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Careers It is our passionate belief that every child has the right to achieve their very best in whatever field of work they pursue. All that we do at RFSS is aimed towards the future of our students. We endeavour to prepare them for adulthood and the world of work, not only through our curriculum, but very specifically by delivering a thorough, complete and engaging careers programme, which begins in year 7 and continues through to sixth form and beyond. This is an exciting time for our students as we build our careers programme in conjunction with SET for life work. What an amazing opportunity to offer the very best we can to our students, as they prepare to move on to further education, apprenticeships or full time employed work. Book a Careers Appointment If you need further support, you can book an appointment with our careers advisor by emailing Mr Edwards on philip.edwards@rugbyfreesecondary.co.uk Students On this page we have selected some really useful websites to help you research your careers ideas and help you plan your next steps Parents Rugby Free Secondary School benefits from having a Careers Torch Careers advisor who delivers a one-to-one service and works alongside our pastoral teams to deliver a range of services for our students. Find out how you can help as a parent. Employers and Education Providers A number of events, integrated into the school's careers programme, will offer providers and employers the opportunity to come into school to speak with students/their parents/their carers. CEIAG Programme Information on how RFSS utilises Unifrog to embed our careers programme of study across Key stage 3, 4 and 5.

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.

Careers information for PARENTS Should you require further advice and guidance in addition to the information below, please contact Mr Edwards on philip.edwards@rugbyfreesecondary.co.uk Rugby Free Secondary School benefits from having a Career Torch Careers Advisor who delivers a one-to-one service and works alongside the pastoral teams to provide a range of services to our students. These services include: Assistance with college and university applications Securing employment and apprenticeships One to one interviews And help with CVs and application forms. The team also facilitates work experience, careers fairs (internal & external), A-Level and Vocational taster sessions, trips to colleges and universities. Every year Rugby Free Secondary School holds a careers fair attended by higher education institutions, workplaces, public service representatives and the armed services. We also provide career talks on apprenticeships, university & college options and careers on a weekly basis. Posters and flyers about careers events are also posted throughout the school and students are made aware of events via tutor time. Every summer our year 12 students are given the opportunity to take part in work experience. You can view our full careers education, information, advice and guidance (CEIAG) programme on here. ADVICE FOR PARENTS As a parent, you are incredibly influential when it comes to the decisions your child makes in all areas of their lives and that is especially true when it comes to their education and careers. This guide makes it as easy as possible for you to talk to your child about their options. Careers Advice for Parents - Careers Advice for UK parents, young people, school leavers, A Level students, teenagers. Independent, informative & accurate Mumsnet Education - Find all you need to know on getting them from preschool through to higher education. Parent Adviser - Parent Adviser provide useful, up to date advice for parents about the career options available to their children. Advice on UCAS for parents and guardians - Lots of resources and information dedicated to helping parents and guardians support students applying to uni. Paths to Professional Careers – a Parent’s Guide 2024 - Get advice aimed at parents on careers, university and school leaver programmes such as higher apprenticeships and sponsored degrees. CHILD EMPLOYMENT The youngest age a child can work part-time is 13 - except children involved in areas like: television, theatre, modelling. Children working in these areas will need a performance licence. Children can only start full-time work once they’ve reached the minimum school leaving age - they can then work up to a maximum of 40 hours a week. Once someone reaches 16, you may need to pay them through PAYE. Once someone reaches 18, adult employment rights and rules then apply. APPRENTICESHIP INFORMATION A Parent’s Guide to Apprenticeships Information for parents about the benefits of apprenticeships and the opportunities they provide.

