Years 3, 4, 5 & 6

Children in Key Stage Two (KS2) love to learn through a challenging, inspiring and lively curriculum! A wide range of creative learning experiences and opportunities are provided through which KS2 children develop their Oracy, confidence and skills, and achieve the highest standards of which they are capable of in all areas to become

‘Positive Thinkers & LiFE Long Learners’.


All KS2 children have a selection of reading books to share at home with parents. These books are graded according to difficulty based on Accelerated Reader levels. The children’s reading abilities are regularly assessed individually and in guided groups so they move through the levels at their own pace. Children are also encouraged to read texts of their own choice including library books, comics, magazines and newspapers, as well as listening to stories, so they can develop a passion for reading.


Children in KS2 enjoy many opportunities to write both during English lessons and through their wider curriculum work. ‘Talk4Writing’ is one approach that children experience to support them in becoming confident writers in many different styles. Talk4Writing involves children taking part in a range of fun tasks to support them learning and rehearsing texts orally, getting to know the key language patterns and structure before reading and analysing it further. Shared writing is an important part of all units of work and shows children how to create a piece of writing in the same style before having a go themselves. Both KS2 teachers and children love this approach and the confidence it gives children to write is incredible!

Children also enjoy learning through the contexts of carefully chosen novels that they will find particularly interesting or be able to relate to in some way. Developing skills through the novel approach provides children with the opportunity to read a broader range of texts and to make links between them. New vocabulary is explored and key questions are asked to develop understanding of story plots and characters. Throughout these units children enjoy writing in a variety of styles that help them to respond to the text and explore it further. Children find these units of work inspiring both for their reading and writing which is wonderful to see.


INTENT – Our Aims – How the school rational and Seven Key Principles are seen in Maths

We believe that every child can master an understanding and love of maths,
with the right kind of teaching and support.  At Braunstone Frith Primary Academy, we have high expectations to enable excellence for all and base our teaching on the belief that all children have the potential to succeed.  All aspects of our Seven Key Principles underpin our curriculum, which intends to develop positive thinkers and lifelong learners.

BFPA aim to develop learners who:

  • Have the competence and confidence to solve a range of problems through fluency with numbers and mathematical reasoning.
  • Are encouraged to see the Mathematics that surrounds them every day and enjoy developing vital life skills in this subject.
  • Use reasoning, think logically and work systematically to solve problems both independently and with others.
  • Connect knowledge to other things they have learnt and use what they already know (spiral curriculum).
  • Communicate using a range of sophisticated Mathematical language.
  • Have a Growth Mindset and a positive attitude towards the subject of Mathematics.
  • REACH IT and use Resilience, are Engaged Actively, are Accountable for their learning, Challenge themselves, Have a Go, work Independently, use Teamwork to deepen understanding.

Please have a read of how we teach Maths at our school and if you would like to find out more about our Maths curriculum, please contact the school office and our Maths lead, Aisha Mussa, will be happy to speak with you.

IMPLEMENTATION – Mathematics Teaching and Learning

At BFPA we use Maths – No Problem!, which is a series of textbooks and workbooks from Year 1 to 6 written to fully meet the requirements of the English National Curriculum. The Maths — No Problem! Primary Series was assessed by the DfE’s expert panel, which judged that it met the core criteria for a high-quality textbook to support teaching for mastery.  It is based on the evidence-based approach developed in Singapore and incorporates the use or resources, problem-solving and group work.  Mastery for all opportunities are provided through the Teaching for Mastery 5 Big Ideas: Representation and structure, mathematical thinking, variation, fluency and coherence.

Teachers use a mix of Maths – No Problem! And other resources to plan their lessons.   You can visit the ‘Maths No Problem’ website to find out more: You can have a further read about the Implementation of our Maths Curriculum in Key Stage 2 and what happens in each year group by clicking here: What_our_Maths_curriculum_looks_like_at_KS2.pdf

IMPACT of our Maths curriculum

You can have a read of the journey we have been on with Maths over the last 3 years, what is working well in our Maths curriculum and what our next steps are in the following reports:

  • LiFE MAT Maths Peer Review 2019
  • Challenge Partners academic year 2018-2019
  • Challenge Partners academic year 2017-2018
  • OFSTED 2018

These can be found in the Key Information Tab and Reports about Braunstone Frith Primary School sub-tab.


