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Prospectus Please download our latest 2023-2024 Prospectus here. We hope you find the prospectus informative and would urge you to come and see us in action! Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 We strive to develop well rounded individuals who are respectful, curious and resilient. Please click here to download

Set for Life At RFSS our Personal Development curriculum extends beyond the academic and supports our students in the many diverse aspects of life. We aim to provide students with the opportunities to focus on their personal development and character in order to ensure all students grow as active, healthy and engaged citizens and are ultimately ‘Set For Life’ when they leave our school. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Curriculum Create the highest grandest vision possible for your life, because you become what you believe. Oprah Winfrey We recognise that in a national study that was undertaken at the start of 2021, only 47% of students who were ready to leave school, felt that they were equipped to flourish and thrive in the real-world. In addition to this, only 2 in 5 business owners believed school-leavers to be prepared for life, as part of the same study. These findings have shaped our ‘Set For Life’ offer, as we continue to prepare students to be the best they can be in all aspects. As a consequence of this, our ‘Set for Life’ curriculum is split in four areas, which include: Community Volunteering Cultural Diversity Social skills and attitudes Community Groups School, Local and national Law and authority Fairness and justice Communication Equality and Diversity Democracy Local and National Social Action Student Leadership Independent Living Self care Independent travel – Road safety Kitchen skills Home management Safety Personal Finance Accessing the community Talents and interests – Enrichment Organisation Health and Wellbeing Sex and Relationship Education Mental health Developing digital resilience in context of online pressures Respect for self and others Individual Liberty and informed choices Self esteem and belief Employability Social Skills (public speaking, eye contact) Volunteering participation Careers Education – Gatsby Benchmarks Metacognition Communication skills Self Regulation Standards and Expectations The SET for Life programme begins from Year 7 and is delivered in a variety of ways: Through dedicated ‘SET For Life’ Tutor Time Cross curricular links made throughout lessons Drop Down Days Dedicated lessons Deliberate content choices within the Curriculum

Sociology The Rugby Free Secondary sociology curriculum allows students to develop an understanding of the world around them and how different social structures, processes and issues impact their day to day lives, as well as the lives of others. This gives students an opportunity to delve deeper into the many areas of their life that will shape their behaviour, identity and beliefs, while respecting those with different experiences. This knowledge and skill set will equip them for further study, as well as ensuring they never view the world in the same way again. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects You don't retire from sociology any more than you retire from life. Laurie Taylor (BBC Radio 4 presenter) Sociology 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. Sociology Curriculum in Context: We live in an ever-changing world, where the impact of globalisation has led to greater diversity, less economic security and more technological change than ever before. These changes in wider society can be felt in schools too. They have led to wider gaps in achievement of groups such as the disadvantaged, ethnic minorities and students with additional needs within schools nationally and have also limited their access to other areas of society as well. Often these students are drawn to Social Science subjects, with A Level Sociology drawing in the more disadvantaged students than any other subject according to the Fischer Family Trust (2022). Often this is to make sense of their position in society, our curriculum has been designed to not only meet their needs and encourage inclusivity, but also allow these students to understand why these changes are happening through the exploration of current events and more recent studies. This has led to a focus on vocabulary throughout Key Stage Four and Key Stage Five to ensure that students have a secure understanding of key terminology that they are often introduced to for the first time in the subject. The elaborate vocabulary and concepts that students are introduced to can also be used in other subjects to show an enhanced understanding, with the 2019 AQA Paper 2 English Language Examiners report quoting that the strongest responses demonstrated an ability to engage with “’the big ideas’: politics, economics, gender, aesthetics, class, morality, psychology, even philosophy”. Throughout the RFSS Sociology curriculum, students will explore the different perspectives views of society and evaluate whether they are still relevant now. The curriculum allows students to explore contemporary issues, ensuring they are aware of political, economic, cultural and social changes that are occurring in society nowadays and can confidently apply them not just within the Social Science subjects, but the wider curriculum too. The curriculum also allows for students' personal development, giving students an opportunity to delve deeper into the many areas of their life that will shape their behaviour, identity and beliefs, while respecting that those with different experiences will likely hold different perspectives from them because of this. They will learn how sociologists strive to improve their society, making it a more equal place for all, but do so from different viewpoints and show resilience when others critique them because of this. 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, who will never view the world in the same way again. Curriculum Aims: Our curriculum aims to: Promote mastery, while encouraging students to be curious, resilient learners who can work independently and in groups to employ research skills that will be used into Higher Education and beyond. Develop students ability to analyse and evaluate through the exploration of different sociological perspectives. Ensure all students can make good progress by mastering core vocabulary, identifying trends in data and having a sound understanding of key concepts. Support students to understand their social world and experiences through the study key texts associated with some of the leading sociologists of the 20th century 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. Promoting curiosity, collaboration and resilience through independent and interdependent activities such as research projects and extra-curricular trips. Exploring key themes throughout the course, such as Gender, Social Class, Ethnicity, Age, Power, Wealth, the Media and Inequality, linking these with historical and current events. Introducing students to challenging terms and concepts through the study of twenty-five key texts that have shaped Sociological thinking. Participating in debates to improve oracy and evaluate the strengths and weaknesses of different sociological views, collect evidence to support their arguments and accept that people have different opinions. Promoting challenge for all through the use of additional studies and evaluative points. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Curious about their position in society and the ways that they can improve upon it Empathetic to the experiences of others and aware of how inequalities within society may effect their position Effective communicators who are able to see both sides of an argument and consider alternative perspectives. Critical thinkers who are able to evaluate alternative viewpoints and support their views with statistics and academic studies. Confident students who can apply their sociological imagination to other curriculum areas around the school. Curriculum Outcome: Students studying Sociology will leave RFSS as empathetic students who no longer take the interactions that they view on a daily basis on face value. They will forevermore apply sociological perspectives to the most simple events in their lives, will be fully equipped to employ skills desired by further education providers and employers alike, such as critical thinking, planning research and extended writing. Please view or download our 'Sequence Overview' document for Sociology 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 Vacancies at RFSS Anchor 1 All candidates are expected to read all relevant documents below prior to interview: RFSS Main School Prospectus 2020-21 RFSS Sixth Form Prospectus 2020-21 RFSS Sixth Form Course Guides LT2 Code of Conduct Policy RFSS Child Protection and Safeguarding Policy LT2 Data Protection Policy

