Peterchurch, HR2 0SG

"This is an outstanding school. At its last inspection, it was outstanding in all main categories. Since then it has significantly improved not just in respect of the areas for development identified in that inspection but also in terms of major developments to its educational provision for pupils and in the response that these have generated."
Ofsted, June 09

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Fairfield High School
Peterchurch
Herefordshire
HR2 0SG

Phone: 01 981 550 231

Email: admin@fairfield.hereford.sch.uk

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THE SCHOOL'S CURRICULUM STATEMENT

“Pupils' high academic standards and experience of working in so many different ways equip them well for their future."

OfSTED June 2009

Fairfield High School exists to meet the needs and expectations of the local community and, in particular, of the young people whose parents enrol them here. The Head is concerned to ensure that the community of the School is a happy and ordered one, where all members are able to strive together to achieve their maximum potential. The School's contribution is only part of a corporate one to which many people and institutions contribute, particularly the feeder primary schools, colleges of further education and training organisations, with whom a close liaison will continue to be promoted.

The secular curriculum offered at Fairfield will be:

Broad: Fairfield will introduce pupils to a wide range of experiences, knowledge and skills. The secular curriculum will include the teaching of English, Mathematics, Art, Design & Technology, History and Geography, Music, Physical Education, Science and two foreign languages.

Balanced: The curriculum will be organised to allow each area sufficient time to make its unique contribution to the educational development of each pupil.

Relevant: All aspects of the curriculum will be taught in such a way as to link plainly with the pupils’ own experience and to bring out their application to, and value in, adult life.

Differentiated: The curriculum will permit teaching which is geared to the ages, abilities and aptitudes of the pupils. It will be capable of stimulating and challenging pupils of all abilities.

By working closely at all levels with our feeder primary schools, the curriculum will build upon the work achieved by the pupils in the primary phase and, similarly, the primary schools will prepare the pupils for their secondary phase. The pupils receiving their education in the Golden Valley will experience an education which is continuous from the age of 5 to 16. This system of a “pyramid planned” curriculum will ensure that all pupils, irrespective of their sex, origin or special circumstances, will receive equal access to educational opportunities.

More specifically, our aims, to be achieved through the “total curriculum” are:-

To develop and prepare the individual pupil socially as a person for a role in society.

To develop skills, attitudes, understanding, adaptability and values to enable them to make a positive contribution to the adult world.

To develop lively, enquiring minds in each pupil and to extend each pupil to his/her potential.

To present pupils with challenges of ever increasing difficulty and to encourage the will and effort to succeed.

To secure the best possible return from the material and manpower resources that are invested in the school.

These aims are to be encompassed by presenting a “total curriculum” well suited to each pupil's capabilities and needs, enabling the stated aims to be achieved to the highest possible level by all pupils. This necessitates the adoption of:

a secular curriculum, authorised by the School's Board of Governors, which is broad, balanced, relevant and differentiated and forms part of a continuous and coherent curriculum for pupils between the ages of 5 and 16.

a non-secular curriculum, again approved by the School’s Board of Governors, which seeks to heighten pupils’ awareness of all moral, ethical and spiritual dimensions of life.

a programme of other activities which supplements, augments and complements the above, so that a “total curriculum”, reflecting the ethos of the school, is available to all pupils, irrespective of age, circumstances, ability or sex.

This “total curriculum” will incorporate the following objectives enabling all pupils to acquire basic knowledge, understanding and a range of mental and physical skills appropriate to their present and future needs. This would enable all pupils:

to communicate effectively in all appropriate ways;
to understand and organise information and follow instructions;
to be able to analyse data and use number effectively;
to develop an enquiring mind and an independence of thought;
to develop a reasoned set of attitudes, personal moral values and beliefs that lead towards respect and tolerance for others;
to acquire an understanding of one’s own and others’ societies, both historical and current, including an appreciation of those societies’ needs, languages, cultures and social and political orders;
to understand and appreciate the nature of human achievement in aesthetics, The Arts, science and technology and similarly to experience the challenges posed in these areas;
to be able to appreciate the virtues of honesty, truth and fairness;
to have acquired appropriate skills and attitudes so that the qualities of self-organisation, confidence, self-reliance, respect, control, motivation and imagination can be carried forward into adult life, with an understanding of their individual place, role and responsibilities in that society;
to understand one’s own physical functions and to know how to maintain health and fitness;
to be able to translate data / information from one form to another;
to be able to think logically and have the skills necessary to solve problems;
to be able to plan and set realistic targets and assess their own performance in the light of these and others’ aims;
to have an awareness of the value, use and control of money and an understanding of the basic principles of enterprise and economics;
to be able to participate with knowledge and skill in physical activities;
to be aware of their natural surroundings, Man’s place in, and influence upon them;
to know where and how to study, research and acquire knowledge.
to be prepared for the world of further and higher education and the worlds of work and leisure as appropriate;
to have experienced a variety of apparatus, equipment and materials which they are likely to encounter at some times in their lives.

During years 7, 8 and 9 the curriculum will be largely common to all pupils although varied in pace and depth to reflect individual differences in ability and maturity. The curriculum will offer some choice in Years 10 and 11 at Fairfield but care will be taken to ensure that individual programmes are sufficiently broad and balanced.

Owing to the changes and demands on Education, our curriculum will be regularly reviewed.

In accordance with current legislation, the school does not allow (a) the pursuit of partisan political activities by any of those registered pupils at the school who are junior pupils, and (b) the promotion of partisan political views in the teaching of any subject in the school. In the case of activities which take place other than on the premises of Fairfield, section (a) above applies only where arrangements for junior pupils to take part in the activities are made by any member of staff of the school (in his/her capacity as such) or by anyone acting on his/her or the school’s behalf.

The school forbids the promotion of ideological propaganda, however sincerely felt by the individual teacher. The school takes all reasonable steps to secure that, where political issues are brought to the attention of pupils while they are at school, or taking part in extracurricular activities which are provided or organised for pupils by or on behalf of the school, they are offered a balanced presentation of opposing views.

Health and sex education are dealt with in a separate statement which is available.

Careers education and guidance is very important in promoting the personal and social development of pupils as they prepare for the transition to adult life. The curriculum will make provision for careers education and guidance for all pupils aged 14-16 and will include Work Experience.

COMPLAINTS PROCEDURE ABOUT THE SCHOOL CURRICULUM AND RELATED MATTERS

A copy of the Children and Young People’s Directorate arrangements for dealing with matters of complaint is available from the directorate. A copy of this will be given if desired to any person wishing to make a complaint under these arrangements. This information is provided free of charge.

The subject areas

English

LOWER SCHOOL

The National Curriculum separates the teaching of English into three main areas: Speaking and Listening, Reading and Writing. The philosophy of the English Department is that these areas inform each other and should not be taught in isolation but as part of a coherent course. Pupils follow units of work on a theme, which will develop all of their English skills. These can of course be assessed in terms of the areas mentioned above. Literature will be studied alongside and, where appropriate, as part of each unit of work. Whenever possible the pupils’ work will be designed for a wider audience than simply the teacher; publication and display are seen as being crucial to developing good writers. The National Literacy Strategy for English at Key Stage 3 has been assimilated into English teaching as appropriate.

UPPER SCHOOL

The pupils will follow the Assessment and Qualifications Alliance syllabus. Candidates will be entered for both English Language and Literature examinations. English Language has a 40% coursework element, 20% of which is assessment of Speaking and Listening. English Literature has a 30% written coursework element. There is a 'crossover' option where two pieces of work can be entered for both examinations. Pupils will study the minimum of a Shakespeare play and a pre-1914 novel, as well as modern poetry, prose, drama, media and non-fiction writing.

For more about the department, click here.

Mathematics

In Years 7, 8 and 9 pupils will undertake a course using the Impact Maths Scheme. This is a scheme that is teacher led. The amount of work covered by each individual will be roughly the same but the level of work will vary according to the pupil’s ability. All the work in these three years will cover the National Curriculum attainment targets up to level 4, 5, 6, 7 or 8 depending on the ability of the pupil. Some Functional Maths work will also take place throughout these three years.