The RE curriculum follows the RE Discovery Syllabus. This allows all pupils to develop understanding of other beliefs and cultures which may be different to their own. The curriculum includes visits to places of worship and finding out about religious artefacts, books and customs.

Relationship & Sex Education

Our school’s approach to Relationships, Sex and Health education and is based on the DfE guidance document ‘Relationships Education, Relationships and Sex Education (RSE) and Health Education’ (mandatory from September 2020). In this document, relationships and sex education is defined as: ‘enabling children to embrace the challenges of creating a happy and successful adult life.’ It is about understanding the importance of  stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality, and sexual health’.

We believe relationships, sex and health education is important for our pupils and our school because:

  • It is giving children the knowledge that will enable them to make informed decisions about their wellbeing, health and relationships.
  • It is about giving children the opportunity to put knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts.
  • It is the recognition that everyone faces difficult situations in their lives and how relationship and sex education can support young people to develop resilience, to know how and when to ask for help, and to know where to access support.

Sex education is part of the Personal, Social and Health Education (PSHE) curriculum in our school delivered through the Jigsaw PSHE 3-11 scheme. While we use sex education to inform children about sexual issues, we do this with regard to matters of morality and individual responsibility, and in a way that allows children to ask and explore moral questions. We do not use sex education as a means of promoting any form of sexual orientation.

In addition to our relationships teaching through the Jigsaw PSHE 3-11 scheme, we teach the Equality Act 2010 through our teaching of the ‘No Outsiders’ ethos using sensitive and age appropriate content and resources. ‘No Outsiders’ promotes respect and tolerance for all of the protected characteristics including sexual orientation and gender reassignment.

Our commitment to provide a broad and balanced Relationships and Sex Education and Health Education is demonstrated by the following roles in our school:

  • Assistant Headteacher responsible for PSHE
  • PSHE Subject Leaders responsible for the curriculum provided in FS/ KS1 and KS2
  • Healthy Schools Champion
  • No Outsiders Champion
  • British Values Champion
  • Anti-Bullying champion/ Positive and Peaceful Places Award

Our Curriculum Offer

At Braunstone Frith Primary Academy we value PSHE as one way to support children’s development as human beings, to enable them to understand and respect who they are, to empower them with a voice and to equip them for life and learning. We include the statutory Relationships and Health Education within our whole-school PSHE Programme.

To ensure progression and a spiral curriculum, we use Jigsaw, the mindful approach to PSHE, as our chosen teaching and learning programme and tailor it to your children’s needs. The mapping document: Jigsaw 3-11 and statutory Relationships and Health Education Appendix A), shows exactly how Jigsaw and therefore our school, meets the statutory Relationships and Health Education requirements. This programme’s complimentary update policy ensures we are always using the most up to date teaching materials and that our teachers are well-supported.


There are opportunities in school for pupils to learn musical instruments including: guitars, trombones, trumpets and steel pans. The music curriculum is based on the Kapow scheme.


All pupils in Key Stage 2 have French lessons. In the lessons the pupils learn the language and develop their vocabulary through a range of interactive games and songs. The French curriculum is based on the Salut scheme.


The PSHE curriculum is based on Jigsaw and has different themes throughout the year, including Mindfulness, Well-being, British Values and Sex & Relationship Education. Lessons include stories, circle time and discussions to support pupils understanding as well as opportunities to share positive messages or ideas to support each other.


In PE, teaching is based on the Val Sabin scheme. Throughout the year pupil’s work on different elements of PE including gymnastics, ball games, dance and invasion games. In year 3 and 4 pupils also have swimming lessons as part of their PE curriculum.


We enable our children to develop the skills needed to work scientifically. We teach the children how to question, plan, observe, record, conclude and evaluate so that they can apply these scientific skills when investigating in other areas of the curriculum. The curriculum allows pupils to investigate an area of Science through practical investigations, experiments and observations.