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Art and Design The Art & Design curriculum is vibrant and dynamic, and is designed to provide students with the skills, knowledge and confidence to continue to study the subject at A-Level and beyond. The curriculum is broad, enabling students to explore different disciplines within Art, Crafts and Design. Students can expect to learn about the formal elements of Art, drawing techniques, science illustration, wire sculpture, pottery, ceramic clay techniques, print making, portraiture and architecture, as well as how to create a personal response in a sustained project. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Art is not what you see, but what you make others see. Edgar Degas Back to Subjects Art Department- Overarching Curriculum Intent 2024 - 25 RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. Art Curriculum in Context: At Rugby Free Secondary School, our Art curriculum endeavours to deliver a comprehensive and well-rounded educational experience, incorporating a blend of traditional and contemporary activities, culminating in students' independent and personal artistic outcomes. We firmly acknowledge that art encompasses a journey of exploration, experimentation, inquiry into various sources, and personal interpretation. It encompasses the development of students' confidence and resilience, enabling them to respond to artistic challenges with imaginative and independent thinking. We recognize that students enter secondary school with varying levels of knowledge and skill, and thus, during their initial term in Year 7 at RFSS, we prioritize the cultivation of drawing, painting, and ceramic techniques. Additionally, we focus on enhancing students' art vocabulary and literacy skills. These foundational skills continue to be nurtured and refined throughout their artistic journey within the comprehensive Art curriculum. In line with the findings presented in Ofsted's report, "Drawing together," which emphasizes the thriving of boys when given opportunities to engage with three-dimensional artwork, our Art department ensures that all genders can derive fulfilment and flourish in their Art lessons. Complementing the aforementioned core skills, students undertake an assortment of stimulating three-dimensional projects, including clay and wire work. Within our Art department, we foster an environment that encourages students to take artistic risks, experiment with diverse techniques, and venture into unfamiliar artistic territories. Thought-provoking assignments, constructive feedback, and engaging projects serve as catalysts for students to surpass their perceived limitations and achieve personal artistic breakthroughs. In alignment with our commitment to ensuring that all students feel capable of achieving success in the realm of Art, we have opted for students to study GCSE and A-Level AQA Art, Crafts, and Design rather than Fine Art. This choice reflects our dedication to providing an inclusive and supportive Art curriculum that accommodates diverse talents and aspirations. Overall, at Rugby Free Secondary School, our Art department strives to provide a nurturing and inspiring environment where students are empowered to explore their artistic potential, challenge themselves, and cultivate a lifelong appreciation for the transformative power of art. Curriculum Aims: Our curriculum aims to: Offer a broad and balanced Art curriculum incorporating traditional and contemporary activities for independent personal outcomes. Foster students' holistic artistic journey, promoting discovery, experimentation, investigation, and personal responses. Develop foundational skills in drawing, painting, and clay, while enhancing art vocabulary and literacy during Year 7. Create opportunities for all students, including boys, to thrive in three-dimensional artwork through projects like clay and wire work. Encourage artistic risk-taking, diverse technique exploration, and personal breakthroughs through thought-provoking assignments, constructive feedback, and engaging projects Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills and enhances their understanding of the world around them. We do this by: Providing students with opportunities to engage in meaningful artistic experiences that foster communication skills. Creating activities that encourage independence, resilience, nurturing students' character development. Exposing students to a wide range of artistic traditions, styles, and techniques from various cultures and historical periods. Creating problem-solving tasks that challenge students to think critically, analyse artistic concepts, and develop innovative solutions. Creating a supportive learning environment where students feel encouraged to take risks, express themselves freely, and embrace their individuality. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Effective Communicators: Students will develop strong communication skills, utilizing various mediums and forms of expression to convey their ideas and emotions confidently and effectively. Resilient Individuals of Character: Our curriculum aims to cultivate resilience, perseverance, and discipline, instilling in students the qualities necessary for personal growth, adaptability, and success in their future endeavours. Culturally Aware and Appreciative: Through the exploration of diverse artistic traditions, students will develop a deep appreciation for different cultures, fostering empathy, respect, and a global perspective. Creative Problem-Solvers: Our curriculum encourages creative thinking and problem-solving, nurturing students' ability to think critically, approach challenges with innovation, and seek solutions from multiple angles. Confident and Self-Expressive: Students will gain self-confidence and a strong sense of self-identity through artistic exploration, empowering them to embrace their uniqueness, take risks, and express themselves authentically Curriculum Outcome: Upon leaving Rugby Free Secondary, students will emerge as confident and resilient communicators who are culturally aware individuals. They will have diverse artistic experiences, problem-solving abilities, and a strong sense of self-expression. All of these attributes will equip them for success in their future endeavours and personal growth. Please view or download our 'Sequence Overview' document for Art Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

Learn a little more about Turing House Turing House Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Our School Learn a little more about Turing House Welcome to Turing House, what a busy and successful year it has been for us! Thinking back to the start of the year, our Turing students have shown great enthusiasm to the House system at RFSS. We started with the naming of our House, which was widely voted for as ‘Turing’, named after Alan Turing, who was incredibly influential in cracking the code which resulted in the end of WW2. As well as this, Alan Turing was very resilient as he continued to be himself in a world that did not accept him for who he was at the time. We have been incredibly successful this year and have so many achievements to boast! These include winning the Dodgeball and Rounders tournaments, winning the Bake-off competition and raising the highest amount of money for our voted charity ‘Fred Bennett’s - Don’t Look Down’ which looks to raise awareness for children’s cancer treatment, making the side effects of treatment kinder to children. Turing House raised a total of £319.00 which is phenomenal in such a short period of time – we can’t wait for this figure to rise again next year in our next fundraising events! A final highlight to note is the incredible success on Sports Day, where Turing House led by 56 points to claim victory and lift the first ever RFSS Sports Day Cup – this will now be engraved and have yellow ribbon all year, what an achievement and long may it continue! As a result, Turing secured 2nd place overall, coming 2nd to Pankhurst with 1125 points! Miss Vella would like to take the opportunity to congratulate and thank all students who have promoted and taken part in the house competitions this year. It is clear to see that Miss Vella’s competitive nature is spreading throughout Turing House and she looks forward to this continuing in September. Let’s start 2023/2024 strong, Turing! The House Cup is in sight already!

