St. Michael's International School
 

 

Milepost 2 and 3 (Ages 7-11)

English
 
In Year 3 and Year 4 (MP2) and in Year 5 and Year 6 (MP3) children learn to change the way they speak and write to suit different situations, purposes and audiences. They read a range of texts and respond to different layers of meaning in them. They explore the use of language in literary and non-literary texts and learn how language works. Teaching ensures that work in speaking and listening, reading and writing is integrated wherever possible into the IPC units.
Reading has a high profile at St. Michael’s and books are valued. During the year we celebrate reading through our Book Week and teachers will plan guided and shared reading sessions throughout the week using regular assessments to gauge children’s learning in this area. We encourage children to read as much as possible and books will be sent home on a regular basis to strengthen reading for understanding, comprehension and fluency.
 
Writing is highly valued at St. Michael’s and through interactive teaching we explore all of the writing genres and their features in fiction, non-fiction and poetry, so ensuring that our children can confidently write in different styles for different audiences and purposes. Children are instructed in grammar in order to understand the construction of our language system and take control of their own writing.   

 


 

Mathematics
 
At St. Michael’s, we follow  the UK Primary Framework for Mathematics. This framework underpins the majority of teaching of Mathematics at this school as it is considered to lay a strong foundation for future competency. In MP2 and MP3, children use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They always try to tackle a problem with mental methods before using any other approach. Children explore features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts.
 
Mathematics is a language through which humans make sense of the world and organise their lives. Think how difficult it would be now to get through a day without using any maths at all. At St Michael’s  we use a variety of teaching and learning techniques to make the learning experience focused and fun. The use of ICT is built into Mathematics teaching where appropriate, with the ICT suite, iPads and class Smart Board being used during Mathematics Lessons. This means that our pupils are motivated to learn and see the relevance of what they are learning.  'Understanding' is key to making good progress in Mathematics and activities, questions and discussions which promote this are a feature of all Numeracy lessons at St. Michael’s. The curriculum covers number, calculating, measures, shape and space, data handling and of course using and applying maths in the real world. Our children work with lots of practical equipment and try out their maths in many different real-life situations.
 
The curriculum is planned so that skills can be developed and mastered as a child progresses through our school. Below are the learning expectations for a child in MP3:
 
MP3
  • During Maths lessons, learners investigate, develop and use abstract tools such as logical reasoning and problem solving. Learners develop their knowledge, skills and understanding of mathematics through practical activities, exploration and discussion. Topics covered include mental maths, numbers, shapes, space and measurements as well as data collection and processing. Amongst a range of available resources and teacher expertise, a commercial scheme, involving much use of ICT in Maths is used to guide learning and teaching.
  • The principal focus of mathematics teaching in MP3 is to ensure that children extend their understanding of the number system and place value to include larger integers. This should develop the connections that children make between multiplication and division with fractions, decimals, percentages and ratio. 
  • At this stage, children should develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. 
  • With this foundation in arithmetic, children use the language of algebra more explicitly, as a means for solving a variety of problems. 
  • Teaching in geometry and measures should consolidate and extend knowledge developed in number. 
  • Teaching should also ensure that children classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them. 
  • Children should read, spell and pronounce mathematical vocabulary correctly.
 
 

 

 
 
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