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Planning and Teaching in Mathematics


Brampton Primary School (BPS) employs an approach to mathematics teaching and learning that combines the core aims of the national curriculum with practices taken from Maths – No Problem!, the National Institute for Education (NIE) in Singapore and the National Centre for Excellence in the Teaching of Mathematics (NCETM). The practices adopted are based on research and theories from Jerome Bruner, Zoltan Dienes and Richard Skemp among others.

At BPS we believe every pupil should have the opportunity to develop their fluency, reasoning and problem solving skills on a regular basis, so they develop an understanding of, confidence in and appreciation for mathematics. In order to achieve this, all teaching and learning in mathematics employs the following key concepts:

• Visualisation – the concrete-pictorial-abstract (CPA) approach, modelling
• Communication – reasoning, discussing concepts, explaining ideas
• Metacognition – self-reflecting, self-correcting, developing independence
• Variation – looking at a concept in different ways, working out problems in different ways
• Challenge – ensuring all pupils progress from their starting points


Mathematics planning at BPS is a collaborative process, which teacher undertake in year group teams. All teachers in the year group have input on the core parts to each lesson:

• Objective – what are we teaching?
• Strategy – how are we teaching it?
• Lower attaining pupils (LAPs) and higher attaining pupils (HAPs) – how will we ensure appropriate challenge for all pupils?
• Outcomes – how will each pupil demonstrate they have met the objective?
• Resources – what resources (concrete and/or pictorial) will we use to support pupils’ understanding?
• Assessment for learning – how will we know whether the class is ready to progress?

Year groups have a planning format designed to fit the needs of the pupils and teachers which highlights the core parts to each lesson detailed above.

Lesson resources are used to aid pupils. Interactive whiteboard (IWB) presentations only contain the essential parts to each lesson:

• In Focus task
• Any visual scaffolds (base ten, number counters, fraction bars, etc.)
• Guided Practice questions
• Worksheet questions
• Worksheet answers

This allows teachers to teach and concentrate on their interactions with pupils and the interactions between pupils themselves.

Any examples of applying strategies, processes, working out or problem solving are modelled by the teacher.


All lessons follow this structure:
1. Exploration (the In Focus task) – pupils need an opportunity to explore, investigate and develop understanding themselves. Teachers facilitate through questioning and formatively assess at this stage.
2. Structuring (the teaching) – pupils need their understanding formalised and organised so they can then apply it. Teachers model how to apply the pupils’ understanding to work out problems. This is done using the a strategy.
3. Practice and reflection – pupils need time to practice applying their understanding using the strategy taught. They also need time to reflect on difficulties through discussions with their partner/the class/the teacher. Teachers question to develop understanding, confidence and fluency.
4. Independent practice – pupils need time to independently practice applying their understanding. Teachers assess and intervene to support or extend pupils.
5. Self-assess – pupils need to know how they have performed by marking their own work.

Marking and Feedback in Mathematics

Our Approach

At Brampton Primary School, we expect teachers to provide constructive feedback to ensure children make progress. This will encourage all children to become reflective and thoughtful learners.

We believe there is a clear distinction between marking and feedback:

• Marking informs pupils and teachers of whether or not a question has been answered correctly.
• Feedback provides a scaffold to support a pupil, a challenge to extend them or promotes reflection on the learning.
• In the majority of cases, children should be responsible for marking and teachers responsible for feedback.

Reasons for providing feedback

1. To recognise, encourage and reward a child’s effort and achievement and to celebrate success
2. To provide a communication channel between teacher and child that gives clear and appropriate feedback about their strengths and areas for development
3. For children to develop an awareness of the standards, incorporating targets and next-steps in learning enabling them to improve their work
4. To develop children’s independence in reviewing their own work
5. To indicate how a piece of work could be corrected or improved against assessment criteria
6. To help to identify children who need additional support/more challenging work and to identify the support/challenges needed
7. To aid curriculum planning

Mathematics Books

• Marking questions in mathematics books should predominantly be completed by children at the end of the lesson (Year 1 teachers may decide to restrict this to certain children and ensure teachers/HLTAs/NNs/TAs mark the rest of the class’ books).
• For those students who have mastered the concept(s), teachers should indicate in their books that they will be challenged either in that lesson or at the start of the next lesson. This could be through feedback, such as Complete a journal entry on… or a challenge at the start of the next lesson separate from what the rest of the class will do: a Big Question or reasoning problem. Children completing a task like this at the beginning of a lesson should still be expected to work on the In Focus task and support their peers.
• For those students who have struggled with the lesson concept(s) and have therefore been unable to answer the majority of questions correctly, teachers should provide targeted feedback or indicate that the child will be going for a Wobbly Wallet intervention (or such like). The feedback/intervention must take place as soon as possible, so that misconceptions are not embedded.
• For middle attaining children, there should be a balance between being challenged, or supported, through feedback/interventions.