High levels of attendance and punctuality are expected, so that students can take full advantage of all educational opportunities available to them. Attendance When letting us know about your child's absence, please always give a reason. All absences have to be coded and then become part of your child's attendance record. If we are given no reason, absences will be unauthorised. On some very busy mornings, it can be very difficult to get through on the phones to leave a message about absence. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 We have two ways you contact us: 01788 222 060 OPTION 1 sixth form absences 01788 222 060 OPTION 2 year 7 - 11 absences Attendance@rugbyfreesecondary.co.uk (year 7 - 11) RFSS-sixthformattendance@rugbyfreesecondary.co.uk (sixth form) Application for Leave of Absence Senior Attendance Champion: Mr Howard Stokes Email: Howard.stokes@rugbyfreesecondary.co.uk Other staff you can contact regarding a child's attendance Rugby Free Secondary School is proudly recognised as an Inclusive Attendance school. Our unwavering commitment to attendance centres around child-centric actions, evidence-informed practices, and a shared understanding of everyone's roles and collective responsibilities to promote exceptional attendance. Inclusive Attendance Professional Development Model Our attendance approach is fundamentally guided by the Inclusive Attendance professional development model. Comprising six tailored Learning Modules, this model empowers us to deepen our understanding by facilitating continuous professional learning for all staff. Within this model, the four domains of practice ensure the provision of professional learning, professional development, evidence-based practices, and exemplary leadership and management to seamlessly integrate theory into practice. Annual Inclusive Attendance 7-Month Development Programme Year after year, we review and further enhance our attendance practices through dedicated participation in the Inclusive Attendance 7-month development programme. This investment allows us to remain at the forefront of educational change and extends unparalleled support to our children and their families, equipping them with access to the finest possible assistance. Multi-Tiered System of Support To guarantee a comprehensive approach to attendance, we implement a Multi-Tiered System of Support. A Multi-Tiered System of Support (MTSS) for school attendance involves three tiers of intervention, with roles for teachers, the school, children, parents, and external agencies – including the Local Authority. Data-driven decision-making and training requirements are pivotal to the implementation of the system. The system aligns with the Department for Education's (DFE) "Working Together to Improve School Attendance" guidelines. Tier 1 - Universal Approach: Establishing a baseline universal attendance approach that benefits all children. Tier 2 - Individualised Strategies and Early Help Support: Tailoring strategies to individual needs and providing early help support for persistent attendance challenges. Tier 3 - Higher Needs Strategies Support: Furnishing specialised support for children, young people, and families with complex attendance requirements, including access to external agency support when necessary. Recognition-Based Approach Our attendance philosophy is rooted in a recognition-based approach that recognises both personal and collective achievements. This approach serves to thwart isolation, prevent victimisation, cultivate positive environments, nurture relationships, foster inclusivity, and ultimately cultivate intrinsic motivation among our children, families, and staff. At RFSS we ensure that all families who require additional support to ensure their child attends school are offered frequent reviews of their child’s progress and ensure that there is a personalised attendance plan in place to remove any barriers and help support reintegration in to school. All plans and support are based on a relationship approach and reflect the knowledge that every child is different. The Importance of School Attendance School attendance is not merely a requirement but a fundamental pillar of education. It plays a pivotal role in shaping academic success, personal growth, and future prospects, making it an indispensable aspect of any educational system. Academic Achievement: Regular attendance directly correlates with academic success. Children who attend school consistently are more likely to keep up with the curriculum, perform better in exams, and improve their life outcomes. Knowledge Acquisition: School is where children acquire knowledge and skills that are crucial for their personal and professional growth. Missing days means missing out on valuable learning opportunities. Social Development: School provides a vital social environment for children and adolescents to interact with peers, develop friendships, and learn essential social skills. Consistent attendance ensures children remain connected to their peer group. Building Routine: School attendance establishes a structured routine in children’s lives, teaching them time management and responsibility, which are valuable life skills. Teacher Interaction: Regular attendance allows for meaningful teacher-child interactions. Teachers can provide personalised support, address questions, and assess individual progress more effectively when children attend regularly. Preventing Knowledge Gaps: Frequent absences can lead to significant knowledge gaps, making it challenging for children to catch up with missed lessons, potentially resulting in long-term academic struggles. School Engagement: Children who attend school regularly are more likely to engage in extracurricular activities, sports, and other enriching experiences that contribute to their overall development. Legal and Parental Responsibility: Parents or guardians are legally responsible for ensuring their child's regular school attendance. Failing to do so can lead to legal consequences. Community Well-being: High levels of school attendance contribute to the overall well-being of communities.

Computers are incredibly fast, accurate, and stupid. Human beings are incredibly slow, inaccurate, and brilliant. Together they are powerful beyond imagination. Albert Einstein Digital Communications -Computer Science Computer Science recognises the well-established methodologies of computing, alongside the technological advances which make it such a dynamic subject. Computer Science includes fresh features, including a programming exam to provide a programme of study for students of all ability levels. Within computer science, students will develop logical thinking skills, and how to "think" like a computer. They will gain practical programming skills in python, one of the most common programming languages worldwide, the concepts of which can be applied to any programming language. They will also learn about the various job roles available for computer scientists in various industries, and begin to develop the skills they need for any of these careers that they may choose to pursue. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects 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 Computer Science 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.

