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Vision, Values and Curriculum

VISION

In line with our motto, our vision is quite simply to Achieve Excellence in everything that we do. This is closely linked with our ethos which is expressed in our curriculum aims and values.

CURRICULUM AIMS

The Fairfield Curriculum is personalised. It is built around students’ individual needs and rooted in our view that all students should enjoy learning, become positive citizens of Britain and the World, while also leaving us with the qualifications they need.

Our Fairfield Values (see below) underpin school life and allow our students to build skills for a healthy, vibrant, future.

CURRICULUM OFFER

Our commitment to the above is reflected in our core curriculum offer. Every young person leaves Fairfield with a GCSE in Citizenship, after three years of our iLearn programme; the effect of this is evident in every aspect of school life. We have a strong student council, a group of student ambassadors who are beginning to lead on research, and several societies representing various groups. A recent Head Student has left behind the legacy of his “Fairfield Against Apathy” project, which motivated our young people to act on their moral values by, for example, raising funds for charity, or engaging our local community. The Fairfield High School team won Mayor Marvin Rees’ Envision Award 2017; they were the group who arrived with a completed project rather than just a proposed one.

Above: Marvin Rees with members of the Envision team

 

EXTRA-CURRICULAR OPPORTUNITIES

To complement and support the curriculum, the school offers a variety of local, national and international trips, as well as extra-curricular opportunities for students to extend their knowledge and understanding and to improve their skills in a range of artistic, creative and sporting activities. Our leaders include a Global Learning co-ordinator, a Creativities Co-ordinator, and a Learning Outside the Classroom Co-ordinator – all of whom ensure the full scope of our curriculum is met.


EMPLOYABILITY AND NATIONAL REQUIREMENTS

We are responsive to the national educational landscape, thus ensuring that our students can compete robustly with all students nationally. All students have the opportunity to take EBacc qualifications (Maths, English, Science, Humanities and Languages), alongside compulsory Religious Studies and Citizenship, plus options in ClassicsMusic, Drama, Dance, Engineering, Food and Nutrition, Health and Social Care, Computer Science, a range of Art subjects and Sports Science. This ensures strong links to the local employment landscape. More than this, the variety of options guarantees that our young people thrive in pursuit of their passions, whatever they might be. We continue to seek student and parent voice with regard to options offered and aim to be responsive to student requests wherever possible. In addition to this, our dedicated teachers run regular tuition sessions to support wide array of skills within subjects

During Key Stage Three, students will have had the opportunity to explicitly experience most of the fields above, so that they can make informed choices when it comes to options time at GCSE.

 

VALUES

 

Value

How it is evidenced in our curriculum

Examples

 

Individual

  • Students can request an option when choosing GCSEs. If a group of students want to study an option not on the curriculum, we will do our best to provide it.

 

  • The curriculum is reviewed every year to suit the specific needs of the cohort. Subjects, pathways and groupings are changed to accommodate this. Final options are decided after gauging student interest.

 

  • Extra-curricular activities are offered in response to student request.
  • Photography, Classical Civilisations and Law added in response to student request.

 

  • Grouping policies in Maths and English reviewed. Triple Science offer to committed students, EAL pathway for new arrivals.

 

  • Feminist Society, LGBTQ club, Games club, Film club, Eco Club, a range of sporting activity.

 

Inclusive

The principle is that all students have access to the full curriculum. We tailor specialist support from SENDCO, LSAs and peripatetic specialists to facilitate this. All teachers adapt their teaching to enable all to access the learning.

VI, HI, physically disabled students follow broadly the same curriculum as all other students. Attainment and Progress data for our SEND students is extremely positive.

 

Ethical

Students have a choice of options at KS4. They are encouraged to choose an Ebacc subject, but if this would limit their post-16 pathway, we allow them not to. They are currently not obliged to do both a Humanities subject and a Language, though this may change in the future.

 

  • Curriculum is designed to provide students with a sound moral and ethical education which promotes respect and community cohesion.

RE and Citizenship are taught to all students to GCSE level. The programme includes Prevent and social justice elements. GCSE results are extremely positive

 

Creative

 

  • KS3 curriculum is broad and balanced, with all students studying core subjects, two languages plus a range of creative subjects.

 

  • KS4 curriculum allows students to study core subjects, Ebacc subjects and a range of creative options.

 

  • KS3 includes Engineering, Textiles, Food Tech, Art, Dance and Drama for all.

 

 

  • KS4 options include three Art subjects, Dance, Drama, Engineering, Music, four foreign languages.

 Aspirational

 

  • Curriculum is designed to give access to a full range of post-16 courses, including the most academically demanding.

 

 

  • Employability is a key theme, with the curriculum and extra-curricular activities supporting the acquisition of employability skills

 

 

  • Challenge, spirit of enquiry and development of independent learning are priorities.

 

  • Triple Science for a large proportion of the cohort.
  • AS Maths offered to most able. Law, Classical Civilisation, offered.

 

  • Partnership with Burges Salmon, dedicated Careers teacher, Drop Down days on employability skills, work experience for all, mentoring, Mayor’s Apprenticeship scheme winners.

 

  • Evidence from L. walks, work scrutiny, student voice. AIP priorities.

Global Citizens

 

  • Global learning is theme throughout our assemblies, House activities, and in the overt curriculum.

 

 

  • ‘Fairfield against Apathy project, started by last year’s Head Boy), partnership with Deki: microloans to entrepreneurs in developing countries.

Our REACH programme includes a regular time for Global Citizenship activity through current affairs or participation in projects, such as the refugee dinner community event, organised by a tutor group.

 

 

CURRICULUM FAQ

1.    How do we design our curriculum? 

The Fairfield curriculum is personalised, built around students’ individual needs and designed to promote a love of learning and the best possible springboard for students’ next steps in education training or employment.

2.    What are the unique elements of the curriculum?

We are committed to developing a strong, harmonious community: the British values of democracy, individual liberty, the rule of law and mutual respect and tolerance are themes which underpin our curriculum. Our students all leave Fairfield with a GCSE in Citizenship, alongside their other qualifications.

3.    How does our curriculum fit national guidelines and priorities?

We are responsive to the national educational landscape, ensuring that our students can compete robustly with all students nationally. All students have the opportunity to take Ebacc qualifications (Maths, English, Science, Humanities and Languages), alongside Engineering, Music, Drama, Dance, Classical Civilisation, Food and Nutrition, Computer Science, a range of Art subjects and PE. A good range of options ensures our young people thrive and can follow their passions, whatever they might be. Our dedicated teachers run regular after school tuition sessions to help embed a wide array of skills in their subjects.

At Key Stage Three, the curriculum is broad, with everyone studying two modern languages, dance, music and drama as well as STEM and a full range of Ebacc subjects.

4.    How does the curriculum meet the Public Sector Equality duty?

Our curriculum is designed to allow each student to:

· achieve the best possible academic qualifications and standards for them, whatever their academic starting point, and regardless of race, gender, sexuality or individual learning need.

                ·  ensure high levels of engagement, enjoyment and personal development for all.

·        a sense of wonder and a love of learning

5.    Who has responsibility for developing the curriculum?

The Principal and the school leadership team (SLT) work with EAT partners, other staff and the governors to ensure that:

·         the curriculum meets the individual needs of students as well as possible

·         the teaching time and resource budgets are drawn up fairly, to provide the most desirable and efficient use of resources

·         expectations in each subject are clearly defined for students and their parents/carers.

·         parent/carer and student feedback contributes to curriculum development. 

OBJECTIVES

 

If a parent requires a paper copy of the information on the school's website, please contact us and this will be provided free of charge