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 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 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 Learning and Progression Steps are designed to scaffold the learning required in order to support children in developing a secure understanding of early mathematics and will prepare children effectively for Year 1 of the National Curriculum. 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 mathematics and ensure that the learning is effective and sustained.

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 publication is based on the Geography National Curriculum for the primary phase that came into operation in 2014. We begin by looking at the statutory requirements of the curriculum as set out for Key Stages 1 and 2 before developing exemplar teaching units that schools may wish to adopt or adapt in order to cover the required content at both Key Stages. Finally examples are provided of overview plans that seek to cater for the different class structures that can be found in the primary phase.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 12 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 11 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 10 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 9 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 8 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 7 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 6 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 5 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 4 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 3 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 2 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

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 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.