Psychology The Rugby Free Secondary Psychology curriculum allows students to develop an understanding of human behaviour through an exciting array of topics. The A Level curriculum allows students an opportunity to delve into the theories while applying their newly gained knowledge to a wide range of topics and every-day situations They will show an inquisitive mind and enjoy the challenge of this new and unfamiliar subject. 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 become more analytical in the way that they view everyday human behaviours Anchor 1 Back to Subjects Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Like all science, psychology is knowledge; and like science again, it is knowledge of a definite thing, the mind. Psychology 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. Psychology Curriculum in Context: Psychology is an increasingly popular option, at all levels (GCSE, A level and further education), with a 48% growth in entries for AQA GCSE Psychology since 2019 (AQA, 2019, 2023), a 34% growth in entries at A level since 2016 (compared to on average 2.5% growth across all A level entries), making it the second most popular A level course (and most popular overall for female students, second most popular for disadvantaged students FFT, 2022), and over 75,000 students studying psychology undergraduate degrees at university (UCAS, 2015). Conversely to the course’s popularity, attainment of top grades in psychology is slightly lower when compared to other GCSEs and A levels, even when considering teacher assessed grades (Ofqual, 2023), which is likely to be, at least partly, a result of the ongoing impact of COVID-19. Evidence suggests that, due to COVID-19, students have fallen behind on a number of skills which are crucial for success in psychology, most notably literacy (spelling, punctuation, grammar and spoken English) which are required for essay questions and for students to fully engage with debates within Issues & Debates (assessed at A level); mathematics (fractions and problem solving) which make up at least 10% of the marks across the A Level papers and can be assessed on any topic at GCSE; and a lack of practicals in subjects such as science, which is necessary for students to develop understanding of the research methods used within psychology, which makes up at least 25% of marks across the A Level papers and can again be assessed on any topic at GCSE (Ofqual, 2021). Students’ lack of understanding of mathematical content has also been linked to greater maths anxiety, which can cause students difficulties when studying Psychology. Therefore, these are parts of the content which are at the core of our delivery of Psychology, which is why this is the first topic covered in year 10 for GCSE, allowing students to see how important the entire research process is, and link this to the topic of memory covered in year 9. We also begin the A level course by looking at the mathematical and research methods content, allowing this to be interweaved and revised throughout the rest of the two year course. In addition, we provide students with explicit teaching support around the literacy elements of constructing answers to essay questions at both GCSE and A level, and scaffold this support so that students build confidence and independence in these skills. Furthermore, the COVID-19 lockdowns brought about greater prevalence and awareness of a wide variety of mental health conditions. Psychology is ideally placed to support students to understand their own and others’ minds, an area which an increasing number of students are curious to know more about. Through studying the mind and behaviour, students can gain an understanding of why people might think or act in a particular way, and how this thinking and behaviour might be changed. This allows students to develop their ‘psychological literacy’ (defined as developing ‘critically scientific thinkers and ethical and socially responsible participants in their communities’, McGovern et al., 2010). With the diverse nature of RFSS, this skill would encourage and enable students to be inclusive and understanding of students’ different backgrounds. This also develops students who would be suitable for a number of different further education and career options, it has been noted that 72% of psychology undergraduates go directly into employment (UCAS, 2015), but that these cover a broad and diverse range of careers (Nuffield Trust, 2021). This means that students studying GCSE and/or A Level Psychology at RFSS are well placed to navigate the challenging context of employment once they leave RFSS, for example, in Rugby there are higher rates of people employed in jobs in professional, scientific and technical activities, education, and administration and support service activities, all of which are helped by an understanding of psychological literacy (Warwickshire County Council, 2022). In the wider context, there is a growing focus on roles focused on equality, diversity and inclusion, wellbeing of staff, children’s mental health, and wider mental health education, again all of which would be benefitted by an understanding of psychology (APA, 2023). Curriculum Aims: Our curriculum aims to: Fully support our students to be happy, healthy and safe in the modern world, through developing a better understanding of the behaviour of people in the world around them Empower our students to Know more about human behaviour and thinking Remember more about the approaches and key topics within psychology Do more by applying their knowledge to real world contexts and research methods Inspire our students to strive for excellence and success throughout their lives Prepare our students to be both literate and numerate 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 about human behaviour and thinking and independence to research these ideas Facilitating collaboration, where students work with each other to research and conduct psychological studies Promoting challenge for all through the topics we cover and particularly the evaluation and comparison of these topics, irrespective of starting points Enabling creativity, by encouraging students to debate contrasting perspectives (particularly the nature-nurture debate) to find their own voice and arguments for essays Sequencing learning so that students build on their early understanding of psychological approaches and research methods with logical progression, taking into account individual starting points Revisiting previous learning of approaches, research methods and key evaluation areas to support the transfer to long-term memory Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Kind, caring citizens who contribute positively to society in a respectful manner due to their greater understanding of human behaviour around them Reflective learners, who can learn from their work and the work of others, and who are resilient enough to problem-solve, reason, evaluate and debate within exams Articulate individuals who can verbalise their own thoughts, ideas and emotions within debates and evaluation Hard-working and empathetic young people who are constantly applying their learning to real-world situations Curriculum Outcome: As a consequence of our curriculum, students who leave RFSS will be empathetic and self-reflective individuals, competent at considering different opinions whilst being able to argue and support their own perspective. They will have a multitude of necessary skills, therefore, to enable them to progress to any further education course or career they wish to pursue. Please view or download our 'Sequence Overview' document for Psychology What are they learning? 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.

MFL - Spanish 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 will support students to learn a second or third language, but also open their minds to other cultures and ways of living. 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 Spanish Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

< Back Bethany Fortune Student Support Lead beth.fortune@rugbyfreesecondary.co.uk beth.fortune@rugbyfreesecondary.co.uk

Anchor 1 If there are any additional questions or queries you have, whether for this upcoming September admissions or looking ahead to the future, please do not hesitate to get in touch – there is no question too big or too small! You will find our contact details at the bottom of this page. We very much look forward to meeting you all at some point soon as you look to start your secondary school adventure with us here at Rugby Free Secondary School. Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Parents & Carers The move from primary school to secondary school is one that is often faced with a mixture of emotions; excitement, nerves, hope for the future, but a fear of the unknown. My hope is that this page is able to allay some of those fears by providing you with answers to many of the questions you may have around this transition process. Year 7: Transition Hello and welcome to RFSS! We ensure all students can establish positive relationships with their peers, and very quickly feel part of the RFSS family. 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. We will send out a Welcome Pack at the start of the Summer Term with more information regarding the transition process

Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Summer Induction Work 2025 Anchor 1 Please select your 3 subjects below to download digital copies of Summer Transition work Kindness We regularly give ‘shout outs’ for staff who have gone above and beyond and demonstrated an exceptional display of one of our values We encourage and try to support flexible working requests and promote ‘family values’ as something that makes the workforce distinctive. We try to ensure staff have the opportunity to attend personal events or celebrations when requested and within agreed time frame. Collaboration We have an active Staff Wellbeing committee who meet regularly to discuss staff wellbeing and workload. We provide all new staff with a ‘buddy’ to provide support and advice. We plan a variety of staff social events across the year. We provide staff with a free lunch on the day of their duty. We have regular staff breakfasts, provide food on all CPD days and occasional treats such as Pizza! Curiosity We invest heavily in staff CPD and both promote and support opportunities to develop staff. We provide opportunities for all staff to network and visit other schools to improve their practice and share great ideas. Respect We have a Staff Room, where staff can meet, work and even socialise Each faculty has its own staff work room We have regular appraisal conversations to discuss career progression Resilience We promote resilience through our reflective CPD pathways. We have an area in the staff room dedicated to wellbeing which is used to promote health and wellbeing. We share weekly health and wellbeing information. Endeavour Promote a work life balance by being considerate when sending emails and holding meetings. We will endeavor to celebrate our staff and their achievements on a regular basis, for example; a black tie celebration evening.

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

Policies Below are all policies for Rugby Free Secondary School. Please click here for Trust level policies. Please contact us if you want to discuss any of the policies further, or go to Useful Information if you require paper copies. 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. Accessibility Policy Admissions Policy 2024-25 Admissions Policy 2025 - 26 Admissions Policy 2026-27 Attendance and Punctuality Policy Bereavement and Loss Policy CCTV Policy Communications Policy Code of Conduct Policy Complaints Policy Child Protection and Safeguarding Policy Children Looked After Policy Data Protection Policy E-Safety and Data Security Policy Early Career Teacher (ECT) Induction Policy Equalities Information and Objectives Examinations Contingency Plan Exams Policy First Aid Policy Health & Safety Policy Home Learning Policy Information Security Policy Internal Appeals Procedure for Examinations Monitoring Policy Mental Health and Emotional Wellbeing Policy Provider Access Policy Pupil Premium Policy Pupil Premium Strategy and Review Records, Management and Retention Policy Relationships for Learning (Behaviour) Policy Remote Learning Plan 24/25 RHSE Policy Safeguarding Policy Safer Recruitment Policy SEND Overview SEND Policy SMSC Policy Teaching and Learning Policy Uniform Policy Whistleblowing Policy

Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies The Trust Anchor 1 Rugby Free Secondary School is proud to be part of Triumph Learning Trust. A Trust formed through the merger between Learning Today Leading Tomorrow and Triumph Trust in September 2024. Further information on the Trust, its governance structure and finances can be found on our website . CEO: Sarah Malam Registered Address: Anderson Avenue, Rugby, CV22 5PE Trust Phone Number: 02476 688918

Rugby Free Secondary School Provider Access All pupils in years 8-13 are entitled: To find out about technical education qualifications and apprenticeships opportunities, as part of a careers programme which provides information on the full range of education and training options available at each transition point; To hear from a range of local providers about the opportunities they offer, including technical education and apprenticeships – through options events, assemblies and group discussions and taster events; To understand how to make applications for the full range of academic and technical courses. A number of events, integrated into the school careers programme, will offer providers and employers an opportunity to come into school to speak to pupils and/or their parents/carers. A provider or employer wishing to request access should contact Mr Edwards, Careers Lead: on 01788 222060 or email: philip.edwards@rugbyfreesecondary.co.uk You can view our full careers education, information, advice and guidance (CEIAG) programme on here. You can review our provider access policy here:

Registering your child for free school meals means that the school will receive extra money to enhance your child's education? Free School Meals You may have heard about the Government initiative, the “Pupil Premium”. It is a grant available for schools, determined by the number of students eligible. If your child is in receipt of Free School Meals (FSM), or has been within the last 6 years, this grant is then offered to the school to support your child’s learning. The Pupil Premium is targeted funding; we have to demonstrate to the Government how we use the funding to benefit your child. Anchor 1 Back to Our School Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 There is a Pupil Premium strategy. This includes extra-curricular activities, literacy and numeracy assistance plans, homework clubs and revision clubs; all designed to enhance your child’s education. If you are successful in registering for FSM, your child immediately receives the benefit of school lunches. You may have made the decision to provide your child with a packed lunch out of preference. Consider that if you choose your own packed lunch option, then you should still register with the school so that school are in receipt of this grant. Schools will receive a further £935 for each student in year 7 to year 11, registered as eligible for free school meals (FSM) at any point in the last 6 years: If you think your child might be eligible for free school meals please apply by following the link below: Apply for free school meals 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.

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

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. 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 Please click the below area for information specifically relevant to your childs' year group:

Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Student Leaders Anchor 1 Student Leaders at RFSS encapsulate our six core values at all times. They have aspirations to become leaders in their adult lives and are passionate about using their voices to empower change among the student body of our school. They are elected democratically by their tutor groups after a short presentation. Students Leaders are representatives for their form and support staff with ensuring the smooth running of multiple school events. We look forward to them becoming a central part of our new and growing community. Year 7 Student Leaders 7.1 Seb Kallah, Josh Murphy 7.2 Sienna Smyth, Penny Hobson 7.3 Mara Baesu, David Szulc 7.4 Freya Walker, Ruby Clarke 7.5 Amara Brassey, Malachi Chambati 7.6 Rebecca Coltan, Khwezi Moyo 7.7 Willow Palmer, Sofiya Shadiq Year 8 Student Leaders 8.1 Keira Cossar, Evan Gravell 8.2 Theo Muller, Dorrit Davies 8.3 Hala Al Tourn, Shub Vaja 8.4 Stefan Manea, Lydia Wu 8.5 Abraham Jarju, Ellie Patrick 8.6 Sofia Bates, Jessica Charlton Year 9 Student Leaders 9.1 Freddie Green, Kiefer Teasdale 9.2 Lauren Wilkins, William Barlow 9.3 Aquila Dulco, Zack Lowe 9.4 Cianan Evans, Hidaya Ahmed 9.5 Junior Kabeya, Angelo Laye Year 11 Student Leaders 11.1 Jacob Green, Emine Das 11.2 Nicole Finnegan, William Carvell 11.3 Hemali Mistry, Hazel Jennings 11.4 Ella Trainer, Harrishan Sivaraj 11.5 Toby. O, Anastasia. G 11.6 Muhammad Salman, Elijah T 11.7 Gabriel Stroe, Nicole Nolberczak Year 12 Student Leaders Denise Veiga, Petala Dulco Lexi Issitt, Zoe Dredge Cameron Sheepy, Melissa Maron Brogan Flowers, Freddie Ouattara Richie Ford Alvin Leung Year 13 Student Leaders Drew Moore, Jack McCulloch Lauren Gibbons, Harriet Pryor Tsunguari Chirumba, Joe Torrance Matthew Sanders

Rugby Free Secondary Meet the Team Prospectus Admissions Equal Opportunities Free School Meals Attendance Standards and Expectations Useful Information Policies Year 11 Head Students Anchor 1 Austin Morris - Head Student Eshaal Islam- Deputy Head Student Ananya Veeragandlam - Deputy Head Student Head Students at RFSS encapsulate our six core values at all times. They have aspirations to become leaders in their adult lives and are passionate about using their voices to empower change among the student body of our school. They are elected democratically by their peers and staff, after a leadership campaign, during which they must demonstrate their vision for and commitment to the school community. Our Head Students are role models for all students in the school, illustrating a strong academic skill set, alongside a compassion for the wellbeing of all students and staff at RFSS. They challenge all students to hold themselves to high standards, and coordinate and inspire the whole Student Leadership Team to do likewise. They play a key role in promotional events for the school and are a vital link for communication and collaboration between staff and students. We look forward to them becoming a central part of our new and growing alumni community.