In Years 10 and 11 the pupils will follow a Mathematics GCSE course aimed at each individual pupil’s ability. This will be a modular course whereby the pupils will sit two modular examinations in Year 10 (Autumn Term and Summer Term) and one modular examination in Year 11 (Summer Term). The modules in Year 10 will examine Statistics and number. The final module in Year 11 will examine Algebra and Geometry.

For more about the department, click here.

Science

The Science course in Years 7 to 9 is fully integrated. Whenever possible, work is of a practical nature. Whilst conforming to the National Curriculum requirements at Key Stage 3, we do take some topics further to give greater breadth and relevance. The following description, although not in detail, will give some indication of the scope of the course.

In Year 7, pupils are given some detail of all human body systems, chemical processes/ techniques, movement, forces and heating. By the end of Year 9, pupils will have gained a good appreciation of the fundamental concepts behind cell biochemistry, the environment, chemical reactions, atomic structure, electricity, electronics, energy, materials, light and sound. The course has been organised in a highly sequential form with one lesson leading from the other and topics revisited in later years to a greater depth.

In Year 10 a course of Core Modular Science is followed using the Assessment and Qualifications Alliance (AQA) syllabus. This course will lead to one certificate for all pupils. In Year 11 pupils follow one of two routes. Most pupils study an additional science GCSE, again with the AQA Board, to extend the year 10 work to a depth necessary to prepare them for ‘A’ levels in science.

Many pupils study BTEC Applied Science, reviewing the work of Year 10 and extending it into a vocational context. A few pupils will also complete a separate GCSE in Biology as part of this course.

Science is taught in a large purpose build space to whole year groups with discrete lecture demonstration, computer data logging and practical areas. All lessons are taught by a team of 2 or 3 experienced teachers with excellent resources and dedicated technical support always present. Interactive white-board technology features in all lessons; extensive use of web sites and software is encouraged. The department has a strong record over twenty years with many past pupils taking science studies at university and beyond.

For more about the department, click here.

Modern Foreign Languages

The National Curriculum for Modern Foreign Languages is based on the fundamental belief that children should be able to communicate for a real purpose in the foreign language. To this end, the most up-to-date approaches are used throughout the courses of study. Starting in september 09, all pupils take Spanish from Year 7 and some take French from Year 8. In Year 9 most pupils study Spanish and those who took French in year 8 as an additional language continue to do so. At KS4 most pupils take one language to GCSE, but some may take two (in consultation with staff).

The courses aim to provide:

Practical skills in the target language.
A stimulating and enjoyable language experience.
Attainable targets for children of all levels of ability.
A range of learning styles to include collaborative group work and individual work
An understanding and appreciation of foreign cultures.
Skills and positive attitudes towards the further study of languages.
A useful contribution to other areas of the curriculum, especially Humanities and Personal and Social Education.

We strongly believe that children should be given the opportunity to experience day-to-day living in a foreign country. For this reason we have established links with schools abroad and Key Stage 4 students are encouraged to take part in exchanges to Spain and France.

For more about the department, click here.

History

All pupils will study History throughout their time at Fairfield. The course follows the National Curriculum Key Stages 3 and 4 content. In Year 7 pupils will learn about the Roman Empire and Medieval Realms. In Year 8 pupils will study the Making of the United Kingdom 1500 - 1750 and Black Peoples of the Americas. In Year 9 pupils will learn about Expansion, Trade and Industry 1750 - 1900 and the 20th Century world. They will study the First World War in depth and there will be an opportunity to visit the First World War Battlefields in Ypres, Belgium. In addition they will study the Second World War which will include an in depth study of the Holocaust. Finally Year 9 pupils will end the course with a study of the Cold War.

