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Mission, Aims & Values

VISION

Achieving Excellence

MISSION

High quality educational opportunities in a challenging and stimulating atmosphere, enabling individual development for all within a culturally rich and caring school

AIMS

  • The School will provide a challenging and stimulating education which responds to the needs of all students and ensures that each individual has the opportunity to achieve his/her potential
  • The School will promote and celebrate its unique ethos and identity through a commitment to equal opportunities and the development of the School as a high quality learning centre for all members of its community
  • The School will prove the opportunity for students to develop a sense of responsibility and strong values to assist students in becoming outstanding citizens
  • We believe that all students should be courteous and prepared for learning; respect the rights of others and their surroundings and engage fully in their own learning

OBJECTIVES

OUR CORE VALUES

CURRICULUM

  1. Philosophy

      The policy is based on our core values and ethos. We aim to be:

  • Individual

We celebrate each individual’s talents and aptitudes and aim to support them through a wide ranging curricular and extra-curricular offer.

  • Inclusive

All teachers support the learning of students who have extra SEN, physical or EAL needs in the classroom. Our principle is to facilitate inclusion, using targeted support, rather than make separate ‘specialist provision’.

  • Ethical

We design our curriculum around what our students need, what they ask us for and what we believe will equip them best for their future lives. Considerations of what is best for the school, or headline results come second to this principle.

  • Creative

We believe that young people thrive best as learners when they are able to express their creativity. We ensure a wide range of activities, in lessons and beyond, supports this aim.

  • Aspirational

Our curriculum is designed to challenge   to raise aspirations and to ensure that students are achieving at their highest possible level.

  • Global  Citizens

The curriculum supports students to see themselves as global citizens, active in their local, national and international communities.

  1. Practice

Value

How  it is evidenced in our curriculum

 

Examples

 

 

Individual

  • Students are given a ‘write in’ option when choosing GCSE options: if a group of 15 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 find ‘best fit’.

 

  • Extra-curricular activities are  offered in response to student request.
  • Photography, Classical civilisation, 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.

 

  • Femsoc, LGBTQ club, anime,    origami

 

Inclusive

 

  • The principle is that all students have access to the full curriculum. We tailor specialist support from SENCO, LSAs, 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 free 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.

 

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

 

  • ECDL is offered to specific students where the qualification will benefit them in their post-16 career.

 

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

 

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.

 

  • Core Skills days promote community spirit, extend learning and develop leadership skills.

 

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

 

  • Activities last year included kimono making, forensics, performance and team challenges.

 

 

OUR 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. We have a strong student council, and student groups representing interests in feminism, LGBTQ issues, debating and ecology. Our outgoing Head Student started a “Fairfield Against Apathy” project which motivated our students to raise funds and awareness for charities and to engage with our local community. Fairfield students won Mayor Marvin Rees’ community apprentice Envision Award; they were the team who arrived with a completed project rather than just a proposed one.

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 Technology, Media, 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.    What extra –curricular activities are available?

There is a wide variety of 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. The school runs regular trips and our unique “core skills” day where teachers run workshops and we collapse the timetables so students can build their own curriculum for the day (last year’s highlights include: building rockets, an “escape room” with a set of puzzles to solve, and a “make your own kimono fabric” workshop).

5.    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.

6.   What is our vision for students leaving Fairfield after five years?    

·         Successful learners who enjoy learning, make progress and achieve their academic potential

·         Confident individuals who are able to live safe, healthy and fulfilling lives;

·         Responsible citizens who can make a positive contribution to society.

7.  What are the essential knowledge, skills and discourse the curriculum aims to develop?

 The ability to:

·         link areas of knowledge in a spirit of enquiry

·         pursue courses appropriate for their stage of learning and particular abilities in order to achieve their personal best, in lessons which differentiate for student need; 

·         learn independently and with others

·         acquire the study skills and self-knowledge necessary to realise their learning potential,

·          strive to  achieve the best they can, now and in the future; 

·         use creativity, resourcefulness and perseverance to solve problems.

8.  What personal skills and qualities does the curriculum aim to develop?

We aim to develop students with:

·         courage and compassion towards others and a commitment to human rights

·        a positive and resilient response to the opportunities, responsibilities and experiences of adult life

·        an active and healthy lifestyle

·        the  ability to manage risks and stay safe 

·        good communication and relational skills

·         secure values and ethics

·        a commitment to and engagement  with global issues

·        initiative and self-organisation

·        ambition and an openness to new experiences

·        a  sense of wonder and a love of learning

9.    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. 

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