CEIAG PROGRAMME Rugby Free Secondary School have invested in Unifrog to bring CEIAG information into one single, impartial, user-friendly platform that helps students to make the best choices, and submit the strongest applications. Unifrog also empowers our teachers and pastoral team to manage the progression process effectively. Review our Blended Learning Plans for CEIAG for Years 7-13 here: Review our CEIAG Action Plan here: SEE HOW WE MEASURE AND ASSESS THE IMPACT OF THE CAREERS PROGRAMME RFSS works closely with the CW Growth Hub . This is an external organisation that supports us to develop and strengthen our careers education strategy across the whole school. At RFSS we use the 8 Gatsby Benchmarks and the Careers Development Institute Framework as a foundation when planning our Careers programme. The effectiveness of our provision is reviewed by the CW Growth Hub and the Careers and Enterprise Company using the Compass Plus Tool. This tool is used by schools and colleges in England to support the analysis and evaluation of careers activity against the eight benchmarks of best practice. This ensures the development of our careers strategy is ongoing. RFSS is a member of the CW Growth Hub . We will benchmark our schools against the Gatsby Benchmarks once a term. In line with the recommendations set out in Gatsby Benchmark 1, we as a school plan to review the published information on an annual basis, inviting feedback from key audiences in our stakeholder evaluation group. Why we evaluate – This careers programme is evaluated every year to assess its efficacy and areas for improvement. Key stakeholders (scholars, parents, teachers and employers) provide feedback on their participation in activities via questionnaires, surveys and focus groups throughout the year. We use the evidence collected to inform continuous improvement of the programme. How we evaluate – the school careers leader combines their own knowledge, evidence and information and provides school improvement recommendations to SLT towards the end of the summer term for the following academic year. What we evaluate Stakeholder Feedback – We review samples of feedback collected using various methods after activities, events and experiences. Implementation – We review what was actually delivered against the programme of planned activity and how well it went. Impact -We measure key performance indicators linked directly to our vision and desired outcomes for our students

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.

Sixth Form Application Process Sixth Form Application Process Back to Sixth Form Home Page Sixth Form Application Process Applications for Sixth Form for September 2025 are now open. To be guaranteed an Interview your application must be submitted by 4 p.m. on Monday 16th December 2024. Anchor 1 core_values2 kind2 endeav3 core_values2 1/18 We strive to develop well rounded individuals who are respectful, curious and resilient. For enquiries please email: Sixthformenquiries@rugbyfreesecondary.co.uk Applications can be made by visiting: https://rugbyfreesecondary.applicaa.com/5 Rugby Free Secondary School Sixth Form applications for 2025 are now open! View / download our Sixth Form Entry Requirements Watch our Sixth Form promotional video for September 2025 Hear from staff and students at Rugby Free Secondary Sixth Form Anchor 2 RFSS SIXTH FORM APPLICATION PROCESS

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.

Student Support: Year 9 Being in Year 9 at Rugby Free offers an exciting and dynamic experience for students. Your child will find themselves immersed in a vibrant and supportive environment that emphasises both academic achievement and personal development. At this stage, students will be encouraged to explore a new range of subjects by choosing their GCSE options at Easter, enabling them to discover their own passions and interests. The school's commitment to students will foster resilience, respect and a sense of collaboration among students. Year 9 provides opportunities for individual growth, with engaging lessons and a supportive network of teachers. Your child will be encouraged to take on new challenges, develop critical thinking skills, and expand their knowledge across various subjects. At RFSS, Year 9 is a pivotal stage where students can thrive academically and personally, building a solid foundation for their future endeavours. Brandon Hallmark HEAD OF YEAR 9 Brandon.hallmark@rugbyfreesecondary.co.uk STUART BRAMBELL ASSISTANT HEAD OF YEAR 9 Stuart.brambell@rugbyfreesecondary.co.uk Meet the Head of Y9 - Mr Hallmark Mr Hallmark has been a member of staff at RFSS for 4 years. He is a specialist in Science and has interests in sports, fashion, fitness and mental health and well-being. Working within the pastoral team has always been a real passion of his. To this end, Brandon has also supported students in improving attendance, working specifically with male students to improve attainment and is in the process of creating a social mental health mentoring group within school. To further enhance his leadership skills, Brandon has recently completed an NPQ in leading behaviour and culture, demonstrating a commitment to creating a nurturing and inclusive school environment. Dealing with the challenges that students face and being able to support their safeguarding needs has been a privilege and a responsibility he has truly enjoyed.

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.

