In This Section

At St Mary's we believe that the development of language and literacy skills are of the highest priority.

The purpose of this is to:

  • ensure the effective delivery of the new National Curriculum for English;

  • enable progression and continuity throughout the school;

  • ensure progression and continuity throughout the school;

  • aid the monitoring of the teaching and learning of language.

We address language special needs throughout the school with the help and input of the SENCO, using school-based resources and those of the outside agencies.

We are aware of issues of gender and race equality and are prepared to bring about any necessary changes in the teaching of language to give equality of opportunity.

We plan termly with colleagues within Early Years, Key Stage 1, Y3 and Y4, and Y5 and Y6 to ensure continuity and progression.

Curriculum Coverage

YEAR 1 CURRICULUM COVERAGE

YEAR 2 CURRICULUM COVERAGE

YEAR3 AND 4 CURRICULUM COVERAGE

YEAR 5 AND 6 CURRICULUM COVERAGE

EYFS CURRICULUM COVERAGE

As well as termly plans each teacher keeps weekly plans. Within this planning, provision is made for different teaching and learning styles and children are encouraged to work both independently and collaboratively, at their own level in order to achieve their full potential.  Our planning aims to provide opportunities which will enable our children to become competent and confident listeners, speakers, readers and writers. 

At St Mary's we use the Oxford Reading Tree scheme to support the teaching of reading. When teaching phonics, class teachers use the Letters and Sounds scheme. 

LITERACY IN ST. MARY'S

NURSERY PLAN AUTUMN 2017

RECEPTION PLAN AUTUMN 2017

YEAR ONE PLAN AUTUMN 2017

YEAR TWO PLAN AUTUMN 2017

YEAR THREE PLAN AUTUMN 2017

YEAR FOUR PLAN AUTUMN 2017

YEAR FIVE PLAN AUTUMN 2017

YEAR SIX PLAN AUTUMN 2017

THE WRITING'S ON THE WALL

This display in our school shows the progression in writing from Nursery to Year 6. Every term, all children complete the same writing assessment which has been adapted to suit each year group. Once the assessments have been marked teachers select 2 pieces of work for display. It is a lovely opportunity for the children to see the expectations for the future and the progression which they have made from previous years. Within their own year group children are able to identify what they need to do to move forward and improve their own writing. 

Please have a look at how we teach the following aspects of Literacy in our School and how you can help your child at home to develop their Literacy skills:

Speaking and Listening

Writing

READING INFORMATION EVENING POWERPOINT

Supporting your child with Reading

Helpful website links for parents to support your child’s learning of phonics and reading. Copy and paste the links below into your browser.


https://www.oxfordowl.co.uk/for-home/helping-your-child-to-read 

https://www.oxfordowl.co.uk/welcome-back/for-home/reading-owl/top-tips--3 

http://www.letters-and-sounds.com/what-is-letters-and-sounds.html 

 

St. Mary's Catholic Primary School: NUMERACY

We had a maths week in school, look at all the maths learning we have done! We have been using Numicon to help solve and use maths investigations.

YEAR ONE

YEAR TWO

YEAR FOUR

YEAR FIVE

In St Mary's we endeavour to teach our children a rich and progressive curriculum. We believe that Mathematics teaches us how to make sense of the world around through developing a child's ability to calculate, to reason and to solve problems.

In our school we want to help children to understand and appreciate the pattern in both number and space in their everyday lives in and out of school.

We encourage the children to develop these key and fundamental skills through their growing knowledge and understanding of the world. We want children to learn to appreciate the contribution made my many people to the development Mathematics in our ever growing society.

 

MATHEMATICS IN ST. MARY'S

Purpose of study

Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Aims

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

  • become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

  • reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

  • can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.

Information and communication technology (ICT)

Calculators should not be used as a substitute for good written and mental arithmetic. They should therefore only be introduced near the end of key stage 2 to support pupils’ conceptual understanding and exploration of more complex number problems, if written and mental arithmetic are secure. In both primary and secondary schools, teachers should use their judgement about when ICT tools should be used.

