Curriculum

Southam Primary School Learning Traits

To be a successful learner the children at Southam Primary School know that they have to:

Enjoy learning

Be imaginative

Practise

Show determination

Concentrate

Be curious

Co-operate

Improve

These are the learning traits that the children suggested and then agreed were needed to be successful learners.

 In Key Stage 1 children are encouraged to acquire a love of books. Books are used to stimulate children's imaginations. We introduce children to the conventions of books, reading from left to right, turning pages, identifying authors, illustrators, contents pages etc. Whilst following the Letters and Sounds and  Read, Write, Inc. programme for phonics, children also build a sight vocabulary, which is supported by the Oxford Reading Tree scheme. The school is moving to all year groups being taught phonics through the Read Write Inc phonics scheme in September 2022. We place high importance on teaching children how to decode through daily phonics lessons (including in KS2 where required).

Southam Primary School Writing Progression Overview

Southam Primary School Reading Progression Overview

Southam Primary School Grammar Progression Overview

I am Mr Willis, and I am the maths lead at Southam Primary School. My love for mathematics began in childhood, sparked by a fascination with puzzles. I was always drawn to the challenge of solving problems, spotting patterns, and uncovering the logic behind each solution. That early curiosity grew into a deep passion — not just for numbers, but for the way maths helps us make sense of the world.

At Southam Primary, we believe children must experience those magical light bulb moments — when something clicks, and they suddenly see the maths. Whether it's recognising a pattern, making a connection, or solving a problem for the first time, those moments are powerful. They build confidence, spark excitement, and open the door to deeper understanding.

For our school, teaching maths is about more than curriculum — it's about nurturing curiosity, encouraging exploration, and helping every child discover the joy of mathematical thinking in a real-life context.

Mathematics Aim

At Southam Primary School, our aim is to ensure that all children are actively engaged and inspired by mathematics. We foster a culture of confidence and resilience, where every child is encouraged to embrace challenge and develop a positive attitude towards mathematical thinking.

We are committed to delivering a broad and balanced mathematics curriculum that enables children to appreciate all aspects of the subject, from fluency and reasoning to problem-solving. Our teaching promotes a deep understanding of mathematical concepts, both within the classroom and in real-life contexts, helping children see the relevance and application of maths in the world around them.

Above all, we want every child to feel proud of their mathematical accomplishments, recognising their progress and celebrating their success. Through high-quality teaching and a supportive learning environment, we aim to equip all pupils with the skills, knowledge, and confidence to thrive mathematically — now and in the future.

 

What a mathematician does at Southam Primary.

Pupils at Southam Primary School develop strong mathematical fluency through a structured approach that incorporates concrete, pictorial, and abstract representations. This enables children to see the maths and make meaningful connections across different areas of the curriculum and wider subjects. Learners are encouraged to explore mathematical concepts with confidence, and they are not afraid to make mistakes — recognising these as valuable opportunities for growth and understanding.

Mathematical vocabulary is explicitly taught and consistently reinforced, allowing pupils to articulate their reasoning and explain their understanding with clarity and precision. As a result, children notice and respond to the mathematics around them, both in lessons and in real-life contexts. They demonstrate increasing independence, resilience, and pride in their mathematical achievements, reflecting the school’s commitment to nurturing engaged, inspired and proud mathematicians.

Mathematicians at Southam Primary:

Are able to make connections within mathematics;

Use a broad range of skills in using and applying mathematics;

Have fluent knowledge and recall of number facts and the number system;

Show initiative in solving problems in a wide range of contexts; 

Are able to reason and generalise;

Demonstrate fluency when carrying outwritten and mental calculations;

Can use a range of mathematical vocabulary.

Southam Primary School Maths Skills and Knowledge Progression Overview

Mrs Hindley – Science Subject Leader

I’m Mrs Hindley, the Science Subject Leader at Southam Primary School. My passion for science was sparked by a fascination with the natural world—asking endless questions, conducting experiments in the kitchen, and wondering how things worked. That curiosity never left me, and it’s what drives my commitment to science education today.

At Southam Primary, we believe science should be hands-on, thought-provoking, and full of wonder. We want every child to see themselves as a scientist—someone who observes, questions, and explores. Through engaging investigations and real-world connections, we help children build a deep understanding of scientific concepts and develop the critical thinking skills that will serve them throughout life. Our aim is to ignite a lifelong curiosity and empower children to make sense of the world around them.

Science Aim: What does your subject/curriculum area offer to children? How does it enhance the curriculum? What use is it to children later in life? How could it help them in the future?