• Marking by pupils must follow these rules:
o It must only be done in black pen.
o It must be monitored, so that children are marking neatly and accurately.
o If a mistake has been made, children must write a small c with a circle around it (©).
• Teachers will need to have a system in place to respond to the students’ marking, so that all pupils make progress regularly.
• Any work completed in the mathematics books must be marked, with appropriate feedback, consistently across year groups.

Early Years and Foundation Stage

• There should be weekly evidence of mathematics activities in children’s portfolios, with appropriate observations.
• Adult focus or adult directed independent observations in children’s portfolios should be written in purple pen.
• Child initiated observations should be written in green pen.
• Misconceptions should be addressed with an appropriate record of how the child was supported.

Responding to Marking and Feedback

• Students need regular opportunities to respond to marking and feedback. This can be achieved at the beginning of each mathematics or arithmetic lesson or throughout the day.
• Teachers must ensure that time to respond to marking and feedback is available to students every day.
• Responses to marking and feedback must be monitored by teachers regularly, to ensure that any further misconceptions are addressed.
• Students should respond to marking and feedback in black pen, so progress can be easily monitored.

Maths resources

Teaching for Mastery – Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |

Maths no problem – videos for parents


Science is concerned with developing children’s natural enquiry skills. At Brampton Primary School our children have inherent curiosity therefore our science curriculum enables the children to develop their knowledge and understanding of scientific ideas, processes and skills.

Working scientifically is at the heart of the science curriculum. Children should be taught how to use enquiry skills to navigate through new concepts and activating prior learning in order to get a holistic understand of topics taught. The science at Brampton Primary School should encompass a wide range of cross curricular activities including links with outdoor learning, geography, mathematics, computing and writing.

Principles of science – The Brampton vision

  • We need to learn through practical ‘hands on’ investigations as much as we can.
  • We need questions to investigate, make us think, understand and progress.
  • We need to learn together collaboratively and learn from each other.
  • We need the teacher to be enthusiastic and knowledgeable about the topic.
  • We need great resources to help us learn.
  • We need to learn within familiar contexts we recognise and can relate to.
  • Whenever we can, we also need to learn outside the classroom and by having science visitors in school.

Physical Education

PE Days

PE Teaching at Brampton

At Brampton we believe that having specialist teachers provides the pupils the opportunity to learn and develop their PE skills under the guidance of experts.
Our specialist teachers bring strong subject knowledge and a high level of enthusiasm for PE as well as a desire to see the pupils be successful. This focus allows the pupils a greater chance to realise their own potential as well as raises the standard of learning in PE across the school. The impact of this is shown in our pupils’ positive attitudes towards sports, fitness and their understanding of how to lead a healthy lifestyle.

PE Curriculum

The PE curriculum at Brampton is a continuously evolving and we adapt it to best suit the specific pupils we have in each year. A wide range of conventional topics, such as games, gymnastics and dance, is taught throughout the year but we also teach a wide range of non-conventional topics such as ultimate frisbee, parkour and floorball. Again, we adapt these depending on the pupils’ physical needs and/or stage of development. Assessment shows that our pupils are now adept at implementing their skills into a wider range of sporting environments.

Gifted and Talented

Pupils who display an advanced understanding and mastery of the skills expected for their age group in PE are given extra opportunities to continue to develop their skill set. They are given leadership roles within lessons to help lead, teach and encourage others and we ensure our teaching enables them to deepen their understanding of tactics and improve their skills. Where appropriate, they are given the opportunity to represent Brampton in competitions against local school. Some children were fortunate enough to attend the British Ski Academy and learn how to ski from some of the best youth coaches in the U.K. If your child takes part in, and has shown aptitude for sporting activities outside school, let Mr Gillingham know so we can support their development during PE.