In Year 11 pupils may opt to follow the School’s History Project GCSE examination course. They will study Medicine Through Time. This is from prehistoric times through to the modern day NHS. It includes aspects such as the changing ideas about the cause and cure of disease, surgery and the influence of women, religion and war on medical discovery. Pupils will also study the American West from 1845 -1890. They will also complete two pieces of coursework; one piece will be on Ludlow Castle and the second piece on Northern Ireland past and present. Pupils may also have the opportunity to visit Berlin, Prague and Krakow.

Humanities

In Year 10 pupils will follow the GCSE Humanities syllabus. The Humanities syllabus combines History, Geography, Religious Education, Sociology and Citizenship. As part of the GCSE pupils will complete one piece of coursework worth 25% of the total assessment.

Geography

Years 7 to 9 follow a course incorporating the subject matter of the National Curriculum.

The course involves work at local, regional, national, international and global scales and provides coverage of different parts of the world and different types of environments. Particular emphasis is placed in the interaction between man and the physical environment. Fieldwork is seen as an integral part of the course and where appropriate local and regional sites are used to build upon classroom activities.

In Year 10 and 11 the pupils may opt to follow a GCSE course. The course covers both physical and human topics with a people-environment theme building on the lower school course. Decision making and the effects of values and attitudes on geographical issues are also explored. There is a coursework component of 25% of the total assessment. The coursework involves fieldwork investigations.

For more about the department, click here.

Design and Technology

Design and Technology is part of the core curriculum for every pupil, regardless of ability or gender. It is followed throughout their entire five years at Fairfield High School, but in the upper school, courses diverge into specialist areas, allowing pupils to pursue individual interests in detail to GCSE. The subject is time-tabled alongside Art and Design, with whom we have had a very healthy working bond over a long period of time. In fact, with so much common ground between the two subjects, there are occasions when collaborative work takes place.

Perhaps more than any other aspect of the school's curriculum, Design and Technology prepares children to go out and be aware of what is around them in the material world. Through their Design and Technology lessons, pupils become aware of matters such as: what we eat and why and how food products are developed; how we build structures that don't fall down; the different qualities of fabrics and the development of new “smart” textiles; how we complete tasks seemingly beyond our strength; how our living environment affects us; how we are persuaded to become consumers; the relative qualities of materials used in manufacturing and much, much more. But perhaps the most important aspect of all this work is that, having given that knowledge, we expect each child to do something with it. Through this, they gain experience of manufacturing, using materials such as plastics, food, metal, textiles and wood. By personally designing and manufacturing, pupils learn to make proper use of tools, materials, ingredients and equipment that will help them to appreciate quality in handcrafted items. Through studying current industrial practices, pupils will understand production methods that are related to large-scale manufacturing and how to work to meet the needs of a client.

For more about the department, click here.

Art & Design

Pupils’ entitlement to art is met through curriculum time shared with Design and Technology and through Expressive Arts. Within this time, pupils are taught all the skills associated with an Art and Design course, such as drawing and painting skills; observational drawing; three-dimensional modelling; sculpture; problem-solving; ceramics and the history of art.

Pupils in Years 10 and 11 can choose to take a GCSE course in Art and Design, following the OCR’s (Oxford Cambridge & RSA Examinations Board) "broad-based" syllabus. This permits them to experience a wide range of skills based on the list above, but also covering the use of photography, textiles and graphic design. However, if it is felt appropriate, it is possible for them to pursue a "focused" course specialising in just one of these areas.

Information Communication Technology

ICT is core to the curriculum of both Key Stages and as such it is delivered via discrete ICT lessons as well as across the curriculum. It is primarily a skill which allows the pupils to enhance their work in all areas and it is therefore vital that pupils learn to use ICT effectively.

To achieve this, every pupil in Years 7, 8 and 9 will experience a discrete course that offers necessary basic skills. Pupils will learn about word-processing, the use of spreadsheets and databases (including CD-ROM), electronic communication, Internet, control technology and the implications for society of the increased use of ICT. Consequently in Key Stage 4 all pupils follow a Key Skills Information Technology course in order to achieve Level 2 certification. Certain pupils may also be offered a higher level and vocational ICT qualification as part of the vocational curriculum.