Standards and Expectations We are committed to providing a warm, caring and friendly environment, where students are engaged in their learning. This is achieved by positive relationships, great teaching and clear boundaries. We insist that all members of the RFSS community show kindness and respect for others at all times. At RFSS we have the highest possible expectations of our staff and students. Every student is expected to meet our high standards of behaviour, attendance, punctuality and uniform. Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Relationships for Learning We promote and reward positive behaviour and use a restorative approach if things go wrong. Relationships for learning are at the heart of the school. We promote and reward positive behaviour and use a restorative approach if things go wrong. We encourage students to reflect on their behaviour and learn from their mistakes whilst ensuring staff are fair, consistent and positive. Attendance and Punctuality We encourage students to take pride in both themselves and the school and try their best. High levels of attendance and punctuality are expected. We believe that by attending school regularly and punctually, students will be able to take full advantage of the educational opportunities available to them. Uniform The school uniform can be purchased from Webb Ellis Limited in Rugby. All other compulsory items can be purchased from high street retailers. Please click here for a full list of compulsory main school uniform items Please click here for our PE Kit Essentials

Student Support: Year 8 Being in Year 8 at Rugby Free offers an exciting and pivotal time for students. At this stage, they are starting to feel more settled in their surroundings, allowing them to engage fully with both their academic subjects and the broader school community. This is where students can begin to excel across a variety of subjects and explore their growing interests with confidence. Year 8 presents many opportunities for individual growth, not just in the classroom but also through extra-curricular activities and student leadership roles. Students are encouraged to join clubs, take part in sports, and participate in creative and leadership opportunities, fostering a well-rounded experience. At RFSS, Year 8 is all about building confidence, resilience, and a sense of responsibility, while preparing for the exciting challenges ahead. It is a time where students lay strong foundations both academically and personally for future success. Key Dates What are we learning? What are we reading? Gallery MEGAN ANGELL HEAD OF YEAR 8 Megan.angell@rugbyfreesecondary.co.uk STUART BRAMBELL ASSISTANT HEAD OF YEAR 8 Stuart.brambell@rugbyfreesecondary.co.uk Megan, the Head of Year 8 at Rugby Free, has been a member of staff at RFSS for three years. She brings a compassionate and thoughtful approach to her role, always striving to create a supportive environment where students can thrive. With a passion for current affairs, animals, and travelling, Megan uses her interests to help students connect with the wider world and understand their place within it. Her work in the pastoral team is close to her heart, having always aimed to provide students with the support they need both academically and emotionally. Megan has been involved in the Equality Club, which offers assistance to some of the school's most vulnerable families. She encourages students to not only focus on their studies but also to grow into compassionate, aware individuals who understand the importance of rights and fairness.As a specialist in Sociology, Megan seeks to inspire students to think critically about the world, always aiming to help them become confident and caring members of the school community. Meet the Head of Y8 - Ms Angell