Extra-Curricular Clubs

There are various sporting clubs running at Brampton. The clubs range from specific targeted groups to general clubs such as girls’ netball and football. In most cases our after school clubs depend on the goodwill of our wonderful teachers giving of their time. If there are no clubs running that your child is interested in please let us know and we will look into whether we can accommodate such a club in the future.
There are also a number of lunchtime clubs run by our PE specialists which give pupils a focussed and active lunchtime.

Langdon School Sports Partnership (LSSP)

We are members of the Langdon School Sports Partnership. The LSSP coordinates a wide range of sporting events and competitions for Newham’s primary schools regularly throughout the year. Their competitions are organised so that pupils from Years 1 – 6 can participate in a large range of sports against pupils from other schools. Pupils from Brampton consistently achieve highly in these events and always demonstrate excellent sportsmanship. The LSSP also provides professional development sessions for teachers and support staff to develop their practice in various sporting disciplines to ensure that the pupils receive the best teaching PE possible.

School Sport Funding and Pupil Premium

PE has benefited greatly from School Sport Funding as well as Pupil Premium funding. We have used the funding to employ specialist coaches to enrich our PE provision, and enable our teachers to receive training and support. We have also invested in a range of resources and extra-curricular activities such as Indoor Bouldering, Queen Elizabeth Olympic VeloPark cycling, Parkour Academy and Tom Daley Dive Academy lessons. The funding has also been used to invest in new Parkour equipment for pupils to access safely during curriculum PE lessons.

Onwards and Upwards

We will continue to look at new ideas and teaching styles to ensure that our pupils are given the best opportunity to participate and succeed in a wide range of sporting pursuits both during formal PE lessons and at other times.
The ultimate goal of Brampton Primary School’s PE curriculum is to enable pupils to achieve their full potential in physical education, attain healthy levels of well-being and to instil positive attitudes towards fitness and active lifestyles.

Impact of PE/Sport Premium 19-20
Impact of PE/Sport Premium 18-19


Brampton Primary School has embarked on an exciting journey with our topic of history. Our teaching of history aims to encourage pupils to foster an interest and curiosity about the past and how it has shaped and influenced the world today. It also aims to develop pupils’ interest in their surroundings, as well as their knowledge of places and environments around the world.

The curriculum provides a highly motivating and engaging context for our pupils to learn. Topics have been selected to engage pupils’ interest as well as ensuring coverage of the National Curriculum. Topics are introduced as exciting challenges with many cross curricular links. History is taught as a stand-alone lesson but is also taught alongside art and geography enabling children to build upon their knowledge and understanding each day. In history, children study a range of different time periods and significant individuals from the past, allowing them to develop a chronological knowledge of British and world history.

We aim to develop core historical skills such as chronology, change and continuity, interpretation and empathy, critical thinking through the use of sources and questioning.

Learning in history goes beyond the classroom with many of our year groups visiting historical sites to further enrich the children’s learning.


At Brampton, we believe that a high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

At Brampton, we follow the national curriculum for geography, which aims to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
    – collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
    – interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    – communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Key stage 1

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

Key stage 2

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

At Brampton, geography is delivered through the wider curriculum where each half term, a different theme is used to engage the children in developing their knowledge, skills and understanding in each of the foundation subjects.

Art and Design

Coming soon …

Design and Technology

Coming soon …


At Brampton Primary School, we deliver the computing programme of study through a 3BM scheme of work, which we have adapted to suit the needs of the school. Here, we ensure that the requirements of the National Curriculum for computing are being met.

The National Curriculum for computing aims to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology.

Our scheme of work ensures full coverage of the 3 distinct areas of the computing curriculum: Information Technology, Digital Literacy and Computer Science and it provides the pupils with a clear progression of these skills starting in the Early Years and through to Year 6.

In addition to this, our curriculum ensures Online Safety is embedded throughout and that pupils use technology safely and respectfully, understanding the importance of keeping their personal information private; how to identify where to go for help and support if they have concerns about any content or a contact on the internet or other online technologies.

In recent years, our school has also made a substantial investment in purchasing new hardware such as iPads, laptops and trolleys for each phase to support the study of computing. Pupils have been provided with a username and password, which they can use to log in to the London Grid for Learning (LGFL) both at school and at home. This has begun to raise the profile of computing and it has helped us to engage all of our pupils in the study of the new computing curriculum.

Computing resources

NC programme of study
Computing overview


Every child in Key stage 1 and Key stage 2 has one hour of music each week. These take place in a fully equipped dedicated music room. Nursey and Reception have an enclosed music area in the garden which is well stocked with instruments to play.