At our school, science is a cornerstone of the curriculum, offering every child the opportunity to explore, question, and understand the world around them. Through a dynamic and inclusive science curriculum, we nurture curiosity, develop investigative skills, and encourage children to think critically and creatively. With carefully sequenced learning, hands-on experiments, and real-world connections, we equip pupils with the knowledge and confidence to ask meaningful questions and seek evidence-based answers.

Science enhances learning across the curriculum by fostering analytical thinking, problem-solving, and resilience. It empowers children to make sense of their environment, understand global challenges, and appreciate the impact of scientific discovery on everyday life. Our approach encourages collaboration, communication, and reflection—skills that are essential not only in science but across all areas of learning.

We recognise that scientific literacy is vital for life beyond school. Whether pursuing careers in STEM, making informed decisions as citizens, or simply understanding how things work, our pupils leave us with the tools to engage thoughtfully with the world. We strive to ignite a lifelong passion for science, helping children to see themselves as future innovators, explorers, and changemakers.

By fostering a deep-rooted curiosity and a spirit of enquiry, we prepare children to navigate the future with confidence, independence, and a sense of wonder—ready to contribute positively to their communities and the wider world.

 

🔬 What Does a Scientist Look Like?

At Southam Primary, we believe anyone can be a scientist! A scientist isn’t just someone in a white lab coat with goggles and test tubes (although that can be fun too!). Scientists come in all shapes, sizes, and styles. They might wear school uniforms, jeans, or even muddy boots from exploring outside.

A scientist is someone who:

• 🧠 Asks big questions like “Why does this happen?” or “What if we try this?”
• 🧪 Loves experimenting—whether it’s mixing colours, growing plants, or building rockets.
• 👀 Observes carefully, noticing tiny details others might miss.
• 💡 Thinks creatively, solving problems in clever ways.
• 🗣️ Shares ideas, works with others, and explains what they discover.

You don’t need fancy equipment to be a scientist. All you need is curiosity, imagination, and the courage to explore. Whether you're investigating bugs in the playground, testing how far a paper plane flies, or wondering how the stars shine—you’re being a scientist.

So next time you look in the mirror, remember: a scientist looks just like YOU. 

Southam Primary School Science Skills and Knowledge Progression Overview

Scientists Across The Curriculum 

I’m Miss Lefebvre, the History Leader at Southam Primary School. History is full of narratives, dramatic events, and fascinating characters, of which I have a deep appreciation for. At our school, we are dedicated to ensuring we deliver these through our curriculum in a way that sparks curiosity and imagination in our pupils. We recognise the importance of children developing a global awareness from a young age. Therefore, history at our school is a journey through time that sparks a thirst for knowledge, builds empathy and helps our pupils understand the world around them. From ancient civilizations to local heritage, we bring history to life through our enquiry-based curriculum, hands on experiences and educational visits, which enhances knowledge and encourages pupils to ask big questions and think critically.

 

Aim:

At Southam Primary School, we aim to stimulate children’s interest and understanding about the life of people who lived in the past and ways in which it differs from the present. We believe that the study of history makes a valuable contribution to their understanding of all aspects of life giving a sense of identity and heritage as well as empathy. Our curriculum at Southam Primary School involves engaging children in investigating questions about people and events in the past to enable them to better understand their lives today and for a future as more informed and curious citizens.

Through the study of history pupils also develop a wide range of critical thinking skills, which enable them to understand the contested nature of knowledge and to distinguish between ‘fact’ and subjectivity when it comes to reaching conclusions and making judgements about the past.

 

Historians at Southam Primary School

As a Historian at Southam Primary School, you will develop the skills and curiosity needed to explore and ask questions about the past. By thinking like historians, pupils gain important skills such as investigating, comparing and explaining events. As historians, pupils will develop the knowledge and skills to think critically, use sources to gather evidence and make connections about the past and understand how our world has changed over time.

 

Working as a Historian:

Applying skills and processes to finding, organising, selecting, analysing, critiquing and interpreting primary and secondary sources of evidence

Pursuing a line of enquiry to answer a valid historical question

Constructing and communicating new knowledge and understanding

Grasp key concepts, generalisations and abstract ideas

Achieve progressively more challenging outcomes

Generate further questions to investigate

Southam Primary School History Skills and Knowledge Progression Overview

Southam Primary School Geography Skills and Knowledge Progression Overview

My name is Mrs Kamburova, and I am the Art and Design Subject Lead at Southam Primary. I love Art because this is the only subject where making a mess is encouraged and staring at a blank canvas counts as “creative process.”