Spoken language

The national curriculum for mathematics reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their mathematical vocabulary and presenting a mathematical justification, argument or proof. They must be assisted in making their thinking clear to themselves as well as others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.

School curriculum

The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

 

 

Please have a look at how you can help your child with their 'Big Maths' and how we teach our calculation skills throughout the curriculum:

Big Maths

Addition

Division

Multiplication

Subtraction

Foundation Stage Numeracy Evening

KS1 numeracy evening

KS2 NUMERACY INFORMATION EVENING

NUMERACY POLICY

Maths Vocabularly

 

Our yearly overview

Year 1 yearly overview

Year 2 yearly overview

Year 3 yearly overview

Year 4 yearly overview

Year 5 yearly overview

Year 6 yearly overview

 

Our Yearly Curriculum Coverage

Reception Maths Curriculum Coverage

Year 1 Maths Curriculum Coverage

Year 2 Maths Curriculum Coverage

Year 3 Maths Curriculum Coverage

Year 4 Maths Curriculum Coverage

Year 5 Maths Curriculum Coverage

Year 6 Maths Curriculum Coverage

 

Here are our Progression Maps for all the areas of learning within Mathematics:

Progression Map: Place Value

Progression Map: Addition and Subtraction

Progression Map: Multiplication and Division

Progression Map: Fractions

Progression Map: Ratio and Proportion

Progression Map: Alegbra

Progression Map: Measurement

Progression Map: Geometry and Properties of Shapes

Progression Map: Geometry; Position and Direction

Progression Map: Statistics

 

Here are our Progression Maps with Reasoning for all the areas of learning within Mathematics:

Progression Map: Place Value with Reasoning

Progression Map: Addition and Subtraction with Reasoning

Progression Map: Multiplication and Division with Reasoning

Progression Map: Ratio and Proportion with Reasoning

Progression Map: Algebra with Reasoning

Progression Map: Measurement with Reasoning

Progression Map: Geometry; Properties of Shape with Reasoning

Progression Map: Geometry; Position and Direction with Reasoning

Progression Map: Statistics with Reasoning

 

TERMLY PLANS:

NURSERY PLAN AUTUMN 2017

RECEPTION PLAN AUTUMN 2017

YEAR ONE PLAN AUTUMN 2017

YEAR 2 PLAN AUTUMN 1 2017

YEAR 2 PLAN AUTUMN 2 2017

YEAR 3 PLAN AUTUMN 1 2017

YEAR 3 PLAN AUTUMN 2 2017

YEAR 4 PLAN AUTUMN 1 2017

YEAR 4 PLAN AUTUMN 2 2017

YEAR 5 AUTUMN PLAN 2017

YEAR SIX PLAN AUTUMN 2017

 

We had a Mathematics Information Evening, have a look at what our parents said:

It was great! It was good how the teachers took turns to explain different aspects.

Reception Parent

The tips and advice to engage my child in further learning at home and the key words that I should be using to aid his learning.

Year 1 Parent

I enjoyed the whole session. An eye opening of how I can help my daughter at home. The session was very helpful!

Year 1 Parent

It’s helped me to understand the easy way to help my child with their homework.

Year 2 Parent

It was informative and educating.

Year 3 Parent

All the information I received was useful. The information will help me at home a great deal.

Year 3 Parent

Concise and brilliant!

Year 4 Parent

I found it very helpful. It has made me understand what is expected of the children and what I need to do as a parent to support my child.

Year 4 Parent

Good explanation about how we teach different methods.

Year 5 Parent

Useful methods to reinforce learning Numeracy were demonstrated.

Year 5 Parent

The help tips to help children.

Year 6 Parent

MATHS INFORMATION EVENING
Shakespeare Globe Players Production