Maths
Context
The Mathematics curriculum at Fairfield High School for Girls is designed to equip every pupil with the knowledge, skills, and deep understanding of mathematical concepts and processes needed to thrive in an increasingly global and technologically driven society. Our aim is to nurture confident, articulate mathematicians who view the subject positively and recognise its relevance in a wide range of future pathways.
Curriculum
At the heart of our curriculum is a commitment to mastery and high expectations for all learners. We provide rich opportunities for challenge and growth, ensuring that disadvantaged pupils and those with SEND are supported to achieve ambitious outcomes. Pupils of all attainment levels are guided to develop fluency, practise reasoning, and engage in mathematical thinking at every stage of their learning. The curriculum is carefully sequenced to prioritise critical knowledge and to build conceptual understanding over time. Key ideas are revisited and interleaved to strengthen retention and promote long-term mastery. Our approach draws on the latest research in mathematics education and cognitive science, and we refine and enhance our provision each year to reflect evidence-informed best practice.
Our mathematics curriculum has been deliberately designed to ensure that each unit builds explicitly and coherently on the knowledge and skills established in earlier learning. Careful sequencing underpins every stage of the programme so that concepts are introduced in a logical progression and revisited for deeper understanding. This means that pupils knowing and understanding core concepts, formulae and rules is imperative and so at every opportunity, teachers help pupils develop their automatic recall of core declarative knowledge.
This approach highlights the importance of secure knowledge of core concepts, formulae, and rules. Teachers therefore prioritise the development of automatic recall of key declarative knowledge, embedding regular opportunities for retrieval and practice throughout lessons. This principle continues into Key Stage 4. Key topics are revisited at strategic points across the year and extended to ensure sustained progress for every class. Our intention is to cover the entire GCSE specification by Easter of Year 11, creating a dedicated period for targeted revision, consolidation of prior learning, and closing any gaps identified through formative and summative assessments as well as home-learning activities.
