Intent, Implementation and Impact of your curriculum! These documents will support subject leaders and senior leaders in reflecting on the provision for the different subjects within your school curriculum and how these meet the specific needs of your children. This reflects the emphasis on the whole curriculum in the Ofsted inspection framework from September 2019. The aim of the Examining Teaching and Learning in… documents is to provide subject leaders with a precise evaluation of the provision for their subject. Once conducted, the information can then be used as a basis for: the subject improvement plan; a discussion during an Ofsted inspection; a position statement report to the governing body; and general discussions about the subject with senior leaders and teachers in school. The questions and prompts within the resources have been carefully designed to ensure consistency in a school’s approach to evaluation by the subject leader whilst also focusing on the individual characteristics of each subject area. They can be independently used by schools or be provided as part of a subject specific ‘Health Check’ provided by one of the Lancashire Teaching and Learning Consultants.

Year 4 Spring 2 English Planning Unit : Passport to Europe This half term block, based around a theme of Passport to Europe, consists of two English units: Novel as a theme Non-chronological reports Cross curricular links Although the units will stand alone, they can be planned to run alongside geography, design technology and music. A context for writing a non-chronological report could be a region in a European country, including information around a classical European composer. For novel as a theme, any appropriate text could be selected. Design technology could be linked via creating a passport holder or a money container for two or more currencies. Vocabulary, Grammar and Punctuation Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year. Our English Planning Units have all recently been updated to include: new ideas and approaches for planning through the teaching sequence phases with more detailed guidance on reading and gathering content phases; updated suggestions of texts, direct links to specific film clips and resources within every unit; a tighter focus on grammar skills via warm-up sessions and integration within units; increased emphasis on vocabulary for reading and writing; further short and longer writing opportunities built into each unit; and updated outcome suggestions for scaffolded writing whilst highlighting the need for independent writing for assessment purposes.

This document offers a series of phonics lessons aimed at helping children in Years 2, 3 and 4 who may have missed, or not fully understood, some of the crucial stages of systematic synthetic phonics teaching in the early years. The units of work will be useful if some of your children are experiencing difficulties with: • blending phonemes for reading and segmenting for spelling; • selecting the correct spelling for long vowel phonemes; • reading and spelling longer words containing adjacent consonants. The lessons cover the alternative spellings of common vowel phonemes (Phase 5) and can be used flexibly to meet the needs of your children, based on your assessment of their current phonic knowledge. The simple assessment tool provided will help you to identify the phonemes you need to teach or to revisit, thereby filling crucial gaps in phonic knowledge. Included also are six lessons which cover some tricky phonemes e.g. wr, ph, kn, gn, tch and softening c. These can be used at your discretion. In addition, there are two blocks of work which address the teaching of Phases 4 and 5 tricky words. These sessions will help you to teach your children to read and spell these words automatically. The lessons should be conducted three times a week by teachers or by trained teaching assistants and should be lively, exciting and full of fun.

The Bounce Back Phonics Boost Pack follows the same structure as Bounce Back Phonics with a further eight blocks of work including three lessons for each block. These blocks include alternative pronunciations and alternative spelling elements from Phase 5. These were identified after careful analysis of the coverage within Letters and Sounds, the Phonics Screening Check Framework and the Lancashire Programmes: Fast Track Phonics and Bounce Back Phonics. This programme is aimed at children in Years 2, 3 and 4 who may have missed, or not fully understood, some of the crucial stages of systematic synthetic phonics teaching in Reception and Year 1, and is designed to address gaps in learning.

The Lion, the Witch and the Wardrobe by C.S. Lewis This publication of 7-8 weeks focusing on Year 4 and Year 5 reading and writing skills, includes both narrative and non-fiction opportunities, all based around the classic children’s novel The Lion, The Witch and The Wardrobe. Using film clips, websites and a range of texts, including those themed around evacuation and mythical creatures, this unit will immerse the children in themes central to the novel. A variety of short and long writing opportunities are embedded throughout the unit as the children analyse the story, gather content on mythological creatures and develop an extended narrative based upon The Lion, The Witch and The Wardrobe.

The Loch Ness Monster Reading and writing skills for Year 3 and Year 4 are interwoven throughout these two units of work lasting 3-4 weeks for narrative and 2-3 weeks for non-fiction, all based around the theme of the Loch Ness Monster. The first unit focuses on exploring and researching the infamous legend using film clips, websites, texts and news sources, before children write their own non-fiction article for a children’s magazine. Following this, a narrative unit is provided which includes developing a new Loch Ness monster character based on a plot pattern inspired by the classic cartoon, The Family-Ness! Enjoy singing along to the theme tune with your class!

A Bear Called Paddington by Michael Bond Year 2 and Year 3 reading and writing skills are interwoven throughout both narrative and non-fiction units in this publication, all themed around one of our favourite bears from children’s literature – Paddington! The first unit explores Michael Bond’s classic text, alongside the use of more recent film material. Regular short and long writing opportunities are embedded throughout the sequence as the children work towards an extended narrative of their own Paddington adventure. This is followed by a non-fiction unit, in which children will explore a range of non- fiction sources, websites and clips, before writing their own tourist guide to either London or your local area. Be prepared for your classroom to be transformed to a tourist destination, complete with regular tours!