Music The music curriculum is designed to give all students the opportunity to develop their musical potential to its fullest, regardless of their background or musical experience. Students will explore music as a means of self-expression, be creative, experience making music with others and develop subject specific knowledge and skills. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects The future of our nation depends on providing our children with a complete education that includes music. Gerald Ford: USA President Music Department - Overarching Curriculum Intent (June 2024) RFSS Curriculum Vision Statement: To cultivate a vibrant community of musicians who ignite their creative fire and confidently share their musical voices through exceptional performance. Music Curriculum in Context: Music Curriculum Intent: Performance and Creativity Our music curriculum fosters a lifelong love of music through performance and creativity. We aim to empower students to become confident and expressive musicians, capable of sharing their musical voice with the world. Curriculum Aims: Performance: We believe that all students can develop their performance skills, regardless of prior experience. Regular solo and ensemble performance opportunities will build confidence, stage presence, and musical communication skills. Creativity: We encourage students to explore their musical ideas, experiment with composition and improvisation, and express themselves through music. Musical Literacy: Students will develop a strong foundation in music theory, including aural skills, notation, and music history. This knowledge will underpin their performance and creative endeavors. Collaboration: Music is a social art form. Students will learn to collaborate effectively in ensembles, developing teamwork, communication, and active listening skills. Key Skills and Knowledge Performance Skills: Technique on chosen instrument(s), vocal technique (if applicable), stage presence, rehearsal strategies, performance etiquette. Creative Skills: Composition, improvisation, exploration of different musical styles and genres. Music Literacy: Music theory basics, notation (reading and writing), aural skills (sight-singing, ear training), music history. Ensemble Skills: Part-playing, following a conductor, maintaining balance and blend, group dynamics. Assessment Assessment will be a continuous process that focuses on both individual progress and ensemble development. It will include: Performance assessments: Solo and ensemble performances throughout the year, with self and peer evaluation. Composition/Improvisation projects: Creation and presentation of original musical work. Music theory and aural skills assessments: Written and practical tasks to measure understanding. Learning Environment The Music department has transformed the classrooms into four bespoke learning zones that are: Inclusive and supportive: We create a safe space where students feel comfortable taking risks, experimenting, and expressing themselves musically. Hands-on and engaging: Lessons will be interactive and student-centered, with a focus on active music-making and participation. Technology integration: Technology will be used to enhance learning, such as composing software, notation programs, and interactive music learning platforms. Performance opportunities: Students will have regular opportunities to perform in a variety of settings, both inside and outside the school community. Learning Zone 1 – Music practice rooms Learning Zone 2 – Music technology room Learning Zone 3 – Keyboard room Learning Zone 4 – Performance room 6. Progression Our music curriculum fosters a love of learning through a progressive journey that ignites creativity and celebrates performance. We believe all students possess a musical voice, and our program empowers them to discover and express it with confidence. Progression is structured and signposted from year 7 through to the end of KS4 clearly building on prior knowledge and skills. 7. Links to Wider Curriculum Music has strong links to other curriculum areas, such as: Mathematics: Through music theory concepts like rhythm and counting. English: Through exploring lyrics, storytelling through music, and music history. History and Culture: Through studying music from different cultures and eras. We will build these connections to create a holistic learning experience for students. 8. Beyond the Classroom We encourage students to pursue their passion for music outside the classroom by: Joining the established school ensembles: Bands, choirs, orchestras, or other performance groups. Taking private lessons: To further develop their skills on a chosen instrument. Attending concerts and music events: To experience music live and broaden their musical horizons. This curriculum intent document provides a framework for a music program that prioritizes performance and creativity. It aims to ignite a passion for music in all students, empowering them to become confident and expressive musicians for life. Curriculum Outcome: A well-designed music curriculum should strive for a balance between performance and creativity. Here's how these outcomes can be intertwined: Performance Outcomes: Technical Skills: Students demonstrate proficiency in playing instruments, singing, or using music technology. This includes accuracy, control, and proper technique. Ensemble Performance: Students collaborate effectively with others to create a unified musical experience. This involves listening, responding, and adapting to each other. Stage Presence: Students present themselves confidently and expressively during performances. This includes posture, facial expressions, and body language that enhance the music. Performance Repertoire: Students have a growing repertoire of pieces learned and performed at various levels of difficulty. Creative Outcomes: Improvisation: Students spontaneously create music based on existing musical ideas or structures. Composition: Students develop original musical pieces, demonstrating understanding of musical elements like melody, harmony, and rhythm. Musical Interpretation: Students creatively express their own ideas and feelings while performing existing pieces. This can involve dynamics, tempo, or phrasing choices. Arranging/Remixing: Students adapt existing pieces to create their own unique versions, showcasing understanding of musical structure and experimentation. Technology Integration: Students explore music technology (e.g., synthesizers, music production software) to create and manipulate music with originality. Weaving Performance and Creativity Together: Creative Performance Assignments: Students perform familiar pieces with their own creative choices, like improvised sections, unique arrangements, or movement incorporated into the music. Composition Performance: Students showcase their original compositions to an audience, gaining feedback and performance experience. Interactive Performances: Students engage the audience through improvisation, audience participation, or movement during the performance. Improvisation Challenges: Create performances based on prompts, themes, or audience suggestions, fostering creative thinking on the spot. Please download our RFSS 24-25 Music Development Plan 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.