Sixth Form Academic Subjects Anchor 1 Below are the academic options we offer at RFSS A Level Art Students will undertake a mini practice project to prepare them for component 1 & 2. During component 1 they will choose a personal investigation. Alongside the investigation they will produce a 1000 - 3000 word essay about their chosen investigation and research. Component 1 forms 60% of the final grade, and component 2 forms the remaining 40%. Component 2 consists of a 15-hour exam and a supporting portfolio. A Level Biology Biology is a subject sought after by many employers as it allows students to develop their ability to adapt and work logically in both learned and new environments. This is a two year linear course and the A level is based on the exams taken at the end of year 13. In their first year of study, students will complete four units of work: biological molecules; cells; how organisms exchange substances with their environment; genetic information, variation and relationships between organisms. Each of these units will also contain required practicals that will need to be completed as part of the practical endorsement for this subject. In the second year of study, students will complete a further four units of work: energy transfers in and between organisms; how organisms respond to changes in their internal and external environments; genetics, populations, evolution and ecosystems; the control of gene expression. Each of these units will also contain required practicals that will need to be completed as part of the practical endorsement for this subject. A Level Chemistry Students will study aspects of Physical, Inorganic and Organic chemistry in both years of the course. The Year 12 course covers the following from 1 - Physical Chemistry: Atomic structure, Amount of substance, Bonding, Energetics, Kinetics, Chemical equilibria and Oxidationd, reduction and redox equations. 2 - Inorganic Chemistry: Periodicity, Group 2 and Group 7. Alongside this students will complete the specified Required Practicals. Students will study further aspects of Physical, Inorganic and Organic chemistry in Year 13. The Year 13 course covers the remaining topics from Physical Chemistry, Organic Chemistry and Inorganic Chemistry: 1 - Physical Chemistry: Thermodynamics, Rate and equations, Equilibrium constant for homogeneous systems, Electrode potentials and Acids and bases. 2 - Inorganic Chemistry: Properties of Period 3, Transition metals, Reactions of ions in aqueous solution. Alongside this students will complete the specified Required Practicals. A Level Computer Science A-level specification in computer science will have students develop: • an understanding of, and the ability to apply, the fundamental principles and concepts of computer science, including abstraction, decomposition, logic, algorithms and data representation • the ability to analyse problems in computational terms through practical experience of solving such problems, including writing programs to do so • the capacity for thinking creatively, innovatively, analytically, logically and critically • the capacity to see relationships between different aspects of computer science • mathematical skills related to: Boolean algebra; comparison and complexity of algorithms; number representations and bases. • the ability to articulate the individual (moral), social (ethical), legal and cultural opportunities and risks of digital technology. Curriculum Year 1: Subject content: 1. Programming – imperative procedural-oriented, OOP, recursive techniques 2. Data structures – arrays, lists, dictionaries, hash tables, queue, graph, tree, stack, vector, fields, records, files (text & binary) 3. Algorithms – traversal, search, sort, optimisation 4. Theory of computation – abstraction, automation, FSM with and without output, language hierarchy, complexity, Turing machines 5. Data representation – number systems/bases, information coding systems, encryption 6. Computer systems – logic gates, Boolean algebra, program translator types, classification of programming languages, system software 7. Computer organisation and architecture – machine code/assembly language, CPU, internal components of computer, external hardware devices (limited range) 8. Consequences of uses of computing – software and their algorithms embed moral & cultural values, issue of scale brings potential for great good but also ability to cause great harm, challenges facing legislators 9. Communication and networking – communication methods/basics, network topology, wireless, the Internet, TCP/IP, CRUD applications and REST, JSON, JavaScript Curriculum Year 2: Subject content: 10. Databases – data modelling, relational database, SQL, client server databases 11. Big Data – volume/velocity/variety, fact-based model, distributed processing and functional programming 12. Fundamentals of functional programming – function type, first-class object, function application, partial function application, composition of functions, map, filter, reduce, lists 13. Systematic approach to problem solving – skills needed for Paper 1 and NEA 14. NEA - The computing practical project A Level Drama Yr 12 & 13 is spent preparing, rehearsing and examining students for their Component 1, 2 & 3 examinations. Students are encouraged to work as part of a group, whilst also being able to be independent with their studies. Students are encouraged to book masterclass sessions with their teacher to refine their practical and written work. We offer students the opportunity to attend live theatre productions and work alongside professional artists. C1 - Theatre Workshop Internally assessed, externally moderated, 20% of qualification Students participate in the creation, development & performance of a piece of theatre based on a reinterpretation of an extract from a text. Students must produce a performance and a creative log. C2 - Text in Action Externally assessed by a visiting examiner, 40% of qualification Students participate in the creation, development and performance of two pieces of theatre based on a stimulus; a devised piece and an extract from a text. Students must produce two performances and a process and evaluation report. C3 - Text in Performance Written examination, 40% of qualification Students must answer two questions based on two different texts, one written pre-1956 and one written post-1956, whilst also answering a question based on a specific extract from The Curious Incident of the Dog in the Night-Time. A Level English Literature & Language This A Level course offers opportunities for students to develop their subject expertise by engaging creatively, critically and independently with a wide range of texts. Using literary and linguistic concepts and methods, students analyse literary and non-literary texts in a range of modes and genres, in the process gaining insights into the nature of different discourses and ideas about creativity. Students develop skills as producers and interpreters of language by creating texts themselves and critically reflecting on their own processes of production. The 2 year course comprises of 3 components: Component 1: 'Telling Stories’ Section A: Remembered Places ( studying the AQA Non-Fiction Paris Anthology) Section B: Imagined worlds (studying a prose text) Section C: Poetic Voices (studying a collection of poetry by a particular poet) Component 2: 'Exploring Conflict’ Section A: Writing about Society (studying a set text with the purpose of producing re-creative writing and a critical commentary) Section B: Dramatic Encounters (studying a drama text) Component 3: 'Making Connections’ A personal investigation that explores a specific technique or theme in both literary and non-literary discourse. A Level English Literature English Literature A Level encourages students to explore the relationships that exist between texts and the contexts within which they are written, received and understood. Studying texts within a shared context enables students to investigate and connect them, drawing out patterns of similarity and difference using a variety of reading strategies and perspectives. English Literature privileges the process of making autonomous meaning, encouraging students to debate and challenge the interpretations of other readers as they develop their own informed personal responses. Curriculum Year 1: The 2 year course comprises of 3 components: Component 1: 'Love Through the Ages’ Section A: Shakespeare Section B: Unseen Poetry Section C: Comparing Texts (one pre and one post 1900) Component 2: 'Texts in Shared Contexts: Modern Times’ Section A: Set Texts Section B: Contextual Linking (comparing two texts) Component 3: 'Texts Across Time’ An independent critical study of two texts, at least one of which must be pre 1900. A level Geography Geography is for those interested in the world around them, and how people and the environment interact. It is suitable for those interested in the sciences and natural sciences, but who want to focus on actual places and real life situations, taking in traditional and contemporary issues. By studying Geography at A- Level, students will develop a deep understanding of the world around them and how it can change. Geography combines well with both arts and science subjects. Curriculum Year 1: Water and the carbon cycles Focuses on the major stores of water and carbon at or near the Earth’s surface and the dynamic cyclical relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography. This topic invites students to contemplate the magnitude and significance of the cycles at a variety of scales, their relevance to wider geography and their central importance for human populations. Hazards Focuses on the lithosphere and the atmosphere, which intermittently but regularly present natural hazards to human populations, often in dramatic and sometimes catastrophic fashion. By exploring the origin and nature of these hazards and the various ways in which people respond to them, students are able to engage with many dimensions of the relationships between people and the environments they occupy. Changing Places Focuses on people's engagement with places, their experience of them and the qualities they ascribe to them, all of which are of fundamental importance in their lives. Students acknowledge this importance and engage with how places are known and experienced, how their character is appreciated, the factors and processes which impact upon places and how they change and develop over time Geographical Fieldwork All students are required to undertake fieldwork in relation to processes in both physical and human geography. Students must undertake four days of fieldwork during their A-level course. Curriculum Year 2: Physical Geography a choice of: Glacial landscapes Focuses on glaciated landscapes. These are dynamic environments in which landscapes continue to develop through contemporary processes but which mainly reflect former climatic conditions associated with the Pleistocene era. Coastal systems Focuses on coastal zones, which are dynamic environments in which landscapes develop by the interaction of winds, waves, currents