At Southfield, we teach a broad and engaging curriculum. We are committed to a quality curriculum, centred on values and core skills for life. A Sensational Start 'kicks off' the learning for each topic and each unit is ends with a Fantastic Finish.
We follow a curriculum where we share our love of books and our joy of reading. Each topic throughout the school links to books which supports children’s learning. The books have been carefully chosen to ensure a balance of books that reflect our children whatever their background, culture, gender, as well as give children opportunities to learn about different backgrounds and cultures.
We use Letters and Sounds as our system of teaching phonics for early reading and spelling. This is because we are committed to a rigorous approach to securing early reading and literacy skills. Letters and Sounds ensures rapid progress in the Early Years Foundation Stage and Key Stage One. It is also used in Key Stage Two for a few children who need a little extra help to catch them up to where they should be.
Southfield has been part of the Primary Writing Project since 2015 and Talk 4 Writing is used throughout the school to teach reading and writing. Children learn key texts using actions and study the way the text has been written from a reader’s perspective as well as a writer’s reasons for using specific grammatical devices. They also use the structure to write their own texts.
Teachers and children use White Rose to help them support their learning in maths. This scheme of work is new to us as a school (September 2019) and we are all enjoying our exciting and challenging mathematical journey which is being reviewed and developed.
The mastery approach at Southfield allows children to work together as a class on their fluency skills at very regular intervals. Some children will need further support with this area depending on their individual need and either the class teacher or teaching assistant will provide that support where appropriate. Children will then progress to an activity that allows them to consolidate their learning and apply their work in a new way. Children who are then confident and able to do so will then move to a problem that will give them the opportunity to work on their reasoning and application skills.