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 tests are designed to resemble the national end of key stage tests in both appearance, structure and question design and have been written by consultants involved in development of the national tests. They will therefore support children in becoming familiar with the end of Key Stage tests. The Lancashire Mathematics Assessment Tests are designed to support teachers in confirming their teacher assessments at the end of each term. They complement the Lancashire Mathematics Planning Support Disc which revisits curriculum content on a termly basis, which has been identified through research by Ofsted as the most effective approach to learning. They also complement the Mathematics Learning and Progression Steps (LAPS), which provide approximate end of term expectations, and the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems. The end of Autumn term tests assess only the content of the mathematics curriculum that has been covered within the Planning Support Disc for that term. The questions are also pitched against a realistic expectation of what children should have achieved up to that point in time, which corresponds to the first parts within the Learning and Progression Steps. This ensures the assessments for the end of Autumn and Spring terms are not against end of year expectations. This means that the tests will only measure whether a child is either on track to achieve the end of year expectations or whether they are not. The Lancashire Mathematics Team will not produce a marking threshold to indicate attainment as the tests are intended to be used to support the teacher’s professional judgement of the children’s abilities.

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.

Assessment materials to support ongoing, day to day planning, assessment and progression as well as summative judgements against year group expectations. This resource provides teachers with formats which can be used for both planning and to help track progress of children linked to the National Curriculum programme of study and year group expectations. The resource includes: A set of Key Learning for each year group as a reference guide for long term planning. Working Scientifically Skills Ladders which provide support for teaching and a format for tracking progression of skills against year group expectations. An A4 grid for every unit of work in each year group which can be used for planning and assessment (linked to Knowledge and Conceptual Understanding). Four examples to select from or adapt with ideas on how to collate judgements of pupil progress over a unit. A summary of how to use the materials to suit your setting

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.

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 Science and the Foundation subjects. The subjects included are as follows: Art and Design Computing Design and Technology Geography History Languages Music Physical Education Science

The Learning and Progression Steps (LAPS) are designed to scaffold the learning required in order to meet the expectations of the National Curriculum in reading. 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 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 Learning and Progression Steps (LAPS) are designed to scaffold the learning required in order to meet the expectations of the National Curriculum in Mathematics. Statements in the Lancashire Key Learning for Mathematics document have been broken down into smaller steps to support teachers in planning appropriate learning opportunities. These key pieces of learning will support pupils in becoming fluent in the knowledge and skills of the curriculum and ensure that the learning is effective and sustained. The number of steps is dependent on the learning and do not constitute expectations for the end of each term. The final step in the progression for each strand of learning is the end of year expectation. The Learning and Progression Steps (LAPS) have been derived from the Lancashire Key Learning in Mathematics statements, identified primarily from the National Curriculum programmes of study. How might Learning and Progression Steps (LAPS) in Maths be useful? Learning and Progression Steps (LAPS) may be used in a number of ways. For whole class teaching, LAPS may be used to support differentiation. When planning, it may be appropriate to use LAPS statements to inform learning objectives for a session or number of sessions. Learning and Progression Steps (LAPS) in Maths should be selected according to the learning needs of the individual or group. Emphasis however, should always be on developing breadth and depth of learning to ensure skills, knowledge and understanding are sufficiently embedded before moving on. The LAPS should not be used as an assessment tool, but they can inform teachers about children’s progress towards the end of year expectations at the end of each term.

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 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 tests are designed to resemble the national end of key stage tests in both appearance, structure and question design and have been written by consultants involved in development of the national tests. They will therefore support children in becoming familiar with the end of Key Stage tests. The Lancashire Mathematics Assessment Tests are designed to support teachers in confirming their teacher assessments at the end of each term. They complement the Lancashire Mathematics Planning Support Disc which revisits curriculum content on a termly basis, which has been identified through research by Ofsted as the most effective approach to learning. They also complement the Mathematics Learning and Progression Steps (LAPS), which provide approximate end of term expectations, and the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems. The end of Autumn term tests assess only the content of the mathematics curriculum that has been covered within the Planning Support Disc for that term. The questions are also pitched against a realistic expectation of what children should have achieved up to that point in time, which corresponds to the first parts within the Learning and Progression Steps. This ensures the assessments for the end of Autumn and Spring terms are not against end of year expectations. This means that the tests will only measure whether a child is either on track to achieve the end of year expectations or whether they are not. The Lancashire Mathematics Team will not produce a marking threshold to indicate attainment as the tests are intended to be used to support the teacher’s professional judgement of the children’s abilities.

These new guidelines for primary and secondary schools offer practical advice and resources in meeting the needs of the most able. They are intended to support schools in examining what is already in place for these learners and in developing a thorough whole school approach based on a shared understanding of what meeting their needs requires. For Senior Leaders the guidelines support schools in a review of systems and structures including identification in all subjects, an audit of current provision, tracking progress and how to include the school’s support for the most able in the school’s self-evaluation. For those with a lead role in meeting the needs of the most able the guidelines include advice on starting points, approaches to teaching and learning and addressing key issues like transition and underachievement. For primary schools, classroom ideas in all subjects are also included. All of the grids included in the guidelines are provided as templates for schools to adapt for their own use.

Looking for inspiration for your Science planning and not sure where to start? Want to make Science lessons more stimulating but fed up searching the internet? Struggling to plan for challenging learning opportunities? …then this Lancashire Planning Support resource addresses your needs for a more creative approach to science learning Many primary teachers are keen to provide stimulating, engaging and challenging Science learning for their pupils but are not always sure where to begin. This new resource from Lancashire provides a huge variety of starting points, lesson ideas and links to suitable online resources to support teachers’ planning. The resource does not simply include stimulating activities but provides guidance to ensure that learning is progressive, open ended and challenging. This resource is designed to support primary schools with a more creative approach to their Science curriculum. The three sections of the resource include: suggested curriculum maps and guidance; key learning progression; a selection of creative contexts for every area of Science and every age within the primary phase.