At Southam Primary, we believe every child deserves the opportunity to explore, express and grow through creativity. In Art, we nurture imagination, build confidence and encourage each child to discover their unique voice. Through drawing, painting, making and experimenting, children learn not only artistic skills but also how to reflect, communicate and celebrate their individuality.

Aim:

At Southam Primary, our Art and Design curriculum offers every child the opportunity to explore their creativity, develop technical skills, and express their individuality through high-quality teaching and learning. We believe that all children can use art as a powerful way to communicate and express who they are. Through a carefully sequenced curriculum, pupils are supported to draw and paint confidently from observation, memory and imagination. They learn to use a wide range of materials, techniques, and processes to create artwork both independently and collaboratively.

Children are encouraged to reflect on and evaluate their own work and that of others, developing critical thinking and a deeper understanding of the creative process. They also explore and appreciate the work of a diverse range of artists, gaining cultural awareness and inspiration.

Art not only enhances the wider curriculum by fostering imagination, resilience and problem-solving, but also equips children with essential skills for the future—whether in creative industries or in any field where innovation, empathy and expression are valued.

“Artist” in Southam Primary

An artist at Southam Primary is a curious, confident and creative thinker. They are encouraged to take risks, reflect on their work, and talk about their creative choices. Our young artists work with imagination and purpose, developing their skills through observation, knowledge and creative exploration. An artist at Southam Primary also learns to appreciate and discuss the work of others—both their peers and a diverse range of artists from different times and cultures—building respect, curiosity and cultural understanding.

Southam Primary School Art and Design Skills and Knowledge Progression Overview

Southam Primary School Artists Overview 

Musicians at Southam Primary School can:

Improvise and compose music;

Play, sing and perform with accuracy and expression;

Appreciate different musical traditions and genres;

Appreciate the contribution of great musicians and composers to the world of music;

use musical vocabulary effectively, accurately and appropriately.

 

I’m Mrs McCubbin and I have a passion for music and all creative arts that began early in my childhood. I could sing almost as soon as I could talk and spent many an hour sharing this enthusiasm with my neighbours by singing in the garden. Throughout school I was lucky to have a number of inspirational music teachers and was immersed in many genres of music at home. I was in a choir throughout middle and high school, and performed in musical productions there, and at my local theatre. I have both a GCSE and A level in music and a Grade 8 distinction in Singing for Musical Theatre, acquired only three years ago. I am currently studying for a diploma in music and am also still a member of an adult choir. I regularly perform as a soloist outside of school and still have music lessons to further my professional development. Within school I have always aimed to be the sort of music teacher I had growing up. I am committed to ensuring music in school is valued and enjoyed by every single child. I run a KS1 and KS2 singing assembly and the love the children have for music can be seen through the fact I needed to run three choirs last year in order to accommodate the 95 pupils who wanted to join!   

 

 

Music Curriculum

Aims

The national curriculum for music aims to ensure that all pupils:

·        perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians

·        learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence

·        understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations

 

Our Vision:

At Southam Primary we want our children to appreciate a wide range of music, from varying genres, and be able to perform and compose with instruments confidently in groups and by themselves.

The music curriculum is tailored to the specific needs of the children at this school. Through qualitative research, including interviewing staff and children. It is evident that many children have limited exposure to varying genres of music, apart from some music heard on the radio or television. The school aim is to give children a broader and richer exposure to music.

At Southam Primary, children gain a firm understanding of what music is through: listening, singing, playing, evaluating, analysing, improvising and composing across a wide variety of historical periods, styles, traditions, and musical genres. We are committed to developing a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community and are able to use their musical skills, knowledge, and experiences to involve themselves in music, in a variety of different contexts.

Sharing our musical skills with the local community is a huge part of this school; we have links with care homes, adult choirs and churches in the area, and children also have the opportunity to perform with their peers from the other SVMAT schools.

How music is delivered:

We want teachers to be confident when teaching and discussing music with our children and to open their eyes to the wider musical world.

Delivery of the Music Curriculum is supported in our school through the use of Sparkyard, Warwickshire Music Service and also through the support of the Subject Lead for music, Hannah McCubbin, who is a music specialist.

The music curriculum ensures children sing, listen, play, perform and evaluate. This is embedded throughout the school curriculum with classroom teachers with strong subject knowledge as well as peripatetic learning taking place in Key Stage Two. The use of the UpBeat program from the Warwickshire Music Hub ensures that the children can learn an instrument from a professional teacher. This enables them to play in solo and ensemble contexts.