Music is integrated into the day to day life of the class. In addition to activities which take place indoors, the children are free to visit the outdoor music area, where members of staff will be on hand to create music with the children. The music teacher visits the music area twice a week to lead singing sessions.

Key Stage 1

The Year 1 and Year 2 classes have a weekly lesson with the music teacher. During these sessions they learn and sing a wide range of songs from different genres, often accompanied by percussion instruments. They are introduced to well-known works by great composers, including Carnival of the Animals (Saint Saens), Peter and the Wolf (Prokofiev) and The Nutcracker (Tchaikovsky). They have opportunities to compose their own music with other children, using a wide range of instruments. They learn about rhythm, pitch and dynamics through practical activities, and practise their drama skills through using their bodies to interpret music.

In Year 2 the children begin to learn the recorder, where they begin to read music.

Key Stage 2

The children build on what they learnt in Key Stage 1. They learn about the lives and works of great composers through the Composer of the Month. The composers chosen are diverse, including female composers, contemporary composers and composers and musicians from diverse backgrounds, in addition to those from the baroque, classical and romantic periods.

In singing they develop a wide repertoire through studying units on folk music, classic pop, contemporary pop, protest songs, motown and blues. They watch great singers and musicians from the past and from today performing their music.
The children have opportunities to compose music which reflects the topic being studied in small groups, using the wide-range of instruments at their disposal.

Year 3 learn the ukulele, and this taken up again in Year 5. Year 4 take up the recorder again, and year 6 learn the guitar.

The children participate in phase singing assemblies, where they have the chance to sing the songs they have been learning in a large group. At the wider curriculum assemblies they have the opportunity to sing as a class to an audience or play instruments.

After School Clubs

There is a Key Stage 1 Choir, Junior Choir and Senior Choir. These choirs perform in public throughout the year, including Young Voices at the O2 and carol singing in the local community. There is also a Musical Drama club for Key stage 1 children and Ukulele clubs for Year 3 and Year 4. Junior and Senior Recorder Clubs meet at lunchtimes.

Spiritual, Moral, Social and Cultural Development


Click on the link to view our curriculum policies.

Wider Curriculum Topics

Coming soon …

PSHE & Citizenship

At Brampton Primary School, we are proud to use Jigsaw as our PSHE scheme. Jigsaw teaches PSHE through mindfulness and provides children with a curriculum where they build upon their learning of each topic every year that they are at Brampton. Our aim for PSHE is to ensure that all the children we teach become well rounded citizens who are able to have a positive impact on our community.

Jigsaw brings together PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. It is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike.

Jigsaw and Mindfulness

How would children benefit if they could be aware of their thoughts and feelings as they happen, in the present moment, on purpose with no judgement?
This is what mindfulness means. It can be learnt, and techniques to develop it taught. It also needs to be practised. We believe mindfulness is a vital tool for life: not only does it support the regulation of emotion and build emotional resilience but also enhances focus and concentration; both helping to optimise learning.

Mindful children can more readily choose their responses to situations rather than react while caught up in the thought-flows and emotions.
In Jigsaw PSHE, mindfulness is developed through the ‘Calm Me’ time in each piece (lesson). This consists of breathing techniques, awareness exercises and visualisations – all tried, tested and very enjoyable activities for children and teachers alike.

Observing your thoughts and feelings, on purpose, in the present moment with no judgement… What a gift!

Religious Education

RE is an important curriculum subject. It is important in its own right and also makes a unique contribution to the spiritual, moral, social and cultural development of our pupils and supports wider community cohesion. At Brampton we use the Newham Agreed Syllabus for RE.

Year group learning challenge

Y1 Autumn 1 | Y2 Autumn 1 | Y3 Autumn 1 | Y4 Autumn 1 | Y5 Autumn 1 | Y6 Autumn 1

To see what your children will cover, click on the RE Curriculum Overview below.

Curriculum overview

English Curriculum overview – Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |

Maths Curriculum overview: Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Maths – I can statements: Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |

Science Curriculum overview
Physical Education Curriculum overview
History Curriculum overview
Geography Curriculum overview
Art and Design Curriculum overview
Design and Technology Curriculum overview
Computing Curriculum overview
Spanish Curriculum overview
Music Curriculum overview
Wider Curriculum Topics Curriculum overview
Personal Social and Health Education Curriculum Map 2021-2022
RE Curriculum Overview
Read Write Inc overview