The school is at the forefront of technological developments and we have invested a great deal in ICT facilities. As well as suites of high specification personal computers, each curriculum area has its own subject-specific facilities. All computers are linked into a whole-school network and have filtered Internet access via broadband. We also have a several banks of wireless laptops for pupil use and a full time ICT technician. Teaching staff in all curriculum areas also use electronic white-board technology. This enviable array makes us believe that no school could offer better opportunities in ICT and that we can provide the ideal preparation for life beyond school.

Physical Education & BTEC Sport

Pupils in Year 7 follow the National Curriculum as appropriate to Fairfield High School. This will include Games, Dance and Athletics, Health Related Exercise and Outdoor Adventurous Education. Years 8 and 9 continue to build on these skills; improving their performance alongside their planning capabilities and evaluative techniques. Years 10 and 11 will also follow a broad range of activities, often chosen as options, the emphasis being on positive and relevant sports and exercise experiences. Each individual will become equipped with the skills and techniques necessary to engage in physical activity independently and the knowledge needed to make informed decisions about a healthy lifestyle.

Pupils in Years 10 and 11 may follow the BTEC First Certificate in Sport, which has been ratified as equivalent to 2 GCSEs A*-C. The course consists of three units, one core and two specialising in the Outdoor Education Pathway. All of the units are marked internally, samples of pupils’ work being externally verified; there is no exam. Pupils are given assignments to complete for each unit, enabling them to utilise their IT skills. It also gives them an opportunity to meet their vocational needs whilst maximising academic potential.

Duke of Edinburgh Bronze Award

Pupils can enrol for this valuable award at the end of Year 9 and work will begin in Year 10. It aims to recognise personal and social development; extending skills used within school, responsibility, initiative and it helps build confidence. All pupils enrolling for the BTEC First Certificate in Sport will have to complete the award.

For more about the department, click here.

Expressive Arts

In our role as a Specialist Arts School our aim is to encourage active participation, to foster knowledge and to develop confidence and a sense of achievement by providing opportunities for the expression of ideas in many different arts areas.

In years 7 and 8 pupils work on a half termly basis in the following areas: art, music, textiles, drama and dance. Performance and audience are the twin aims of the syllabus with co operation between the different disciplines being seen as an important aspect. Common themes, for example “Native Americans” may be developed. Performances by visiting authors, poets, musicians and theatre companies are included.

ICT also takes place during this time when we aim to cover databases, spreadsheets, word processing, desktop publishing and computer art/graphics over the two year period.

In year 9 pupils have the opportunity to develop through the provision of workshops over the year for example working with a dance specialist to choreograph a piece for performance during the Hereford Dance Fest Tour.

Pupils in years 7, 8 and 9 work with visiting artists, musicians, directors, and dance companies during Fairfield’s School Show held during the summer term. Gifted and talented year 9 pupils also have the opportunity to attend the Summer school held at Herefordshire College of Art and Design.

In years 10 and 11 pupils who choose to opt for the arts, study for a GCSE in drama, music, textiles or photography. Some pupils with an aptitude for the arts may study for more than one of these GCSEs. The pupils have the opportunity to work with artists in residence in photography, textiles and drama.

In September 2006 a vocational qualification in creative crafts wa introduced for pupils who wish to develop their creative skills supported by the artists in residence.

Drama

In Years 7 and 8, pupils will do Drama as part of the Expressive Arts cycle. Pupils will develop their knowledge and skills via improvisation, mime, scripted performance, dance, rôle play and other activities.

In Years 10 and 11 Drama can be taken as part of the Expressive Arts cycle. The major areas studied during the examination course are Drama Exploration (60%, assessed by the teacher) and Performance (40%, assessed by a visiting examiner). Pupils are entered for a Drama GCSE qualification from the Edexcel board.

For more about the department, click here.

Music

The Music Department provides opportunities for pupils of all musical abilities to experience music in a wide variety of styles, both in the classroom and in the numerous extra curricular groups, which rehearse regularly. The awarding of Arts Status has further enhanced everything this department has to offer.