Term Dates Welcome core_values2 kind2 endeav3 core_values2 1/18 Calendar Anchor 1 Autumn term 2024 Starts: Monday 2nd September 2024 (Teacher Training Day) Tuesday 3rd September 2024 (Teacher Training Day) Wednesday 4th September - Open to New Year 7 only Thursday 5th September - Open to all year Groups Half term: Monday 28 October 2024 to Friday 1 November 2024 School closed to students Friday 8th November due to staff CPD day School closed to students Friday 6th December due to staff CPD day Ends: Friday 20 December 2024 Christmas holiday: Monday 23 December 2024 to Friday 3 January 2025 Spring term 2025 Starts: Monday 6 January 2025 (Teacher Training Day) Half term: Monday 17 February 2025 to Friday 21 February 2025 Ends: Friday 11 April 2025 Spring (Easter) holiday: Monday 14 April 2025 to Friday 25 April 2025 Summer term 2025 Starts: Monday 28 April 2025 Half term: Monday 26 May 2025 to Friday 30 May 2025 Ends: Monday 21 July 2025 Click here for Warwickshire County Council Term Dates Autumn term 2025 Starts: Monday 1 September 2025 (Teacher Training Day) Half term: Monday 27 October 2025 to Friday 31 October 2025 Ends: Friday 19 December 2025 Christmas holiday: Monday 22 December 2025 to Friday 2 January 2026 Spring term 2026 Starts: Monday 5 January 2026 Half term: Monday 16 February 2026 to Friday 20 February 2026 Ends: Friday 27 March 2026 Spring (Easter) holiday: Monday 30 March 2026 to Friday 10 April 2026 Summer term 2026 Starts: Monday 13 April 2026 Half term: Monday 25 May 2026 to Friday 29 May 2026 Ends: Monday 20 July 2026 (Teacher Training Day) Click here for Warwickshire County Council Term Dates

Rugby Free Secondary School Welcome Core Values Welcome to RFSS We are at the start of a very exciting journey and have worked extremely hard over the last year to create a culture of high expectations across the school, supported every step of the way by our Trust. An ambitious culture has been achieved through the development of strong and positive relationships with staff, students, parents and carers. Our reflective approach means we are always striving to improve in all that we do and believe that mistakes are only an opportunity to learn. Anchor 1 Back to Home Page Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Welcome to Rugby Free Secondary School - an inclusive and forward-thinking school that promotes everything that is good in the world. Our school was judged by Ofsted to be ‘Good’ in July 2021 - an achievement we are all proud of. At Rugby Free Secondary School, we aim to foster kindness and pride, whilst maximising our academic and personal potential. We believe that all of our students should be happy and safe, whilst demonstrating the limitless endeavour and resilience required to succeed by striving for excellence. To achieve these goals, our school ethos is underpinned by the foundations of mutual respect, positive relationships and genuine curiosity. This is encompassed in our educational philosophy of creating more articulate, organised and progressive learners, and the desire to create both independent and collaborative learners who are proud to be educated here. Achievement in all forms: artistic, academic, social, cultural, sporting and intellectual, are equally valued. Our wide-ranging curriculum gives scope for students to express preferences and enhance their abilities. As a consequence of this, we focus on broadening our students’ core subject knowledge and understanding of the wider world. We not only prepare students to be ‘examination ready’, but place real value on ensuring that students are 'set for life’, and can access the world outside of our school buildings. To that end, 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. 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. I look forward to working in partnership with you and I am committed to the success of our school. Mr Iain Green Our Core Values Kindness The quality of friendliness, generosity, consideration, honesty Collaboration The belief that working and learning with others will lead to greater success Curiosity A strong desire to know and learn Respect To appreciate the importance of understanding and admiration for others and self Resilience The ability to recover quickly and learn from the difficulties we face Endeavour The belief that hard work is needed to achieve something we can be proud of We strive to develop well rounded individuals who are respectful, curious and resilient. Ofsted Click the icon for our latest report

Digital Communications - Business Studies Business Studies equips learners with the skills and confidence to explore how different business situations affect business decisions. This qualification will encourage learners to make informed choices about a wide range of further learning opportunities and career pathways as well as develop life skills that enable them to become financially and commercially aware. Students will develop an understanding of the skills and qualities needed to start up businesses, the risks and rewards involved and the processes entrepreneurs go through when developing business ideas. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Business opportunities are like buses, there’s always another one coming. Richard Branson Digital Communication - 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. Digital Communication Curriculum in Context: Society is moving into the digital realm at pace, with the advent of AI, advanced programming and roles in the computer science industry increasingly in demand it is important we at RFSS provide a bedrock for our student to live and work in this new world. The students that attend RFSS face a number of challenges from high cost of living in Rugby, where 1 in 3 of our students live in deprived parts of the town and lots of our parents having limited experiences of higher education but conversely many of students are at the opposite end of that spectrum. 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 the computing, business and media fields. Our curriculum must try to lay these foundations to ensure all student have the skills needed to live and work with the tools demanded by the creative industries and businesses around the world, if we are to provide a route out of depravation and expand our students’ horizons we need to encourage broader thinking in terms of opportunities and experiences beyond the boundaries of Rugby. Our curriculum must serve to provide student with even basic tools like MS Office but to also push beyond this into coding, AI and content creation. Our broad curriculum 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. Provide support one-to-one to enable all levels of academic progress, ensure students maximise their ability and talent in our subjects to achieve both on a personal and academic level We have an inclusive curriculum, designed to support learners of differing abilities from core to complex understanding clearly mapped. Empower our students to know more, remember more and be able to do more: Understand a range of programs and their features Understand the language of computer science, media and business, using the technical language and key terms in our fields Work independently, students will be provided with guidance and structures from skilled and knowledgeable staff to help them be creative as individuals 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 Challenge students to push beyond basic understanding and apply key skills in thinking and being creative 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 student’s 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. Ensuring our students are literate and confident using subject specific terminology in context, both showing understanding and being confident to converse in the language of computing, business and media 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 Business 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.