and terrestrial and marine sediments. The operation and outcomes of fundamental geomorphological processes and their association with distinctive landscapes are readily observable. Hot deserts and landscapes The focus is on hot deserts and their margins, where the operation of characteristic aeolian and episodic fluvial processes with their distinctive landscape outcomes are readily observable. Human Geography a choice of: Global systems and global governance Focuses on globalisation – the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. Population and the environment Designed to explore the relationships between key aspects of physical geography and population numbers, population health and well-being, levels of economic development and the role and impact of the natural environment. Contemporary urban environments Focuses on urban growth and change which are seemingly ubiquitous processes and present significant environmental and social challenges for human populations. Resource security Focuses on the large-scale exploitation of unevenly distributed natural resources, which is one of the defining features of the present era. A Level History A level history will encourage you to: Develop an interest and enthusiasm for history and an understanding of its intrinsic value To acquire an understanding of different identities within society and an appreciation of aspects such as social, cultural, religious and ethnic diversity. To improve your ability to be an effective and independent learner and a critical and reflective thinker. To develop your ability to ask relevant and significant questions about the past and to research them. To develop your use and understanding of historical key terms, concepts and skills To make links and draw comparisons within and across different periods and aspects of the past. To organise and communicate your historical knowledge and understanding in different ways, to be able to argue a case and reach substantiated judgements. We will be studying: Component 1 – 1C The Tudors: England, 1485–1603 2Q The American Dream: reality and illusion, 1945–1980 Component 3: Historical investigation A level Maths A Level Mathematics A qualification in Mathematics is sought after by many employers, as it develops skills in logic, communication and problem solving. The A-level course is examined after 2 years of study over 3 two-hour papers. These papers cover Pure Mathematics and Applied Mathematics in the form of Statistics and Mechanics in a ratio of 2:1. Students will be assessed throughout the course in order to provide directed support, there will be a blend of topic-based assessments to inform students of the competency with a given topic and multi-topic assessments to support retrieval and to give students a picture of the long term understanding of the course Skills Needed: · Have very good mathematical knowledge · Be tenacious · Be independent learners · Be problem solvers · Go above and beyond what is expected · Have a genuine love for the subject Enrichment Those with a Grade 8 in Mathematics will have the opportunity to undertake study in aspects of the A Level Further Maths curriculum. A level Further Maths Curriculum Year 1: A-level Further Mathematics is a linear specification with no specific modules. All students will learn aspects of: • Pure Mathematics • Mechanics • Decision Mathematics. Assessment Year 1: The course is 100% examined at the end of the final year. Within year 1 assessments will consist of 2 written internal exam papers at the end of Year 12 Based on the Year 1 content. Paper 1: Core Pure mathematics. Paper 2: Decision & Mechanics. Curriculum Year 2: All students will learn aspects of • Pure Mathematics, • Mechanics • Decision Mathematics Pure Mathematics accounts for half of the curriculum with Mechanics and Decision each accounting for a quarter of the currciulum. The second year curriculum builds on and extends on what was covered in the first year of both A Level Mathematics & Further Mathematics and introduces a range new topics. Assessment Year 2: This course is 100% exam based and will consist of 3 written exam papers A-level Paper 1: Core Pure Mathematics 1. 1 hour 30 minute exam paper out of 80 marks. Accounts for 1 quarter of the final A level qualification A-level Paper 2: Core Pure Mathematics 2. 1 hour 30 minute exam paper out of 80 marks. Accounts for 1 quarter of the final A level qualification A-level Paper 3: Further Mechanics. 1 hour 30 minute exam paper out of 80 marks. Accounts for 1 quarter of the final A level qualification A-level Paper 4: Decision Mathematics. 1 hour 30 minute exam paper out of 80 marks. Accounts for 1 quarter of the final A level qualification A level Philosophy & Ethics A level Physics A-Level Philosophy and Ethics is a course aimed at students who want to develop their analytical and critical thinking skills, as well as asking questions about the world we live in. From ethical conundrums to debates around the nature of knowledge, religion and the mind itself, students will be presented with engaging texts from a variety of viewpoints, and will become adept at using these to articulate their own worldview. Curriculum Year 1: The curriculum in Year 1 will consist of modules 1 and 2 of the A-Level course: Epistemology: This focuses on the concept of knowledge; what it is, when we can truly 'know' things and what the criteria are for this. This includes: The Tripartite view of knowledge Perception as a source of knowledge with reference to Direct Realism, Indirect Realism and Berkeley's Idealism Reason as a source of knowledge with reference to Innatism, the debate between intuition and deduction The argument from Scepticism and the limits of knowledge 2. Moral Philosophy: This focuses on ethical debates- you will examine differing moral theories, applying them to situations and taking a closer look at what it actually means to refer to something as 'right' or 'wrong' This includes: An in-depth study of three moral theories; Utilitarianism (Bentham and J.S Mill) Deontology (Kant) and Virtue Ethics (Aristotle) Applied ethics- applying these theories to ethical debates surrounding stealing, simulated killing (within computer games, plays, films etc), eating animals and telling lies Meta-Ethics- the status of moral language and whether moral statements, such as 'murder is wrong' can have truth values. Curriculum Year 2: The curriculum in Year 2 will consist of modules 3-4 of the A-Level Course: 3. Metaphysics of God This module focuses on the nature of the Judeo-Christian God- arguments for his existence and the status of religious language. This includes: The Ontological, Teleological (Design) and Cosmological arguments for the existence of God. The Problem of Evil- what it is and its ramifications for the existence of God Religious language- Cognitivists and Non-Positivist debates over the status of religious language and what it means. 4. Metaphysics of Mind This module focuses on philosophical debates about the human mind and the idea of 'consciousness', such as the 'Mind-Body Problem'. This includes:# Dualist theories- Property Dualism and Substance Dualism Physicalist theories- theories such as Eliminativism and Physicalism, which states the mind is part of the body and not a separate entity/substance Functionalism- all mental states can be explained in terms of their functions. Physics is a subject sought after by many employers as it allows students to develop their ability to adapt and work logically in both learned and new environments. This is a two year linear course and the A level is based on the exams taken at the end of year 13. Curriculum Year 1: Students will study a broad range of Physics in Year 12 as a foundation for the Year 13 course. This will include Measurements and errors, Particles and radiation, Waves, Mechanics and materials and Electricity. Students will also compete all specified Required Practicals. Curriculum Year 2: Students will be expected to have good knowledge of the Year 12 work and in addition to this will study: Further mechanics and thermal physics, Fields and their consequences and Nuclear Physics. In addition to this an Option Topic will be chosen from the following: Astophysics, Medical physics, Engineering physics, Turning points in physics or Electronics. This decision will be made by the science department at RFSS. A level Product Design Students have the opportunity to take an A-level in Product Design following the AQA specification. This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers. Especially those in the creative industries. They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning in to practice by producing prototypes of their choice. Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers. A level Psychology We provide a broad A Level Psychology curriculum that not only promotes mastery, but encourages students to be curious, resilient learners who use these skills regularly, long after their A levels have ended. Learners will experience a curriculum that is broad, balanced, and relevant. Topics range from Attachments, Social influence, Memory and Psychopathology to, Approaches, Research methods, Schizophrenia and Aggression, to name but a few. Through this, they will develop their knowledge of Psychological issues, research studies, theories, and models in a range of topic areas. They develop the higher order skill of evaluation by examining strengths, limitations, and other discussion points such as compare and contrast through the duration of their studies. Parallel with this, is the development of research methods skills so that students are able to understand the issues and challenges of studying human behaviour using the scientific method. They learn how to read, process, interpret and record data so that they are able to draw sound evidence-based conclusions. This permits them to understand the complexity of psychological issues and move away from simplistic answers towards more developed discussions that allows for them to formulate academic, evidence based arguments and an understanding of some of the deeper philosophical arguments that run through the heart of psychology including reductionism, determinism, free-will and holism. Students will develop their ability to apply Psychological concepts in activities that promote real world application and therefore support in their ability to apply knowledge and understanding to a wide range of behaviours and contexts. A Level Exam Board and Spec AQA A Level Psychology 7182 A level Sociology A Level Sociology allows for a greater understanding of the society in which we live, with a particular focus on Post Modernity and whether the traditional perspectives can still be applied to the world we now live in. It considers what key Sociologists say about external factors within society and how these influence and shape individuals actions. Core components: Compulsory content: Education with Theory and Methods. Optional content: Topics in Sociology: Families and households. Optional content: Topics in Sociology: Beliefs in society. Compulsory content: Crime and deviance with theory and methods