In the lower school, music is essentially a practical subject. Pupils develop performing, composing and listening skills and have access to a very wide variety of instruments, from keyboards to pitched and unpitched percussion. The work is topic based and each unit ends with a performance, which is frequently recorded. Pupils are encouraged to assess their own work critically.

At GCSE level, the Music Department offers the OCR syllabus. Pupils develop further their instrumental and/or vocal skills and use these in class. Coursework can be enhanced using new Sibelius music notation software. The department also has a large number of keyboards with multitrack sequencing facilities. In addition to this, music PCs with Cubase sequencing software are available.

Lessons are offered on a wide range of instruments including piano and keyboard, all strings, clarinet, saxophone, flute, brass, classical and electric guitar, drum kit percussion, orchestral percussion, steel drums and voice. We work very closely with the Herefordshire Music Service. Additionally, primary school pupils have the opportunity to receive tuition on orchestral instruments at Fairfield during twilight sessions.

There are many opportunities for pupils to perform, either as soloists or as members of a group or larger ensemble. The Spring Music Festival is a celebration of the rich diversity of talent in the school and is an annual event. The orchestra, jazz band, steel band, string ensemble, brass ensemble and senior choir meet regularly and perform in concerts throughout the year.

The carol service is an important community event in which over half the school either sings or plays. There is a recital evening in the Autumn Term which celebrates the achievements of the school’s most able pupils.

Fairfield High School gives a large scale orchestral and choral concert in Dore Abbey each year and additionally performs in at least one of the smaller local churches.

Religious Education

All pupils will follow a course of Religious Education. This will follow the agreed LEA syllabus and deal with Christianity as well as other main world religions. This will be taught in a nondenominational fashion and will focus on the nature of belief rather than the teaching of the belief itself. Outside speakers will be encouraged and visits to places of worship will take place.

Vocational Curriculum

Certain pupils are offered the opportunity to follow vocational courses at Key Stage 4. These courses are reviewed on an annual basis and are designed to meet the needs of each cohort and more specifically, of individual pupils. These may include a number of contexts eg Construction, Hospitality, Early Years Care, ICT, Engineering, Sport, Animal Care and wider key skills.

Courses are often work-related leading to a range of qualifications such as BTEC or national certificates. Due to strong links with Further Education Colleges and local employers, we are also able to offer certain pupils ongoing work experience placements.

We feel that by tailoring the curriculum to the learning requirements and aspirations of the pupils we can offer them the best opportunity to prepare themselves for life after school.

BTEC Engineering

BTEC in Engineering is a practical, work-related course. Pupils learn by completing projects and assignments that are based on realistic workplace situations, activities and demands. It covers basic knowledge and technical practical skills, providing a good foundation for future career opportunities or progression to a more advanced work-related qualification.

The Certificate is equivalent to two GCSEs grades A - C.

The course is made up of six units - three core units that everyone takes and three specialist units. The specialist units enable pupils to study a particular area in more depth.
All units are assessed and graded and an overall grade for the qualification is awarded.
All units are assessed by the teacher and an Internal Assessor plus a sample is seen by an External Assessor.

HOMEWORK

In most curriculum areas it has always been essential for pupils to do homework on a regular basis if they are to achieve their potential. Homework builds upon class work and is not set for the sake of occupying children unnecessarily in the evening or at weekends. GCSE requires a major shift in the type and style of work undertaken by pupils and this has affected the nature of the work set. Much of the work is open-ended, and in many cases, pupils can spend a great deal of time making their work as good as they want it to be. Clearly this has to be done within the bounds of reasonable time and in an organised way so that deadlines are always met. Parental involvement is vital to ensure that homework is done properly, neatly and on time.

It is imperative that children attend school every day and arrive fully prepared to face a full day's work. Careful organisation of time outside school in term time is necessary to allow pupils to make continuous progress in their studies.