They also learn how to compose, focusing on different dimensions of music, which in turn feeds their understanding when listening, playing, or analysing music. Composing or performing using body percussion and vocal sounds is also part of the curriculum, which develops the understanding of musical elements without the added complexity of an instrument. These aspects of the curriculum also benefit from specialist teaching from the Warwickshire Music Hub.

Progression grids show the music progression throughout the school from EYFS up to Year Six and these are cross-referenced with the work produced by these year groups. Key skills are revisited across the year and are closely monitored to ensure coverage and progression over the academic year, with feedback given to teachers to ensure coverage.

Music is celebrated on many occasions throughout the year including: weekly singing assemblies; visits from national music groups; winter and summer performances; visits to local care homes and shops; as well as other performances in the local area.

We want children to not only develop their practical instrument skills, but also to gain an insight into how and why music is created in a certain way. We want them to form their own opinions and feel confident to critique the music of others.

How the music curriculum improves knowledge and skills

The music curriculum at this school is high quality: it ensures the children gain a rich understanding and have many opportunities to widen their knowledge. The children are invited to show off the learning by performing to their peers and feel proud of their newly gained skills. Pupils express a high level of engagement in the music curriculum and enjoy their varied experiences.

The integral nature of music and the learner creates an enormously rich palette from which a child may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection. Music will also develop an understanding of culture and history, both in relation to children individually, as well as ethnicities from across the world. Children are able to enjoy music in as many ways as they choose – either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. They have an understanding of how to further develop these skills outside of music lessons.

 

What we teach in music:

We follow The National Curriculum for Music 2021 alongside the Model Music Curriculum 2021.

Early Years and Key Stage 1

Pupils should be taught to:

·        use their voices expressively and creatively by singing songs and speaking chants and rhymes

·        play tuned and untuned instruments musically

·        listen with concentration and understanding to a range of high-quality live and recorded music

·        experiment with, create, select and combine sounds using the interrelated dimensions of music

Key stage 2

Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory.

Pupils should be taught to:

·        play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression

·        improvise and compose music for a range of purposes using the interrelated dimensions of music

·        listen with attention to detail and recall sounds with increasing aural memory

·        use and understand staff and other musical notations

·        appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians

·        develop an understanding of the history of music

How the music curriculum improves knowledge and skills

The music curriculum at this school is high quality: it ensures the children gain a rich understanding and have many opportunities to widen their knowledge. The children are invited to show off the learning by performing to their peers and feel proud of their newly gained skills. Pupils express a high level of engagement in the music curriculum and enjoy their varied experiences.

The integral nature of music and the learner creates an enormously rich palette from which a child may access fundamental abilities such as: achievement, self-confidence, interaction with and awareness of others, and self-reflection. Music will also develop an understanding of culture and history, both in relation to children individually, as well as ethnicities from across the world. Children are able to enjoy music in as many ways as they choose – either as listener, creator or performer. They can dissect music and comprehend its parts. They can sing and feel a pulse. They have an understanding of how to further develop these skills outside of music lessons. 

Cultural Capital and Music

Music  is interpretive and allows children to lean through the expression of others (music appreciation) and themselves in creating their own compositions. In connection with St James’ Church, spiritual songs form the main singing at the festivals of Harvest, Christmas and Easter. By organising visits by various artists ranging from Tudor ensembles to string quartets, the children gain a wide cultural awareness and learn about different points of history across the world. Weekly assemblies focus on songs to do with friendship, equality and navigating life, along with an introduction to the life and works of a diverse range of composers. We sing songs from a variety of cultural backgrounds and constantly update our catalogue.

The ethos, value and enjoyment of music in the school amongst staff and the pupils can be seen in the incredible success of the school choir which often has a membership exceeding 80 pupils across KS1 and 2.

Southam Primary School Music Skills and Knowledge Progression Overview

Music and British Values at Southam Primary School

My name is Mrs Ciampa, I am the computing lead at Southam Primary School. I've always had a passion for technology and love sharing that excitement with my class and the wider school community. Whether we're exploring coding, learning how computers work, or solving problems together, I enjoy helping children build confidence in the digital world. I believe computing isn't just about programming — it's about thinking creatively, working through challenges, and having fun while learning. Watching my students discover new skills and grow their curiosity is a magical part of my job!

