome challenges and manager their time Curriculum Outcome: As a result of our curriculum, students will leave RFSS with the knowledge and skills necessary to live independently; able to make healthy food choices and cook nutritious and skillful meals. Please view or download our 'Sequence Overview' document for Food & Nutrition 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.

Geography Geography is essentially about understanding the world we live in. It helps to provoke and provide answers to questions about the natural and human aspects of the world. At Rugby Free Secondary school children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum enables students to develop knowledge and skills that are transferrable to other curriculum areas. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects The study of geography is about more than just memorising places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. Barack Obama Geography Statement of Intent 2024-25 Our mission is to ensure that all students value and enjoy their humanities subjects. They enjoy well planned, engaging lessons which ensure that all make strong and sustained progress. Students will be offered a curriculum which is academically rigorous but also helps them to develop into confident and well-rounded young people. Intent Geography is fundamental to a student’s education. It inspires a sense of awe and wonder and instils a respect and appreciation of diverse places, cultures, people and resources. Bringing together the complex interrelations of the human and physical world, the study of Geography is invaluable in addressing the challenges we face today. Geography is continuously evolving, and therefore we endeavour to offer a rigorous and responsive curriculum that supports the cultivation of curious and kind learners. Implementation We provide a carefully sequenced and knowledge rich Geography curriculum that allows for the progressive development of students understanding of geographical concepts and skills. From Year 7 through to eventual A Level, students will hone in on concepts such as cause and effect, management, sustainability and conflict whilst developing skills such as drawing and reading graphs, reading maps and photo analysis. Our curriculum comprises a balance of human and physical Geography. Students study a range of systematic units, as well as a regional unit in Year 7 and 8. Each student is provided with a visual curriculum map to ensure they are aware of their learning journey. We want our students to be curious about the world around them. To encourage this, each unit begins with an enquiry question. Throughout the unit, students become equipped with the knowledge and skills required to answer this question. This guides the lesson sequence and allows us to measure the impact of our curriculum. Without a strong starting point, it is impossible to measure progress effectively. Therefore, every student completes a baseline assessment at the beginning of Year 7. We have a large number of feeder schools so it is important to gain an understanding of what a student knows and can do, as well as any gaps in their learning. This information is then used to inform the scaffolding and level of challenge required in the first unit, Where in the World. This unit focuses on the concept of scale and provides students with a grounding in geographical skills as well as knowledge of place. Concepts and skills are continuously revisited, but in a more challenging capacity. For example, in Year 7 students are introduced to the concept of development early on in year 7 this concept is a thread throughout the KS3 course and revisited in topics such as natural hazards, and population in year 9. By revisiting concepts in different contexts, students can begin to make connections and develop their schema. Every subject is communicated through its own unique language. Our curriculum develops student’s disciplinary literacy by providing opportunities to read and actively engage with challenging geographical texts. Some examples include extracts from Prisoners of Geography and Factfulness, as well as a range of articles, policy documents and fiction texts. We encourage students to strengthen their oracy when discussing and presenting ideas, and provide explicit vocabulary instruction to support students in accessing and using geographical terminology. Barak Rosenshine’s Principles of Instruction (2012) and Doug Lemov’s Teach like a Champion (2014) strategies are employed to develop our teaching practice in Geography. We ensure students retain knowledge by interleaving learning. This leads to improved knowledge retention and allows students to make connections between concepts and ideas. Retrieval practice is used in every lesson in the form of Do it Now Activities (DIN) to ensure students are constantly reviewing their learning and addressing misconceptions. Within the DINs, students are given a challenge question which is used to stretch students beyond pure knowledge. We provide guided practice through the ‘I, We, You’ method and show call students work to maximise accountability and build resilience. Students develop independence throughout key stage 3, 4 and 5. Initially at KS3 students are given independent activities through revision lessons and homework. This foundation is developed throughout KS into KS4 and 5, to become a normal part of the learning process. Impact Formative and summative assessments are carefully planned and implemented to monitor progress and address misconceptions. At KS3, every unit has a mid-term and end of unit assessment. Here, students are assessed on their ability to recall and apply key knowledge and skills. Prior learning is continuously assessed in the form of retrieval practice to ensure knowledge retention. Probing questions are also used to instantly check understanding and deepen thinking. Key assessments are marked in line with the FAR policy. Whole class feedback is used to address misconceptions and highlight areas for development and model answers are used to showcase good practice. By the time students leave RFSS, they will: Have secure knowledge of where places are and what they are like Have respect and appreciation of diverse places, cultures, people and resources Have an understanding of the complex interrelations of the human and physical world Be able to express well-balanced opinions and support, evaluate and challenge the opinions of others Be able to plan, conduct and evaluate fieldwork collaboratively using geographical skills and techniques Be passionate about Geography and continue to be curious about our ever changing world. Please view or download our 'Sequence Overview' document for Geography 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 Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Summer Induction Work 2025 Anchor 1 Please select your 3 subjects below to download digital copies of Summer Transition work 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 Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Student Leadership Team Anchor 1 Year 13 Head Students Attenborough House Leaders Year 11 Head Students Pankhurst House Leaders Student Leaders Turing House Leaders Ali House Leaders

Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Students Anchor 1 Student Support Careers Student Login

History History is all around us. The study of history ignites student’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, students understand how the past influences the present. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects A people without a knowledge of their past history, knowledge and culture is like a tree without roots. Marcus Garvey History 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. History Curriculum in Context: History is all around us. The study of history ignites student’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, students understand how the past influences the present. History enables students to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. What they learn through history can teach them about resilience and a respect for the people and events that shaped key turning points in our past. Our intent is that our students will be offered a curriculum which is academically rigorous but also helps them to develop into curious and well-rounded young people. This has been achieved by building the curriculum around enquiry questions which allow students to examine key themes such as daily lives, freedom and rights, gender and diversity. In creating our curriculum, the character of our school community (as below) has been carefully considered alongside the national and international context in which we live. For example, 60% of students at RFSS are White British, compared to 65% in Secondary schools across the country. 28% of students speak a language other than English as their home language. 50 different languages are spoken within our school. After English, the most common home languages are Polish and Romanian. In response, new topics and themes have been introduced, such as a study of Africa Before 1500, case studies of female history like Harriet Tubman and Empress Matilda. We have also introduced ‘Meanwhile Elsewhere’ Independent home learning which allow our students to consider which key historical events were occurring elsewhere in the world at the time of key areas of curriculum study, for example, the Vikings attacked England from Scandinavia…meanwhile, elsewhere…the Abbasid Caliphate was flourishing in the east. The range of ‘Meanwhile Elsewhere’ homework’s are provided to allow students to choose a particular area of either global or local history to examine alongside their classroom curriculum. The curriculum endeavors to be both inclusive and diverse and foster those opportunities for independent research and learning. In the context of living through a global pandemic, a study of Britain after WW2 has been included to allow students to examine the formation of the Welfare State and in turn consider the key role it played during the Covid 19 pandemic. When designing our curriculum, we were inspired by the work of Mary Myatt in designing a curriculum that contains a combination of ‘core’ and ‘hinterland’ alongside opportunities to build in powerful stories, anecdotes and all-important links to the context of the world we live in today. Our history curriculum provides and celebrates the opportunities to read the powerful stories of key individuals and events that have shaped our past but also to develop key historical skills. We have introduced a focus on, ‘Think like an historian’ where we seek to emphasise the historical skills we are nurturing alongside their literacy – For example, source analysis, inference skills, analysing cause and consequence. Our curriculum aims to: Develop confident young people who have a secure knowledge and understanding of people, events and contexts from the historical periods covered. Enable the ability to think critically about history and communicate confidently through their writing and oracy. Foster the ability to support, evaluate and challenge their own and others’ views using detailed historical evidence derived from a range of sources. Empower our students to think, reflect, debate, discuss and evaluate the past. Nurture a passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. We do this by: By allowing our students to engage with historical scholarship to enhance their study of the past. Building opportunities for our students to engage with historical evidence, both primary and secondary, to question and evaluate the utility of such evidence for a historical enquiry. Building a sequenced curriculum which presents opportunities for our students to engage with the disciplinary knowledge that underpins our subject, second order concepts such as cause, consequence, change and continuity. Providing a chronological framework to help our students make sense of the past and the key turning points that have shaped our present. Allowing sequenced opportunities for students to engage with different interpretations of people and events of our past. To question why interpretations can vary and what factors may influence this. Guided by the National Curriculum and the context of our school community, we have selected and share historical narratives which develop our pupils wider historical perspectives, we do this by carefully selecting key topics and case studies. Curriculum Outcome: Our curriculum is focused on the development of communication, character and cultural capital of each individual student. Through our history curriculum we help develop confident young people who have a secure knowledge and understanding of people, events and contexts from the historical periods covered. Students will develop the ability to think critically about history and communicate confidently through their writing and oracy. The ability to support, evaluate and challenge their own and others’ views using detailed historical evidence derived from a range of sources. The ability to think, reflect, debate, discuss and evaluate the past. A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. Please view or download our 'Sequence Overview' document for History 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.