Student Support Each year group has a Head of Year who is a full time teacher, and an Assistant Head of Year (non- teaching) supporting this role. There are also Form Tutors in each year group who meet with their class each morning for registration, and who deliver a Form Tutor programme throughout the year that covers all areas of PSHCE, and creates opportunities for celebrating success. Anchor 1 Back to Students Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Parents & Carers Our structure reinforces the school value of Collaboration as we all seek to work in partnership with your child. RFSS Parental Code of Conduct This structure also means that students and parents have three dedicated points of contact for their specific year group which allows for regular contact between school and home via phone, email or prearranged meetings. It also reinforces the school value of Collaboration as we all seek to work in partnership for the benefit of your child. Anchor 3 The below attachment is a useful guide to all Parents and Carers on how best to support your child through their educational journey. RFSS Supporting Learning 2024 2025 Please click the below area for information specifically relevant to your childs' year group:

Welcome to Sixth Form at RFSS You are looking to join us at a hugely historic moment for the school, as we embark on our first cohort of sixth form students to join us in our brand new state of the art £25 million facility. 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. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 We hope that you will join us and play your part in our future success. Back to Sixth Form Home Page Kindness The quality of friendliness, generosity, consideration, honesty Our Core Values Collaboration The belief that working and learning with others will lead to greater success Curiosity A strong desire to know and learn Respect To appreciate the importance of understanding and admiration for others and self Resilience The ability to recover quickly and learn from the difficulties we face Endeavour The belief that hard work is needed to achieve something we can be proud of RFSS makes an inclusive vision a reality. We have high expectations of how our students behave and what they will achieve to prepare them for life. We believe in every student being given the opportunity to achieve his, her, their potential...even go beyond it. At RFSS we strongly believe that education transforms the lives of young people so that they can become successful adults. Helping to deepen students’ understanding of human values and attitudes, developing students' vision, ambition and aspirations, are a key part of the work within the sixth form. We believe our role is to promote students to gain the confidence and capacity to flourish in the global society we live in today, and into the future. When students move on from us to their chosen destination, they will have been supported to make the carefully considered, well informed choices, whether that is work, university or an apprenticeship. We hope that you will join us and play your part in our future success, as earnestly as we hope to help contribute to your ongoing development and academic achievements. The students who have been with us from Years 7–11 will welcome external applicants with open arms, to join us in this bright, exciting future we are building together. Sixth Form Enrolment We still have spaces for Year 12 for September 2022. Please contact Mrs James on the email below: amy.james@rugbyfreesecondary.co.uk

Drama Increasingly the power of drama is being recognised as one of the most effective ways to develop skills and emotional intelligence in young people. Drama promotes communication skills, teamwork, dialogue, negotiation, socialisation and problem solving. The essence of Drama lies in its capacity to provide students with the opportunity to ‘pretend to be someone else’. It is through such acts of imagination that students are able to explore the way they might behave and react in different circumstances and within different social and cultural parameters. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects I regard the theatre as the most immediate way in which a human being can share with another the sense of what it is to be a human being. Oscar Wilde Drama 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. Drama Curriculum in Context: Within KS3 we intend to equip students with the skills, knowledge and understanding of dramatic techniques that they will need to interpret themes and issues that surround them within society. In the classroom we model and have high expectations across the board in standards of learning and behaviour. This has been developed through an ethos of respect and creative freedom in the classroom. We intend to stretch and challenge all our students through the development of independent learners and allowing students the freedom of interpretation and the culture that it is OK to get something wrong! Drama is assessable to all groups of students i.e. PP, SEN, EAL, through students working in mixed ability groups and students supporting one another in their learning. Within KS4 and KS5, we intend students to apply their skills, knowledge and understanding of dramatic skills and techniques whilst demonstrating critical judgement in their application. Students can do this with support from teaching staff. Across the school, we aim to give all students the opportunity to experience the Arts in a wider context, for example, to perform in the whole school musical productions, enrichment, visits from professional theatre companies and theatre trips. Curriculum Aims: Our curriculum aims to: Develop confident young people who can communicate effectively with one another. Inspire our students to explore and develop their own ideas creatively. Give students the skills needed to be able to sympathise and empathise with situations around them. Explore and develop their own social, spiritual, moral and cultural understanding. 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: Delivering engaging topics that are relative to the world around them, in a safe and trusted environment. Giving students the opportunity to articulate and express their ideas, views and opinions about a wide range of topics and issues clearly, confidently and respectfully. Enabling creativity by supporting students to develop their own ideas and that of others. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Empathetic citizens who can understand and engage with others outside their own social, cultural and historical setting. Creative and imaginative thinkers who are not afraid to get things wrong. Team players who can communicate effectively in group situations and understand the importance of listening to others to move forward. Articulate individuals who can verbalise their own thoughts, ideas and emotions. Curriculum Outcome: As a result of our curriculum, students will leave RFSS with improved confidence, who have developed the skills required to work as part of a team by communicating effectively with those around them. Students will have taken part in cultural experiences both inside and outside of the classroom that will enhance their understanding of drama, themselves and others. Please view or download our 'Sequence Overview' document for Drama 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. 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.