Computing aim:

In recent years, the computing curriculum has changed to place greater emphasis on the principles behind computing — aiming to give children a solid grasp of how computers function in today’s digital world. Regardless of whether a child eventually becomes a programmer (and career decisions are still far off for an eight-year-old!), the skills gained through computing are valuable. Many of these skills revolve around problem-solving, which is widely applicable across various areas of life and learning.

The computing curriculum at Southam Primary School offers children a wide range of valuable skills and experiences that go far beyond just using a computer. Here's what it typically includes and how it benefits young learners:

Core Areas of Learning

1. Computer Science
   • Understanding how computers and networks work
   • Learning the basics of programming and algorithms
   • Developing logical thinking and problem-solving skills
2. Information Technology
   • Using software tools (like word processors, spreadsheets, and presentation software)
   • Creating and editing digital content
   • Understanding how to use technology effectively and responsibly
3. Digital Literacy
   • Staying safe online (e-safety)
   • Understanding digital footprints and privacy
   • Communicating and collaborating using digital tools

What does a computer enthusiast look like at Southam Primary School?

A computer enthusiast at Southam Primary can break down problems and think logically. They are happy being creative; from designing games to creating animations, they can debug code and learn from their mistakes showing perseverance, they can work as a team and share ideas. A computer enthusiast will display digital skills which are essential for their everyday life.

Southam Primary School Computing Skills and Knowledge Progression Overview

On line safety overview (updated in response Covid-19)

My name is Miss Dippie and I am the Design and Technology subject leader at Southam Primary School. I've always thought design and technology is important because it gives children the opportunity to become creative thinkers and learn to express themselves in a practical way through design and innovation.

Having been in this role my enthusiasm for the subject has only grown as every year I see how much it means to the children and how much they get out of it.

Design and Technology Aim:
The central aim of our Design and Technology curriculum is to encourage pupils to be creative and critical thinkers. The subject focuses on the practical application of knowledge, allowing students to learn new skills and apply them to create purposeful products. We also strongly believe that children should have the freedom to create something that they are personally proud of. We emphasize the importance of making items that have a connection to the contemporary world, ensuring the projects are both engaging and relevant. The process involves students using the skills they have acquired to craft, refine, and complete their products, moving from the conceptual design stage to the final, finished item. The final stage is to critically evaluate the effectiveness of their project and consider potential improvements or future work.

Beyond the classroom, learning Design and Technology offers many benefits that extend into later life. This subject helps students develop problem-solving skills, teaching them how to identify an issue, devise a solution, and then bring that solution to life. This thought process is a transferable skill used across all careers and aspects of life. The ability to see problems and their potential solutions opens up many opportunities through life. The subject also fosters resilience, as students learn to persevere through challenges and mistakes in the design and making process. These practical skills are valuable in a wide range of fields, but especially in careers involving engineering or design. Furthermore, it helps pupils develop an understanding of how technology and design shape the world around them, making them more informed and capable citizens.

Day in the life of a Design and Technology student:
A student acting as a designer is given a purposeful problem to solve. They must identify the issue, think of possible solutions, and then design and create a product to address it. This process involves using new skills, selecting and working with different materials and tools, testing their product to see if it works as intended, and finally evaluating the results to develop their critical thinking skills. 

 

Southam Primary School Design and Technology Skills and Knowledge Progression Overview

My name is Miss Gill and I am the Physical Education Lead at Southam Primary School, I’m proud to champion a subject that goes far beyond the sports field. My aim for PE is to create an inclusive, inspiring, and empowering environment where every child feels confident to move, play, and grow. I believe that physical education is not just about developing athletic skills—it’s about nurturing resilience, teamwork, self-belief, and a lifelong love of movement.

My passion for PE stems from seeing the transformative power it has on children’s wellbeing and personal development. Whether it’s the joy of scoring a goal, the determination in a relay race, or the laughter during a dance session, PE brings out the best in our pupils. I’m committed to ensuring that every child, regardless of ability, has the opportunity to thrive physically, socially, and emotionally through high-quality physical education.

At Southam Primary, we’re building a culture where being active is celebrated, challenges are embraced, and every child leaves with the confidence to lead a healthy, active life.

 

Physically active children at Southam Primary At Southam Primary School, a sports person is a pupil who is Respectful, Responsible, and Ready to take part in all aspects of physical education and school sport. They show kindness and fairness to others, listen carefully, and follow instructions during lessons, games, and activities.

Our sports people enjoy being active, trying new challenges, and working as part of a team. They always give their best effort and encourage others to do the same. Through our inclusive and engaging PE curriculum, pupils develop confidence, resilience, and a lifelong love of movement.