Harry the Happy Mouse by N.G.K and Janelle Dimmett Based around the heart-warming story of Harry the Happy Mouse, this integrated unit supports the application of Reception to Year 1 phonics, reading and sentence construction skills. The half termly unit is designed to include a focus on rhymes, poems and songs, followed by both a fiction unit (2-3 weeks) and a non-fiction unit (1-2 weeks). Within the narrative unit, children will be engaged with an oral retelling of the story of Harry and his walk, making people happy along the way. (Be sure to pack your walking boots!) Children will engage in short writing opportunities, including thought and feeling bubbles, lists and thank you notes/letters, in addition to an extended retelling of the story. Following on from the narrative, an information sequence of work is also provided, in which children will create information posters on one of the focus animals.

The Key Learning in Spoken Language document is based upon the expectations outlined in the National Curriculum 2014. It will support teachers to plan spoken language opportunities in English and across the curriculum. The key learning statements have been identified primarily from the National Curriculum 2014 (pg 17) - spoken lanaguage, years 1 to 6. In addition, EYFS Early Learning Goals 2021, and expertise from the Primary English and Literacy team at the LPDS, around speaking and listening, has informed the expectations for all years groups.

Applying skills from both Year 1 and Year 2, this publication is based around the theme of wolves and integrates both narrative and non-fiction in a 5-6 week sequence. Children will share in the delights of The Way Home for Wolf by Rachel Bright and Jim Field, before taking on the role of researchers to find out more about wolves and other animals. Using their newly found facts, children will produce an information leaflet to inform an audience. The unit concludes with a return to fiction, where children will create an innovation based on the original story.

The Key Learning documents are based on the programmes of study from the National Curriculum and pinpoint the key pieces of learning in each year group for Y1 to Y6. They build upon the statutory elements to provide teachers with more specific guidance, further examples or additional and relevant objectives to ensure clarity, cohesion and continuity. This package will enable you to identify the Key Learning within English and Mathematics. The subjects included are as follows: English (Reading) English (Writing) Mathematics Spoken Language

The aim of these documents was to specify the key learning in reading and writing for each year group and match statements to show progression from Year a into Year b. The Key Learning statements should help to focus whole class teaching and could be considered as unit objectives. They will enable teachers to plan for mixed age classes by examining the progression and match of statements. This bundle includes the following documents: Mixed age Key Learning in Reading and Writing for Years 1-2, Years 3-4, Years 4-5 and Years 5-6.

The aim of these documents was to specify the key learning in reading and writing for each year group and match statements to show progression from Year a into Year b. The Key Learning statements should help to focus whole class teaching and could be considered as unit objectives. They will enable teachers to plan for mixed age classes by examining the progression and match of statements.

The aim of these documents was to specify the key learning in reading and writing for each year group and match statements to show progression from Year a into Year b. The Key Learning statements should help to focus whole class teaching and could be considered as unit objectives. They will enable teachers to plan for mixed age classes by examining the progression and match of statements.

The aim of these documents was to specify the key learning in reading and writing for each year group and match statements to show progression from Year a into Year b. The Key Learning statements should help to focus whole class teaching and could be considered as unit objectives. They will enable teachers to plan for mixed age classes by examining the progression and match of statements.

The aim of these documents was to specify the key learning in reading and writing for each year group and match statements to show progression from Year a into Year b. The Key Learning statements should help to focus whole class teaching and could be considered as unit objectives. They will enable teachers to plan for mixed age classes by examining the progression and match of statements.

Themed around magic, mystery and much more, both the narrative and non-fiction units within this publication, interweave reading and writing skills from Year 5 and Year 6. Children will be taken on a magical journey whilst reading Ross MacKenzie’s award-winning The Nowhere Emporium. Regular short and long writing opportunities are embedded throughout the sequence - with opportunities for further challenge and independent writing also signposted – whilst the final written outcome is an extended narrative based around the plot of The Nowhere Emporium. This is followed by a non-fiction unit, flexibly themed around magic or the circus – it’s your choice! Following research, children will work towards producing a hybrid information text in the form of a magazine page. This includes a mini biography, a discussion text and a non-chronological report. The children could be finding out about the history of magic, researching a famous magician or discussing whether animals should be allowed to perform in a circus. Lots of interesting facts to find and discussions to have!

This is to allow you to purchase all six publications in one click, instead of adding them individually to the shopping cart. This publication includes: Reception into Year 1 - Harry the Happy Mouse Year 1 into Year 2 – The Way Home for Wolf Year 2 into Year 3 – A Bear Called Paddington Year 3 into Year 4 – Loch Ness Monster Year 4 into Year 5 – The Lion, the Witch and the Wardrobe Year 5 into Year 6 – The Nowhere Emporium For the full descriptions please see the individual publications.

The Learning and Progression Steps (LAPS) are designed to scaffold the learning required in order to meet the expectations of the National Curriculum in writing. The learning has been broken down into smaller steps to support teachers in planning appropriate learning opportunities for both whole class and differentiated groups.

The KLIPs, or Key Learning Indicators of Performance, have been developed from Lancashire’s National Curriculum Support Materials, which detail the key learning in reading and writing for each year group. These key learning grids for each year group can be used to provide: Detailed assessment information for the teacher to use to inform their future planning of next steps (formative). Overall judgements which can be made more summatively (for example once a term), to enable senior leadership teams to track progress across the school, during the year. This will assist schools with self-evaluation and in informing discussions with others e.g. inspection teams, about attainment and progress. A means of informing parents about attainment and progress. The underlined statements on the grids have been identified as Key Learning Indicators of Performance (KLIPs) as these have the greatest impact on the further development of skills and subsequent learning. Consequently, the Key Learning Indicators of Performance (KLIPs) play a particularly significant role in the assessment process.