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

Career Information for Students On this page we have selected some really useful websites to help you research your career ideas and help you to plan your next steps: Post 16 Options Visit our Sixth Form page to look at applying to stay at RFSS after Year 11 - https://www.rugbyfreesecondary.co.uk/sixth-form Apprenticeships What is an apprenticeship? How do I apply? Find the answers to these questions, including information and videos on higher and degree apprenticeships. Find an Apprenticeship https://www.findapprenticeship.service.gov.uk/apprenticeshipsearch A guide to apprenticeships https://www.gov.uk/become-apprentice A parents guide to apprenticeships https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/711088/Parent-Guide-Apprenticeships.pdf A to Z of apprenticeships https://www.gov.uk/become-apprentice The complete guide to Higher and Degree Apprenticeships https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/799901/The_complete_guide_to_higher_and_degree_apprenticeships.pdf The definitive guide to apprentices in England https://apprenticeshipguide.co.uk/ Labour Market Information https://www.cwcareershub.co.uk/wp-content/uploads/2021/11/Labour-Market-Information-Autumn-2021.pdf The Coventry and Warwickshire labour market guide for young people and adults. https://discoveruni.gov.uk/ The official website for comparing UK higher education course data. Includes official data for undergraduate courses on each university and college’s satisfaction scores in the National Student Survey, jobs and salaries after study and other key information for prospective students. https://luminate.prospects.ac.uk/what-do-graduates-do What do graduates do? Presents findings from the Higher Education Statistics Agency’s Destinations of Leavers from Higher Education survey (DLHE). Applying to University Are you thinking of applying for university? Want to know how to write a personal statement? Need to know more about student loans? https://www.ucas.com/ is your starting place for all things University related. Explore Career Ideas Not sure what you want to do after school? This section has links to useful websites that will help you research your career ideas Get Into Teaching - If you want to get into teaching, we can help. Get information on training courses, funding, pay scales and tips on how to make a great application. GetMyFirstJob - GetMyFirstJob offers you a whole new way to find Apprenticeships and opportunities to get ahead. Gradcracker - Careers for STEM Students - Where the STEM jobs are. Gradcracker is the UK's careers website for STEM students. Health Careers - Get all the information you need to take the next step in your career. iCould - Get ideas for your future with free career videos, job information, plus advice on career options and the world of work. KUDOS - Kudos is a career development service helping you to explore, develop and maximise your potential. Milkround - Search and apply for the latest graduate jobs, schemes and internships from top UK employers today. National Careers Service (NCS) - NCS provide information, advice and guidance to help you make decisions on learning, training and work. Services include Job Profiles, skills health check, find a course and help to find work, writing an effective CV. National Careers Service – Job Profiles - Over 800 different types of job, from archivist to zoologist. Each one explains: the skills and qualifications needed to get into that job, what the work would be like, the pay you could expect and what the career prospects are. Prospects - Prospects for graduate jobs, postgraduate study, advice about work experience, internship opportunities and graduate careers Rolls-Royce - Anyone – from school leavers to career changers – can earn while they learn with a Rolls-Royce apprenticeship. Step into the NHS - Step into the NHS is a programme of activity targeting 14-19 year olds that aims to promote the range of career opportunities in the NHS Success at School - Explore careers, get information on top employers and search for the latest jobs, courses and advice. Target Careers - Advice on career options after A level, Tips on school leaver schemes and higher apprenticeships, Help making the right uni choice. British Army - Army jobs has over 100+ roles to explore, from combat to engineer, medical or IT. Get prepared to join the Army and learn about what you need to join, what you could become in the Army and what happens once you apply. Royal Air force - A career in the Royal Air Force is like no other. From the speedy role progression to the unrivalled skills and training you receive; all whilst travelling around the world and making friends for life, it really is No Ordinary Job. Royal Navy - A job in the Naval Service means adventure, camaraderie – and lifelong prospects. Every day you make a difference. And no two days are the same. You could be policing the world's oceans, delivering humanitarian aid when natural or man-made disasters strike. Or you could be deployed in combat. No matter what job you do, you'll be a key part in operations around the world. BBC Bitesize Careers - Get the low-down on the world of work, with Bitesize Careers. A site to help you find out what jobs you may be suited to. Get Into Theatre - Get Into Theatre is the essential website to help you find all the information and opportunities you need to pursue a successful career in theatre in the UK. The Medic Portal - Official Royal Society of Medicine partner. Doctor-created guidance for UCAT, BMAT, UCAS, Interview and more! The Lawyer Portal - The Lawyer Portal is partnered with the Bar Council & CILEx and is written by lawyers, with contributions from top law firms.

Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Pankhurst House Leaders Anchor 1 A house leader is someone who will demonstrate RFSS values and ethos, they will have the desire to act responsibly and be a role model for other students. A house leader will be able to converse with staff, peers and the wider community. The are committed to encouraging others and recruiting members of the school community to participate in house events. Jack Yates Tilly Hobson Holly Prestige Eden Iles

Mathematics Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects Mathematics, rightly viewed, posseses not only truth, but supreme beauty. Bertrand Russell M athematics 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. Mathematics Curriculum in Context: Our aim is to develop our students to be intellectually curious, to enjoy the subject and to be able to use their mathematical skills to understand the world around them - both locally and globally. At Rugby Free Secondary School our curriculum is designed to stretch, challenge and support our students so that they receive a high-quality mathematics education and feel mathematically confident. The curriculum will enable the students to recall and apply facts and knowledge, to become fluent in the fundamentals of mathematics through varied and frequent practice, and to develop students’ ability to reason mathematically, so that they have the ability to solve problems that they may come across in the real world, whether now, or in the future. Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. We have found in recent times that we are dealing with greater gaps in knowledge from KS2, with fewer students being “secondary” ready at the start of Y7. More significantly, we have seen an increase in the lack of confidence shown towards the subject, with students requiring greater reassurance when learning new content, and when recalling previously taught topics. Parents and carers also hold this insecurity towards mathematics, and therefore feel less confident in supporting their child with the mathematics being taught to them, which only widens the gap still further. Curriculum Aims: Our curriculum aims to: Give students he ability to think critically about mathematics and communicate confidently, through their numeracy, oracy. and writing Give students the tools to support, evaluate and challenge their own and others’ views through questioning, and using detailed mathematical evidence derived from a range of contexts. Empower our students to: Know more about the maths we study and its appropriate contexts Remember more about the methods used, and to be able to recall these skills independently Do more by applying this knowledge regularly in their own independent practice. 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: Offering a wide variety of interesting, fun and compelling learning activities. Making sure reasoning questions are embedded into the schemes of work in KS3 so that it is clear to what level teachers should be taking discussion and learning to in their classrooms. Making sure topics are regularly revisited and expanded upon over the course of KS3/4. A robust and regular assessment structure is used to help students reflect on their previous learning and knowledge. Maintaining a systematic quality assurance approach to ensure the maximum impact of student knowledge and progress. Emphasising that the use of accurate mathematical vocabulary is paramount to successful maths teaching, and therefore the learner’s progression through the subject Using Home Learning effectively in Key Stage 3 to consolidate students understanding of topics covered in lessons. In Key Stage 4, Home Learning is developed to not only consolidate students learning from the classroom, but also broaden and extend student understanding, and to ensure that students are exam ready. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Empathetic citizens who understand the power and importance of numeracy in society Resilient learners who reflect on their work, and the work of others, diligently, in order to make progress Creative thinkers who challenge and develop interpretations, and reflect this nuanced understanding in the way they approach mathematical problems Articulate individuals who can verbalise their own mathematical thoughts, ideas and arguments Hard-working students who are committed to fully developing and exploring their ideas. Curriculum Outcome: As a result of our curriculum, students will leave RFSS competent with their numeracy skills, and be able to use the problem-solving skills that they have learnt in mathematics in way which can be adapted to many problems beyond the classroom. They will also be empowered in their thinking, viewing the world through a critical lens of mathematics, and understanding that their voices have the power to change it in social, political, cultural and economic contexts. Please view or download our 'Sequence Overview' document for Mathematics 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 school kindness collaboration curiosity respect resilience endeavour _MG_7116_SQUARE _MG_69762 _MG_7116_SQUARE 1/13 Welcome to Rugby Free Secondary School At RFSS we have a culture of high expectations across the school, supported every step of the way by our Trust. We hope you find our website informative and helpful SAFEGUARDING QUERIES SAFEGUARDING QUERIES2 SAFEGUARDING QUERIES 1/2 Miss Jill Simpson-Vince Chair of Trustees Miss Jill Simpson-Vince Chair of Trustees 1/1 Mr Green, Headteacher Miss Jill Simpson-Vince, Chair of Trustees Button Welcome Gallery Section LATEST NEWS Save the date: Summer school is back Monday 31st July to Friday 4th August 2023 news roundel news roundel 1/1 core_values2 kind2 endeav3 core_values2 1/18 Iain Green SLT Iain Green SLT 1/1 Read more Prospectus For those parents and Carers who were unable to attend Year 7 Open Evening, please see a recording of the information session above. Our ethos and values 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. Meet the Team Anchor 1 Of all RFSS parents asked... gallery slide 3G4A9019_SQUARE _MG_6959 gallery slide 1/16 _MG_7282 _MG_7282 1/1 USEFUL INFO SQUARE USEFUL INFO SQUARE 1/1 anon blog2 Iain Green SLT_GREEN friends of RFSS_circle anon blog2 1/3 BLOGS BLOGS 1/1 3G4A8979 3G4A8979 1/1 WHAT'S ON WHAT'S ON 1/1 Privacy Notices Privacy Notices 1/1 Meet the Team Blogs PROSPECTUS BUTTON (1) (1) main pros for web PROSPECTUS BUTTON (1) (1) 1/2 Company number: 09027131

