Education at Freeman College
Through craft and land-based activities, pupils develop resilience, responsibility, and a strong sense of community. The use of natural materials and outdoor learning environments supports pupils’ physical and emotional well-being, with drama and art further enriching this holistic approach, helping students build confidence, communication skills, and self-awareness.
The curriculum
The curriculum at Freeman College focuses on craft activities including the hand forging of spoons, forks and knives, including whittle tang. Textiles, copper spinning, pewter work, jewellery, Iron Age forge and green woodwork are also offered.
Alongside the urban environment of the college, we have a nine-acre biodynamic market garden. Here at High Riggs, students grow the produce used in the residential homes, in the Fusion Café and the canteen at Freeman College. They help to harvest and carefully prepare the vegetables for the successful community box scheme run by High Riggs.
Students contribute to our social enterprise in the on-site Fusion Café and Bakery, all of which serve the local community.
Careers Education
Careers Lead: Emma Garratt, Deputy Principal
Contact: 07812321277 or email emma.garratt@fmc.rmt.org
Ruskin Mill Trust’s vision is that each student is on a journey towards ‘self-generated conscious action.’ Drawing on the visions and values of the Trust, Freeman College understands careers in its widest sense – how individuals can make a meaningful contribution to society based on their unique talents, abilities and aspirations. This is the guiding principle that informs our approach to CEIAG.
Learners at Freeman College complete meaningful work, with skills for adult life and preparation for adulthood built into the PSTE curriculum. Students experience an environment reflecting the world of work, where they learn to work safely with tools and in different weather conditions, developing transferable skills in preparation for their next steps beyond college. Preparing for adulthood outcomes including work readiness, community inclusion and managing health and wellbeing, are also achieved through topics integrated into sessions such as healthy eating, healthy relationships and managing emotions.
Our CEIAG curriculum has been developed in line with the eight Gatsby benchmarks for ensuring best practice:
1. A stable careers programme
2. Learning from career and labour market information
3. Addressing the needs of each student
4. Linking curriculum learning to careers
5. Encounters with employers and employees
6. Experience of work places
7. Encounters with further and higher education
8. Personal guidance
It aims to ensure that our students, where appropriate, are able to access the independent information and guidance they need to help them choose pathways that are right for them, and to be able to manage their life choices beyond college. Our careers programme includes: employer engagement activities and experiences, social enterprise sessions, internal and external work experience, and independent advice and guidance alongside a bespoke study programme implemented by a student’s Education, Health and Care Manager.
Students are able to engage in external work placements within the timetable, pursuing their interests in line with their aspirations. Sessions build towards a student completing an outward facing programme within their transition year, to best prepare for them for the next stage in their adulthood.
Outdoor Learning
High Riggs is a 9 acre biodynamic market garden where students can grow and harvest healthy vegetables to use in the residential homes, cafes and canteens. In addition, a very successful community box scheme is run out of High Riggs, and students help with harvesting and preparing the vegetables and ensuring the boxes are ready for collection by the community. There are also chickens on the site and students help with collecting eggs and feeding and caring for the animals year round.
High Riggs provides an opportunity for students to come out of the city centre and work on the land, experiencing the weather and the seasons. Through the seasons and the associated festivals, students develop a sense of rhythm and time and a deeper understanding of the natural world around them.
Fundamental British Values
At Ruskin Mill Trust colleges, we actively promote positive, inclusive values. These include democracy, the rule of law, individual liberty, and mutual respect for and tolerance of those of different faiths and beliefs. We believe British values are those values expected of anyone living in Britain, regardless of their nationality, culture or religious belief.
Our ethos, curriculum and purpose reflects these values. We place great emphasis on building positive relationships in college, amongst the students themselves and between staff and students. We strongly believe students should not merely be taught such values but that they are embedded into school life.
- We value inclusive learning and living activities that integrate practical activity, thinking and our emotions.
- We value mutual respect and we strive to understand all people’s differences and uniqueness.
- We value the capacity for re-imagination present in all people, towards positive change and development.
- We value openness, goodwill, tolerance and treating individuals with dignity and respect.
- We strive to support our students to develop into confident, happy, successful young adults who have empathy towards and an understanding of those less fortunate than themselves.
The Fundamental British Values Policy reflects how our schools work to promote positive values through the ethos and life of the college, for example through a rich and deep curriculum (Practical Skills Therapeutic Education), and through social, moral, cultural and spiritual development.