Physical Education At RFSS, GCSE PE gives students the opportunity to dig deeper into sport performance at its best. To learn the physiology and biomechanics behind the human body in sport, is to understand why it can perform skills required in different sports. We learn how our bodies systems work together to protect, nourish, move, recover and train for all sports. We learn about the psychology behind the perfect game or the perfect execution of a skill and how our mental state impacts what we do. Anchor 1 Anchor 2 core_values2 kind2 endeav3 core_values2 1/18 Back to Subjects To keep the body in good health is a duty...otherwise we shall not be able to keep the mind strong and clear. Buddha Physical Education [PE] Department - Overarching Curriculum Intent (September 2023) RFSS Curriculum Vision Statement: To build an inclusive curriculum which is aspirational for all and empowers our students to make outstanding academic and personal progress. PE Curriculum in Context: Our intention is to deliver an ambitious, inclusive and challenging curriculum that will stimulate students physically, socially and cognitively within PE lessons. It will inspire our students to be confident, independent and inquisitive learners. Our aim is to promote a healthy active lifestyle focusing on enjoyment, a love of sport, physical activity and the importance of well-being. With the increased use of modern technology, social media and the impact of Covid 19, research has shown that fundamental movement skills are lacking in our young people. Social skills are also a concern. PE at Rugby Free strives to fill in the gaps as well as improve these skills for all students. Communication, leadership and teamwork skills are developed, increasing students’ physical as well as mental health and well-being. We will provide the students of the Rugby area with a broad, inspirational curriculum that allows for opportunities to participate in competitive sport (team and individual) whilst ‘Physically Educating’ pupils, in an inclusive environment regardless of sporting ability. The department will continually push the importance of sporting values, such as, fairness and respect along with core British values. These will form the heart of the curriculum and will continually be revisited, along with opportunities to build character and resilience in pupils at every opportunity. Curriculum Aims: Our curriculum aims to: Instill and develop fundamental movement skills to give students the best chance of establishing and maintaining physically active lives both across a broad range of activities and in the long term. Give students full access to the National Curriculum for PE which is differentiated to meet students’ learning needs and styles. Implement the national curriculum for PE to ensure that all pupils: develop competence to excel in a broad range of physical activities. are physically active for sustained periods of time. engage in competitive sports and activities. lead healthy, active lives. Explore and develop the students’ physical, social, emotional and cognitive skills as well as promoting literacy and numeracy skills. Allow success to be experienced and exhibited for all students to encourage inclusion and independence. Provide students with the opportunity to express themselves physically, challenge themselves and others, experience different environments and activities, work together and release energy which will benefit the students’ mental health and lower anxiety levels. Allow students to achieve success in a variety of roles in PE such as leadership and officiating, not just practically. This will enhance their social and communication skills, self-belief as well as developing independent learners. Develop a healthy life-long love of sport and physical activity. Our broad and balanced curriculum concentrates on developing our students’ key knowledge and skills, and enhances their understanding of the world around them. We do this by: Providing fun and engaging PE lessons that are enjoyable, challenging, socially supportive and accessible to all. Exposing students to a variety of sports [both team and individual], physical activities and roles supported by passionate staff in lessons and after school during extra-curricular provision. Educating students into the mental benefits as well as the physical benefits of PE. Ensuring lessons are fully inclusive, nurturing students, promoting positive values, encouraging participation, as well as promoting excellence. Encouraging academic and personal progress through regular monitoring and assessment. Incorporating literacy and numeracy into PE lessons for cross curricular links and exploring new initiatives to get students more active. Our curriculum is focused on the development of communication, character and cultural capital of each individual student, so they become: Students who demonstrate the values of teamwork, passion, respect, determination, self-belief and honesty. Enthusiastic students who are motivated to take part in a wide variety of sports and physical activities both in and out of school. Hard-working students who are committed to fully developing and exploring their ideas. Resilient learners who reflect on their work, and the work of others in order to make progress. Physically and mentally aware students who understand the importance of being physically active and how to regulate their own mental health through physical activity. Ethically conscious students with values and morals. Moral traits such as kindness, respect, fairness, honesty and an appreciation of others. Curriculum Outcome: As a result of our curriculum, students will leave RFSS with a strong knowledge of a wide range of sports along with health and fitness ideas, on how to maintain a lifelong healthy and active lifestyle.  They will leave wanting to be physically active, maintaining a lifelong involvement in sports and physical activity through participation, leadership or officiating. They will also leave knowing the importance of being physically active to their mental as well as physical health and with the social and communication skills combined with the self-confidence and independence needed to be successful in the future. Students who take the academic route through sport have an ability to gain employment within sport and gain access to Colleges/Universities. This will give them the opportunity to further study sport related courses and to supplement their understanding of the human mind and body and how it reacts to physical activity. Please view or download our 'Sequence Overview' document for PE 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. A Level Specification