Science At RFSS, science means curiosity and discovery. Through discoveries within biology, chemistry and physics, science has changed our lives throughout history and is vital to the world’s future health, happiness and prosperity. The skills students develop in all science lessons are transferable across multiple career paths, both within and outside of what would traditionally be thought of as a scientific career. Anchor 1 Anchor 2 Back to Subjects Science 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. Science Curriculum in Context: Rugby Free Secondary School (RFSS) is a member of the Learning Today and Leading Tomorrow (LT2) Trust, which encompasses RFSS and Rugby Free Primary School (RFPS). Rugby as a local authority has a higher-than-national average cost of living and is the site of a famous private school as well as 3 grammar schools within the local area. The local context of Rugby influences our curriculum intent and implementation and our offers is driven by the diverse and multicultural nature of our student body and our commitment to celebrate diversity and champion equity and diversion. We cater to a wide range of subgroups with alternative provision available to a higher-than-national average numbers of SEND, pupil premium and EAL students as well as enriching, stretching and challenging high performing pupils to enhance and deepen their understanding of the scientific concepts and world around them. The ongoing impact of the COVID-19 can still be felt across Science learning where student’s disciplinary knowledge of working scientifically and practical skills has been significantly impacted due to the inability to conduct hands on practical work during this time and staff being unable to effectively model and demonstrate practical investigations which support learning. Whilst the impact on substantive knowledge has seen less of an impact, the impact on literacy and numeracy skills has directly impacted student’s foundational knowledge which support the Science curriculum. In a growing technological world the importance of student’s understanding how things work in order to support them in their future careers where Science and technology will play a pivotal role is important. We have built our curriculum in order to engage pupils with the content but also by incorporating real life and Curriculum Aims: Our curriculum aims to: Develop of an inclusive, diverse, and immersive environment focusing on a 360-student experience where academia, creativity, talent, and aspiration is combined with the building of resourceful, resilient problem solvers, fully equipped as outstanding learners to become outstanding world citizens and young adults. Inspire scientific curiosity and confidence by building on the ideas that pupils bring to lessons and have previously learnt in primary science. Prioritise and develop scientific disciplinary and substantive vocabulary and support pupils’ ability to read complex academic texts and write confidently about science. Provide opportunities for structured talk to improve student’s oral communication and responses in order to effectively present solutions and grow their problem-solving skills, as well as accurately analyse and draw conclusions from a wide range of subject matter. Create self-regulated independent learners who are able to apply and link key scientific knowledge and principles across a broad spectrum of contexts and subjects they study. Develop students’ knowledge of working scientifically over time through revisiting disciplinary knowledge throughout each key stage with extensive practical work and or demonstrations; with a focus on specific skills at each opportunity linking to working scientifically and the ‘SET for Life’ principles of RFSS. 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 by shaping content to engaging with the world around pupils using real life contexts and examples. Ensuring that enough time is built into the curriculum for pupils to learn and remember key knowledge and regularly connect new learning to what pupils have already learned and promoting challenge for all, irrespective of starting points. Having suitable curriculum time allocated to science so that all content from the KS3 curriculum is taught in Y7, Y8 and the Autumn term of Y9, which builds on their substantive and disciplinary knowledge from KS2. This is then linked through to KS4 and KS5 to ensure the full breadth of the national curriculum is accessible. Stretch students by introducing disciplinary and substantive vocabulary early in their learning journey to ensure mastery at higher levels and avoid misconceptions e.g. accuracy and precision. Using models to support understanding but also discussing the limitations of models in order to ensure no misconceptions are brought forward into new learning. Ensure pupils have enough opportunities to take part in high quality practical work that has a clear purpose in relation to the curriculum and identifies and sequences the disciplinary knowledge that pupils need to work scientifically. Enriching pupils learning through extra curricula clubs and trips to support, encourage and promote STEM careers. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Resilient, well-rounded and hardworking citizens equipped with analytical and problem-solving transferable skills they are able to take forward with them into their chosen careers. Articulate individuals who can verbalise their own thoughts, ideas, emotions and knowledge and confidently ask questions, explore and challenge ideas about the world around them. Open minded, morally balanced young people who are empathetic to all cultures and beliefs and promote diversity and equity in their everyday lives and encompass and champion British values. Curriculum Outcome: At the heart of our Science curriculum is a passion to ignite curiosity and scientific thinking so students leave RFSS with an understanding of how the world works around them. It aims to empowering them with transferable skills in writing and communication, problem solving, analysis and research strategies to ensure they are equipped for their futures as industrious and productive members of our society who are confident to challenge the world around them and equipped to impact positive change upon it. Biology Chemistry Physics If an elderly but distinguished scientist says that something is possible, he is almost certainly right; but if he says that it is impossible, he is probably wrong. Arthur C. Clarke Anchor 3 Please view or download our 'Sequence Overview' document for Biology Anchor 4 Please view or download our 'Sequence Overview' document for Chemistry Please view or download our 'Sequence Overview' document for Physics 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. Anchor 5 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.