Pupil Premium Rugby Free Secondary School is committed to providing a positive and engaging learning experience for all students. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Parents & Carers Inclusive education is essential because school is enhanced by inclusion, diminshed without it. Should you require further advice and guidance in addition to the information below, please contact Mr Laity on mark.laity@rugbyfreesecondary.co.uk The Pupil Premium is one of the most important tools we have to address the stubborn link between family income and education outcomes. Used purposefully, it can help tackle some of the barriers that stand in the way of eligible pupils’ progress. Please click the attachment to the left to see our action plan to address the barriers that Pupil Premium students face. Please click the attachment to the left to see our Pupil Premium review statement for 2024 - 2025. Research has found that disadvantaged students have been worst affected by the impact of the pandemic. It is therefore more important than ever that school strategies focus on support for disadvantaged students’. (EEF, 2021) National Context: Taken from (www.gov.uk , 2021): Disadvantaged students tend to have lower educational attainment compared to their peers. This attainment gap exists by 9 months by the end of Year 6 (1 academic year) and by 18 months by the end of Year 11 (2 academic years). The attainment gap has stopped closing for the first time in over a decade. • This has been compounded by the COVID-19 pandemic. The Office for Fiscal Studies shows that at the current rate of change, it will take 560 years for the attainment gap to be equalised. Statistically, there are more families north of London that are classified as being disadvantaged. (www.northernpowerhousepartnership.co.uk 2022) The Six Central Barriers: (Taken from EEF, 2021) 1. Technological Access: There is less access to technology. In several cases, access to technology is shared. In other instances, there is a lack of internet in the household. 2. Aspirations & Understanding: In several cases, there is a generational lack of aspiration, with many students encouraged to follow in the footsteps of their family members. Some disadvantaged households shy away from support mechanisms, sometimes due to embarrassment. 3. Parental Engagement & Support: There are often increased pressures placed on disadvantaged students to earn money, as opposed to studying at home. The need for survival often outweighs delayed gratification. 4. Time: Studies indicate that on average, a non-disadvantaged student in secondary school works for 5.8 hours per week outside of school hours - this compares to 4.5 hours per week for a disadvantaged student. 5. Attendance: Disadvantaged students tend to have lower attendance than their non-disadvantaged counterparts. This is particularly evident when there are key events occurring, such as Mock Exams. Attendance to additional sessions after-school also tend to be lower for disadvantaged students. 6. Qualifications: Some schools narrow the curriculum, meaning that students do not sit qualifications that showcase their holistic skills. Our analysis and school-based research indicates that Barrier 1 is the most prevalent across year groups at RFSS, and that Barrier 2 is particularly common within Key Stage 4. Barrier 5 is also a significant issue in Year 11, with numerous legacy school-refusers (many of whom are PP). Barrier 6 is something being addressed within the Year 9 Options process. The Seven Steps to Success: (Taken from EEF, 2021): 1. What happens in the classroom makes the biggest difference: improving teaching quality generally leads to greater improvements at lower cost than structural changes. Good teaching for all pupils has a particular benefit for disadvantaged pupils. 2. Targeted small group and one-to-one interventions have the potential for the largest immediate impact on attainment. 3. The transition between phases of education – notably early years to primary, and primary to secondary – is a risk-point for vulnerable learners. Year 7 often sees the gap widen further and never recover. 4. Catch up is difficult: we should aim to get it right first time round for all children. 5. Literacy is a vital component for disadvantaged students and there is no excuse for not deploying the existing, extensive evidence to support the teaching of it. 6. Essential life skills (or ‘character’) are important in determining life chances and can be measured in a robust and comparable way. Much less is known, however, about how these skills can be developed and whether they lead to increased academic attainment. 7. Sharing effective practice between schools – and building capacity and effective mechanisms for doing so – is key to closing the gap. Our Approach: At RFSS, our plan is rooted in research and best practice that then been evaluated adapted for our context. The primary foundations for our plan have centred on the EEF’s Guide to Supporting School Planning: A Tiered Approach - and this piece of work underpins the priorities, actions and barriers for Catch-Up at RFSS. The context of our school reflects the themes and patterns from national research, but strategies have been tailored to needs of our students and their families. When compiling potential actions for this academic year, consideration was given to the three tiers explained in the aforementioned EEF publication, which are as follows: 1. Teaching 2. Targeted Academic Support 3. Wider Strategies Consequently, all actions and strategies are mapped against these three tiers, with research used to support the implementation of, and rationale behind, these strategies. Therefore, our strategies relate not just to the academic progress of students, but to their development as a whole. We work hard to ensure that assumptions about the lower expectations of disadvantaged students, and their families, are not made and that diagnostic assessments are used to plan flight paths to map minimum expected progress. All students are taught to strive for maximum progress and attainment, throughout all years and subjects. The research is consistent with surveys of parents and teachers on access to education during the pandemic, which indicates disparities in access to technology and levels of parental support -one potential explanation for why gaps might open between groups of students. The recent evidence is also consistent with prior research, which shows differential learning loss during summer holidays and other school closures, which is summarised in the EEF rapid evidence assessment on school closures. These studies have also influenced the thought process behind the interventions and strategies that have been implemented. It is important to note at this point, the significant challenges that the school has faced prior to the existing Leadership Team joining. Issues such as low staff morale and challenges in recruiting reputable teaching staff led to a poor reputation in the local community; something the new Leadership Team have worked hard to improve since their appointments, ensuring that communication, relationships and community are at the centre of what we do at RFSS. The school is now rated ‘Good’ by Ofsted and has become very popular with record numbers of students in Year 7 (213) and a blossoming Sixth Form (192). The increasing numbers have led to an increase in FSM, Pupil Premium and EAL students. If you are a parent or carer of a Pupil Premium child, some useful links are below: https://www.gov.uk/government/publications/pupil-premium/pupil-premium https://educationhub.blog.gov.uk/2023/04/04/what-is-pupil-premium-funding-for-schools-how-benefit-child/