Beyond lessons, children have the opportunity to take part in a wide range of clubs, competitions, and sporting events, helping them grow as individuals and proud members of our school community. Whether representing the school or supporting their peers, our pupils show what it means to be a true sports person at Southam Primary.

Aims for PE:

At Southam Primary School, our Physical Education (PE) curriculum is designed to inspire all pupils to succeed and excel in competitive sport and other physically demanding activities. We provide opportunities for children to become physically confident in a way that supports their health and fitness, while also nurturing essential life skills such as resilience, teamwork, and leadership. Our PE curriculum follows the aims and statutory requirements of the UK National Curriculum. We ensure that all pupils; develop competence to excel in a broad range of physical activities, are physically active for sustained periods of time, engage in competitive sports and activities and lead healthy, active lives. We offer a rich and varied programme that includes dance, gymnastics, athletics, invasion games, swimming, and outdoor adventurous activities. Lessons are inclusive, progressive, and tailored to meet the needs of all learners, ensuring every child feels confident and motivated to participate. Our PE provision demonstrates; A well-structured and sequenced programme that builds physical literacy and personal development over time, high-quality teaching that enables pupils to make sustained progress in physical competence and understanding, a wide range of activities that promote physical, social, and emotional wellbeing and opportunities for all pupils, including those with SEND, to access and enjoy PE. We also promote cross-curricular links, embedding values such as perseverance, respect, and fair play across the wider school ethos. PE at Southam Primary equips children with the knowledge and habits to lead healthy, active lives well beyond their school years. It fosters self-esteem, emotional regulation, and social connection—skills that are vital in adulthood. Whether pursuing sport professionally or simply staying active for wellbeing, our pupils leave with the confidence and motivation to make physical activity a lifelong priority.

Southam Primary School PE Skills and Knowledge Progression Overview

I’m Mrs Van Rensburg, the MFL Subject Leader at Southam Primary School. Originally from South Africa—a country rich in linguistic diversity with 11 official languages—I grew up bilingual, speaking Afrikaans and English. My passion for languages began early, inspired by the vibrant mix of cultures and dialects around me. I believe that learning a new language opens doors to understanding different people and perspectives, and I’m excited to share that journey with our pupils. Through fun, interactive, and inclusive lessons, I aim to spark curiosity and confidence in every child as they explore the world of languages.

At Southam Primary, my vision for Modern Foreign Languages is to create a joyful and inclusive learning environment where every child feels confident to explore new languages. French is our main MFL, and we aim to make it accessible and enjoyable for all pupils. We believe that early exposure to different languages not only builds communication skills but also nurtures empathy and global awareness. Through songs, stories, games, and cultural experiences, we strive to make language learning both meaningful and memorable. Our goal is to inspire pupils to become curious, open-minded learners who appreciate the richness of other cultures and feel empowered to connect with the wider world.

Languages Aim:

At Southam Primary School, our aim in Modern Foreign Languages is to provide a high-quality, inclusive language education that inspires curiosity, celebrates cultural diversity, and equips pupils with essential communication skills. Through the teaching of French, we foster a love of languages and help children develop confidence in speaking, listening, reading, and writing.

We strive to create a learning environment where pupils can:

• Understand and respond to spoken and written language from a variety of authentic sources, building real-world comprehension skills.
• Speak with increasing confidence, fluency, and spontaneity, using discussion, questioning, and interaction to express themselves clearly, while continually improving pronunciation and intonation.
• Write at varying lengths for different purposes and audiences, applying a growing range of grammatical structures with accuracy and creativity.
• Discover and develop an appreciation of a range of writing in the language studied, fostering cultural awareness and a love of literature.

Our curriculum is carefully designed to ensure progression, consistency, and meaningful learning experiences. We believe that learning a foreign language broadens horizons, enhances cognitive development, and prepares pupils to thrive in a global society. MFL enhances the wider curriculum by developing empathy, resilience, and global citizenship, and equips pupils with the tools to succeed in future education, travel, and employment in an increasingly interconnected world.

What does a ‘linguist’ do at Southam Primary?

At Southam Primary School, a linguist is a curious and confident language learner who embraces the challenge of communicating in a new language. Linguists actively listen to and understand spoken French, respond to written texts from authentic sources, and express themselves with increasing fluency and accuracy. They ask questions, hold conversations, and continually improve their pronunciation and intonation. Linguists also enjoy writing for different purposes and audiences, using a variety of grammatical structures, and exploring French literature and culture. Through their learning, they develop a deeper appreciation of the world around them and build valuable skills that will support them throughout their education and beyond.