Year 11 Revision 2024 The Senior Leadership & Key Stage 4 Team have provided the following documents to support your child’s learning & revision Subjects You Struggled With Flipped Learning Cognitive Load Theory Keeping Active During Revision Interleaving Student Support: Year 11 Year 11 is a year of opportunity at RFSS. Students are expected to take greater responsibility for their learning. They are encouraged to reflect on all aspects of their learning, seek and respond to feedback, and work closely with subject teachers to address gaps in knowledge and skills. A variety of target-setting days and next-step evenings provide students, parents and carers with support and advice on how to effectively prepare for their GCSE examinations. The Personal Development Programme supports students with effective strategies to develop resilience, and the self-belief needed to achieve their potential. This includes the development of personalised plans for students next steps and opportunities to develop life-skills to support their journey to adulthood. All students have the opportunity to take part in our sixth-form taster days, which provide an insight into a variety of post-sixteen courses and enable students to make an informed choice about their next steps. Year 11 is also a year of celebration of all that has been achieved at RFSS, culminating in the end of year prom, held in June. This event is a fantastic opportunity to share great memories and look to the future. 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 GURJIT RUPAL HEAD OF YEAR 11 rachael.probert@rugbyfreesecondary.co.uk CLAIRE GROOCOCK ASSISTANT HEAD OF YEAR 11 Claire.groocock@rugbyfreesecondary.co.uk Meet the Head of Y11 - Mr Rupal Gurjit is a dedicated educator with over 10 years of teaching experience and a strong commitment to student pastoral care. Having served as Head of Year in several schools, he believes in creating a supportive environment where students feel valued, safe, and empowered to succeed. Now as Head of Key Stage 4, Gurjit is excited to embrace new challenges and use his role to guide students through a pivotal stage of their education. Passionate about research-based approaches, Gurjit is focused on improving student outcomes and life chances, ensuring they gain both academic knowledge and essential life skills. As a PE teacher, his energy and enthusiasm inspire students to lead active, healthy lifestyles, whilst still sharing his expertise and ever developing practise through his involvement and participation in competitive Rugby Union, Basketball, Football, and Cricket. Gurjit’s continued passion and participation in sport reflects the values of teamwork and perseverance that he promotes in his students. Gurjit holds a BSc in Sports Studies from the University of Bedfordshire and completed his SCITT at the University of Birmingham. Gurjit also holds a range of other qualifications and experience that help in his goal to ensure every student achieves their best, academically and personally, with the support and opportunities needed for success.

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

Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Subjects at RFSS Anchor 1 Art and Design Core PE Drama Health and Social Care MFL _ French Psychology Sports Studies Business Studies Creative iMedia English History Music Religious Education Careers Education Criminology Food Preparation and Nutrition Mathematics Physical Education Science Computer Science Design Technology Geography MFL - Spanish PSHE / RSE Sociology Anchor 2 Anchor 3 Anchor 4 Anchor 5 Anchor 6

Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies OFSTED & OUTCOMES Anchor 1 Click the icon for our latest Ofsted report Ofsted Report Pupil Premium Performance Information SEND Information Report and Policy Self Evaluation and School Improvement Plan Key Stage 4 & 5 Provisional Outcomes 2024

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