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

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.

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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

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.

Sixth Form Vocational Subjects Anchor 1 Below are the vocational options we offer at RFSS BTEC in Applied Science Unit 1: Principles and Applications of Science I This unit introduces fundamental scientific principles. Topics include the structure of atoms and molecules, chemical reactions, energy changes in chemical reactions, and the periodic table. Practical laboratory skills and data analysis are emphasized. Unit 2: Practical Scientific Procedures and Techniques This unit focuses on practical laboratory skills and techniques. It covers essential procedures such as accurate measurement, using laboratory equipment, and safe handling of chemicals. Students learn to collect and analyze data from experiments. Unit 3: Science Investigation Skills Unit 3 emphasizes the process of scientific investigation. Students learn how to plan and carry out scientific investigations. It covers aspects like research methods, hypothesis testing, and data presentation. Critical thinking and problem-solving skills are developed. Unit 8: Physiology of Human Body Systems This unit explores the physiology of various human body systems. Topics include the cardiovascular system, respiratory system, musculoskeletal system, and nervous system. Students learn about the structure and function of these systems and their role in maintaining homeostasis. Practical skills in measuring physiological parameters may be included. All the units provide a foundational understanding of scientific principles, laboratory techniques, investigative skills, and human physiology, which are essential for students pursuing applied science studies. Keep in mind that the specific content and depth of coverage may vary depending on the institution and course curriculum. Cambridge Technical in Business Studies The Cambridge Technical in Business qualification is assessed via a combination of 3 examined units and 2 coursework units. The examined units in Year 12 consist of topics ranging from marketing methods, factors influencing a business and financial documents used in businesses. Students will have the opportunity complete examined components in January and June each year and have resit opportunities to boost their grade. In Year 12 students will complete Unit 1 The Business Environment (examination), Unit 2 Business Decisions (examination) and Unit 3 Customers and Communication (coursework). In Year 13 students will complete Unit 4 Working in Business (examination) and Unit 5 Business Events (coursework). In these units students will explore the day-to-day operation of businesses as well as planning, delivering and evaluation their own business event! Cambridge Technical in Digital Media The Cambridge Technical in Digital Media is assessed via Coursework and Exams. In Year 12 you'll study Media audiences and producers across a range of different Media industries. You'll have 2 opportunities to take this 2 hr examination. For your coursework you'll create a magazine in a genre of your choice. In Year 13 you'll explore social media and globalisation as well as pre production skills. These skills will assessed in 2 exams, both of which you can sit twice. Finally you'll learn scriptwriting skills and conventions for your final piece of coursework. BTEC in Food The Level 3 qualification links closely to the GCSE in Food Preparation and Nutrition and Level 2 Hospitality and Catering. In Year 12 you will complete Unit (1), which explores the nutritional needs of individuals and includes a piece of coursework and a practical examination. This unit also includes a written examination at the end of the year. You will have two opportunities to complete Unit (2); once in year 12 and again in year 13. This unit focuses on health, safety and hygiene in the kitchen, and is an externally set brief. Year 13 focuses primarily on Unit (4), which is a research project of your choice. You will compose a research question linked to an issue in the food industry, and carry out primary and secondary research linked to this. Throughout this two year course, you will cook a series of dishes, which enable you to develop key culinary skills, to prepare you for the hospitality industry and independent living. Cambridge Technical in Sport Single Award The OCR Level 3 Cambridge Technicals Extended Certificate in Sport and Physical Activity introduces the sector for learners looking to build a career in sport, within one of its occupational areas. These areas include careers in exercise and fitness, coaching, leadership and sports development. This course provides a more practical, real-world approach to learning alongside a theoretical background, giving learners the knowledge, understanding and skills that they need to prepare for employment. Students will study a wide range of centre assessed coursework units with practical and wider project-based assessment opportunities, as well as examined units on the body systems and the long and short term impacts of sport and physical activity; how sport is organised and the purpose of sports development; sports injuries and rehabilitation; sports coaching and