French word/ phrase of the week

Southam Primary School Languages Progression Map

AIMS:

We want our pupils to have a strong knowledge of their own worldviews and to show an understanding and respect for worldviews of other people.  

We are passionate about fostering a school community of curious, empathetic and respectful learners. At Southam Primary School, we guide our pupils to explore diverse beliefs, cultures, and ethical perspectives, helping them develop respect and understanding for others in an increasingly interconnected world. We encourage pupils to ask thoughtful questions, challenge assumptions and begin to form their own values with confidence and compassion, laying the foundation for lifelong learning and respectful citizenship. 

Pupils will explore a range of worldviews which describes the way in which a person encounters, interprets, understands and engages with the world. Pupils will be given opportunities to reflect on their own beliefs and practices, as well as those from other religions. Pupils are encouraged to ask questions, share their thoughts and feelings all whilst showing respect and understanding of others. Children at Southam Primary School are able to think for themselves and our school’s values of Individuality, Respect and Pride are embedded throughout the RE curriculum.  

Children at Southam Primary:

Develop a strong knowledge of the beliefs, values, practices and ways of life for different religions and worldviews;

Are able to reflect on their own beliefs and those of different religions; 

Be able respectfully ask questions about different religions;

Be able to think for themselves. 

 

Early Years Progression Grid

Key Stage 1 Progression Grid

Lower Key Stage 2 Progression Grid

Upper Key Stage 2 Progression Grid

Southam Primary School Religious Education Skills and Knowledge Progression Overview

Hello, my name is Mrs Gardner, and I am proud to be both the PSHE Subject Lead and Mental Health Lead at Southam Primary School. I am passionate about promoting good mental health and wellbeing across our school community, because I truly believe that to be ready to learn, our minds need to be calm, focused and emotionally ready.

We follow the Jigsaw PSHE scheme, which takes a mindfulness-based approach to learning. This means our pupils are encouraged to reflect deeply, build emotional resilience, and develop the skills they need to thrive both in and beyond school. I believe PSHE is a vital part of education — it empowers young people to understand themselves, relate to others, and make informed choices. It underpins everything we do in Southam Primary School. Our PSHE curriculum supports our pupils in becoming Ready, Respectful, and Responsible individuals.

At Southam Primary we are committed to creating a safe, inclusive environment where every pupil feels valued, heard, and empowered to make positive choices. Whether we’re exploring relationships, mental health, or citizenship, our aim is to help pupils grow into confident, compassionate individuals who are equipped for life.

 

At Southam Primary School, our PSHE curriculum is designed to nurture children who are Ready, Respectful, and Responsible, equipping them with the knowledge, skills, and emotional resilience to thrive both in school and in life.

Through a broad and inclusive programme, PSHE offers children a safe space to explore key areas such as relationships, health, personal safety, and citizenship. It enhances the wider curriculum by embedding essential life skills, promoting emotional literacy, and encouraging reflective thinking across all subjects.

A central aim of our PSHE curriculum is to promote good mental health and wellbeing, helping children to understand and manage their emotions, build positive relationships, and develop coping strategies for life’s challenges. By fostering self-awareness, empathy, and resilience, we support pupils in becoming confident, compassionate individuals.

We call ourselves Mindful Learners when we are doing PSHE, but this is also a way of being that we carry into all lessons and our daily lives. Mindful Learners notice their thoughts and feelings, make thoughtful choices, and help create a calm, respectful, and inclusive school environment.

PSHE prepares children for the future by empowering them to make informed choices, contribute positively to their communities, and navigate the complexities of the modern world with integrity and care.

 

A mindful learner at Southam Primary School is someone who is Ready to learn, Respectful of others, and Responsible for their actions. They take time to notice their thoughts and feelings, understand how these affect their behaviour, and use strategies to stay calm, focused, and positive. Mindful learners listen with attention, speak with kindness, and reflect on their choices. They value their own wellbeing and that of others, helping to create a safe, supportive, and inclusive learning environment.

Taking Care: Protective Behaviours programme

At Southam Primary School, we also follow the Warwickshire schools’ Taking Care: Protective Behaviours Programme, which forms part of our PSHE curriculum.