Efficiency does not come naturally to many pupils and some younger ones find it particularly difficult to adjust to organising themselves effectively. Therefore, a homework timetable for Lower School pupils will be prepared in September, showing the subjects set on particular days; teachers and pupils will follow this as appropriate. Lower School pupils are also provided with a homework diary so they can make a record of work set.

A moderate amount of homework will be set for pupils in all age-groups in the expectation that it will be done carefully in quiet conditions at home. The time that this should occupy will vary according to the pupils’ age and ability, but a rough guide as to how long pupils should spend on their work at home is 30 minutes on each subject in Years 7 and 8 and 40 minutes per subject in Year 9. There will be occasions when homework cannot be set because of the work being done in class, but please contact the school if you are concerned about the amount given.

Pupils in Years 10 and 11 will not have specific homework timetables; they will be expected to work at continued assignments and projects. It will be their responsibility to allocate their time appropriately but at this stage most pupils should be spending about two hours per night on school work.

All GCSE courses have some course-work which requires individual study. Homework is a valuable means of developing this skill and should be completed by pupils when set. Sometimes pupils are asked to complete assignments by the following day, whilst at other times an extended piece of course-work may take several days or even weeks. Again the skill of planning is important, especially in these upper years. The school welcomes parents encouraging their children to use the media, especially television, selectively, taking advantage of the programmes that help learning.

Pupils should consult their teachers or form tutors if at any time the completion of their homework presents a problem. If work has not been completed for ‘family’ reasons, parents are asked to send a note with the pupil stating the nature of the problem.

A supervised Study Hour, which pupils may attend voluntarily, is run Monday to Friday from 3.30pm to 4.30pm.

EXTRA-CURRICULAR ACTIVITIES

The School has always taken pride in the range of activities offered outside school hours and considers them to be important for all-round education. Pupils are encouraged to take part.

Music and Drama

The School has earned a fine reputation in these fields. Not only are general opportunities available in Music and Drama lessons, but pupils can learn to play particular instruments, sing in the School Choir, play in the School Orchestra or join instrumental groups, take part in Drama Club and productions etc. Pupils wishing to take part in these should contact the teachers responsible.

Physical Education

Timetabled PE lessons are augmented by regular lunch-time and after-school sessions for individuals and teams in a variety of sports. School teams compete in inter-school competitions in the major sports and the School has achieved notable success in a number of activities.

Every attempt is made to provide an extensive range of sporting activities to pupils out of school hours both on and off site. These activities are supported by staff, parents and others who are prepared to give of their own time in leading / accompanying groups in activities. We would encourage any parents willing to support the School in this way (subject to Criminal Records Bureau Disclosure at enhanced level).

Duke of Edinburgh Award

This award has proven extremely popular and is available to pupils in Year10. Since the introduction of BTEC Sport it is mandatory for all pupils enrolled for that course to automatically take the Duke of Edinburgh Award. Any other pupils wishing to take the Award will still be enrolled at the school but will be tutored by outside staff from the Youth Service. It is a purely voluntary course, with pupils and staff giving up their own time. The school encourages and supports the pupils working to achieve all four aspects of the course, the end result being seen as a valuable achievement upon leaving Fairfield.

VISITS and EXCURSIONS

A wide range of excursions and visits is organised by staff to complement the School's more formal curriculum. Visits take place to a variety of venues both in this country and abroad including exchanges to other European countries. Trips to music and drama productions are also regularly undertaken. A school minibus has been a great help with such events and this is used by all the schools in the Golden Valley Pyramid. Parents are always given details about times of return from such visits, to ensure that they fulfil their responsibility to transport their children home as required. Late return in the evening is no excuse for absence the next day. The School's policy of charging is such that parents are asked to make a voluntary contribution to help off set the costs of any visit. If, however, insufficient contributions are received, the excursion is liable to be cancelled (See Appendix 4).

OTHER ACTIVITIES

The School attempts to help the local, national and world-wide community in which its pupils live by voluntary service and charitable activities and in recent times the School has established quite a reputation for itself in this area. The Day Care Centre in Peterchurch allows pupils in Years 9 and 10 to be involved in helping to care for the elderly residents of our community.

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