activity leadership and sport and exercise psychology. BTEC in Sport - Double Award Cambridge Technicals in Sport and Physical Activity qualifications help students to achieve their potential and progress to the next stage of their lives, whether that’s higher education, an apprenticeship or employment. Students will study a wide range of centre assessed coursework units with practical and wider project-based assessment opportunities, as well as examined units. There is a diverse range of topics within the OCR Cambridge Technicals in Sport Level 3 Diploma which makes it a hugely interesting course for pupils. From the Sport Science of Unit 1, to the Sport Psychology of Unit 19; from the Biomechanics of Unit 10 to the Sports Coaching of Unit 2; and from the Sports Injuries and Rehabilitation of Unit 17 to the how sports organisations are organised and run in Unit 3. The breadth is vast and stimulating and importantly, relevant to the real world. Learners will develop an appreciation of the importance of physical activity, exercise and sport locally and nationally, different ways of being involved in sport and of how this shapes the sports industry as well as demonstrating and developing their own practical ability and leadership skills. Cambridge Technical in Health & Social Care The extended certificate in Health and Social Care see’s you leave with the equivalent of 1 A level, made up of 4 different units. Two units are examination units, that focus on Human Lifespan Development, how we grow and develop throughout our life and what different factors can impact us, understanding the different effect they can have both positively and negatively on our health and wellbeing. Your second exam, taken in year 13, sees you demonstrate knowledge on those who work within health and social care, including the importance of roles and responsibilities, preventing discrimination, demonstrating knowledge of the care values and much more. There are 2 pieces of coursework where you learn content on a given topic and then have to write a contextualised report on the content, applying it to a case study demonstrating your understanding of the topic and your ability to research around that topic area. Cambridge Technical in Health & Social Care (Double Award) The Diploma in Health and Social Care see’s you leave with the equivalent of 2 A Levels, it is made up of 8 units across the 2 years. You will complete the same 4 units as those doing the extended certificate, as well as an additional 4. Those additional units see you complete an examination on research within health and social care, where you will learn about the importance of research in this sector, how you would carry out research and how it drives change within the sector. You will also complete 2 further pieces of coursework where you will develop knowledge and understanding of safeguarding within health and social care, as well as promoting public health. Your final unit is a unit of work experience. Within this you will spend 100 hours within a setting and in that develop a vast amount of skills that will allow you to pursue your career into heath and social care. Eduqas Criminology Criminology gives students the opportunity to study a professional qualification combined with vocational aspects. During the course students will use theories of criminality to analyse criminal situations and make recommendations for policy changes. Students will explore big questions such as; are criminals born? Or are they made? What drives a person to become a criminal? Have you ever wondered what actually goes on behind the scenes at a crime scene? The course has many links with Psychology, Sociology, History and Applied Science. Curriculum Year 1: Unit 1- Changing Awareness of Crime- Controlled Assessment (25% Diploma, 50% Certificate) Students will learn the fundamentals of crime in England and Wales. They will learn about different types of crime in society, why they are unreported and how the public perceive criminals. They will have the opportunity to plan their own campaign against crime and evaluate whether it would be effective or not in today’s society. Unit 2 Criminological Theories- Exam (25% Diploma, 50% Certificate) Students will find the route of criminal behaviour. They will look at various theories of crime, from psychological, sociological, biological and physiological theories. They will examine real life cases and apply their knowledge to determine the cause of criminal behaviour. Curriculum Year 2: Unit 3 Crime Scene to Courtroom- Controlled Assessment (25% Diploma) Students will start from the very beginning of a criminal case, from the moment of the crime being committed. They will learn what it takes to examine a crime scene, the jobs involved and the process of convicting a criminal. They will examine rights of individuals and make judgements on whether or not a person is guilty of not. Unit 4- Crime and Punishment Exam (25% Diploma) Students will look at the Criminal Justice System in England and Wales and examine the usefulness of punishment within our system. They will look at how punishment has changed over time and give justified reasons for these changes. Students will have the opportunity to discuss whether the Death Penalty is an effective deterrent, or whether radical, novel ideals such as The Purge would be effective in today’s society.