Protective Behaviours is a practical and down to earth approach to personal safety.  The aim of the programme is to teach our children about how to feel safe, how to talk about their feelings and how to recognise safe and unsafe feelings.  This helps children to feel safe to have an adventurous approach to life that satisfies their desire for fun and excitement without living in fear.  Protective Behaviours helps children to recognise and trust their intuitive feelings – early warning signs – and to support them in developing a range of strategies for self-protection.

The programme focuses on two key themes:

·         We all have a right to feel safe all of the time; and

·         We can talk with someone about anything, even if it feels awful or small.

The sessions are specifically tailored to meet the needs of the different year groups, from Reception to Year 6, and usually take place over a four-week block in the spring term.  

Jigsaw Overview

Jigsaw Information Booklet for Parents and Carers

UK British Values Links and Jigsaw

SMSC and Emotional Literacy Opportunities in Jigsaw

Relationships and Health Education in Jigsaw

 

Southam Primary Forest School

 

Three years ago, as staff, we decided that we were not utilising our school grounds to their full potential. We are in a fantastic position of having a lot of space that can be used for different activities, and because of this children who enjoy being and working outside, were missing out. We therefore set about developing a forest area on the back field which involved the whole school planting hedging and saplings. Mrs Lucas also underwent training to become a Forest School Leader.

 

The aim of a Forest School project is to encourage and inspire individuals of any age through positive outdoor experiences. Through the activities that the children take part in they will develop self awareness, self regulation, intrinsic motivation, empathy, good communication skills, positive mental attitude, self esteem and confidence.

 

Mrs Lucas and myself have designed an activity programme where children will be actively involved in a wide range of practical bush-craft tasks: setting up camps, designing and building natural shelters and furnishing them with seating, building and using fire-pits, learning how to tie knots, identify trees and plants, animals and birds....the possibilities are endless....the children who attend these sessions always have fun!

At Southam Primary School we value the diversity and backgrounds of all children, families and the wider community. Our school reflects British values in all that we do. We aim to support and nurture our children on their journey through life so that they can grow into responsible, tolerant, caring adults who make a positive difference to British society and to the world. We encourage our children to be unique, open minded and independent, respectful of themselves and of others in our school, our local community and the wider world.

The Department for Education defines British Values as:

• Democracy
• The rule of law
• Individual liberty
• Mutual respect and tolerance of those with different faiths and beliefs

Democracy

• We encourage a democratic culture where children are empowered to make a meaningful contribution to decisions that directly relate to themselves. Children have the opportunity to have their voices heard through pupil surveys, School Council, focus groups.
• We have an active School Council who make a valuable contribution to our school. Members are elected by their peers and all children have an involvement in this democratic process.
• Children at Southam Primary School are encouraged to develop an open mind in an environment where enquiry is encouraged and questions valued.
• Children at Southam Primary School are involved in the selection proves of new members of staff.
• Processes where children are encouraged to vote are embedded in to our curriculum and additional opportunities are identified in line with local and national events.

 

The Rule of Law

• Children are supported to distinguish between right and wrong in the classroom, in assemblies and on the playground.
• Expectations of our children are clear, fair, actively promoted and positively reinforced. Expectations are reinforced through discussion between children and staff.
• Children are encouraged to respect civil and criminal law. Children enjoy visits from the local police to help reinforce this understanding.
• Our children develop an understanding of how the law keeps them safe and the importance of the law in their futures.

 

Individual Liberty

• Our children are encouraged to be independent learners and are given the freedom to make their own choices knowing they are in a safe and supportive environment.
• Children are encouraged to take responsibility for their own behaviours- social and learning and explore the language of emotions, enabling them to reflect on differences and understand that we are all free to have our own opinions.
• Stereotypes are challenged and a strong anti-bullying culture is embedded where children are encouraged to challenge any form of bullying.
• Children have key roles and responsibilities e.g. buddy readers, reception buddies, class councillors, learning detectives, e cadets, peer mentors.
• Our safe and supportive environment promotes a culture where positive self-image and self-esteem are nurtured to increase children’s confidence in their own abilities.

 

Mutual Respect and Tolerance

• We expect all children to show respect to each other and members of the community. Children develop a thorough understanding of what is expected and how to demonstrate respect.
• Diversity and equality are valued. Children discuss their understanding of other cultures, faiths, ethnicity, disability, gender and develop respectful attitudes.
• Through celebrations our children acquire a respect for their own and other cultures.
• Links, visitors and visits are actively promoted with local faith communities and places of worship.
• We offer a culturally rich and diverse curriculum in which a range if religions, national and global communities are studies and respected.
• We encourage our children to have a positive influence on the local community and to engage in community wide projects.