Our Curriculum 

Curriculum Maps for Each Year group:

MMK School follows the National Curriculum.

Please click on the link below to see the Long Term Plans for every Year group 

Year Group Long Term Plans:

 

Nursery Long Term Plan 2019-20

Reception Long Term Plan 2019-20

Year 1 Long Term Plan 2019-20

Year 2 Long Term Plan 2019-20

Year 3 Long Term Plan 2019-20

Year 4 Long Term Plan 2019-20

Year 5 Long Term Plan 2019-20

Year 6 Long Term Plan 2019-20

 

Year Group Medium Term Plans:

Nursery Medium Term Plan Spring 1 2020

Reception Medium Term Plan Spring 1 2020

Year 1 Medium Term Plan Spring 1 2020

Year 2 Medium Term Plan Spring 1 2020

Year 3 Medium Term Plan Spring 1 2020

Year 4 Medium Term Plan Spring 1 2020

Year 5 Medium Term Plan Spring 1 2020

Year 6 Medium Term Plan Spring 1 2020

 

Autumn Term Curriculum Letters for Reference
Nursery Curriculum Letter Autumn 2019      

Reception Curriculum Letter Autumn 2019                      

Year 1 Curriculum Letter Autumn 2019                                 

Year 2 Curriculum Letter Autumn 2019

Year 3 Curriculum Letter Autumn 2019

Year 4 Curriculum Letter Autumn 2019

Year 5 Curriculum Letter Autumn 2019

Year 6 Curriculum Letter Autumn 2019

Phonics Information at Mathilda Marks-Kennedy

Being able to read is an imperative skill for children. There are two strands to learning to read: discussion and comprehension, and phonic knowledge (the recognition and understanding of letters and sounds). At Mathilda Marks-Kennedy School we follow the phonic programme ‘Letters and Sounds’. This was originally introduced as part of the government’s Primary National Strategy. ‘Letters and Sounds’ works by ‘fostering children’s speaking and listening skills as preparatory to learning phonic knowledge and skills.’ It then provides a systematic phonic programme where children are introduced to all the sounds and the concepts of segmenting and blending. This is delivered through a multi-sensory approach and is matched to children’s differing needs. Reception to Year Two have discrete Phonics lessons built into their timetables. The programme begins with listening to sounds, and then moves to introducing the correspondences of graphemes (letters) to phonemes (sounds). The next step is for children to learn the sounds that are represented by more than one grapheme; for example – oi in coin. Children then learn to sound adjacent consonants. The next phase which is the focus for Year One is looking at the variety of ways a phoneme can be spelled. The sound – ai as in rain can also be produced with a_e as in made or ay as in day. The children begin to learn the appropriate spelling for different words. The phonic programme ends with children continuing to focus on specific spelling patterns and moves seamlessly into the spelling programme in Year Two. This phonics programme works in a systematic and structured way. 

The majority of our school reading books are based on synthetic phonics allowing the children to practice skills learnt in class. We also make use of a variety of phonic games.

Regular assessment informs on the need for any intervention to cater for the pupils’ individual learning requirement. In such cases support groups or one to one phonics support is implemented. Where children have not reached the expected level by the beginning of Key Stage Two, phonics continues to be taught to these children in small groups

Jewish Studies

Jewish Studies is taught within the school in a variety of ways, fostering an understanding and knowledge of the Jewish heritage and religion. Tefillah is an important part of each school day. Through our Jewish Studies lessons we aim to instil within each child a love of Judaism, a strong sense of Jewish identity and encourage the practice of living Judaism. This is also achieved through the whole school environment and atmosphere. Topics covered include weekly parashah, chaggim, Jewish living as well as Chumash and Rashi in Key Stage Two. Music plays a central role in our teaching with the children learning a good repertoire of Jewish songs. In Key Stage Two we follow the Jewish Curriculum Project Chumash curriculum. The children participate in extra-curricular Jewish Studies events.

Inclusion

Pupils may experience special needs at any time during their education. Their needs are identified through a series of measures including observing them in the classroom, diagnostic testing and through close liaison between class teachers, our SENCO and parents.

Our teachers are skilled in providing support for children of all abilities and needs within the classroom and we also have trained support staff that are able to deliver specialist programmes to individuals or small groups.

We work closely with a variety of outside agencies such as Speech and Language Therapy and Educational Psychology services to gain advice and resources for our pupils.

More Able Pupils

As a school we aim to meet the needs of all our pupils, enabling every child to reach their potential. Rigorous assessment procedures enable us to identify pupils who are very able or talented. Class teachers plan for these pupils so that they experience learning which matches their abilities. Questioning is used to challenge the more able thinkers. The pupils are encouraged to explore a topic in added depth or to apply their learning in more complex ways encouraging their creativity and intellectual curiosity.

If you'd like more information about the curriculum followed at MMK please contact your teacher or the School Office.