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Lancashire Professional Development Service helps educational settings like schools and academies to realise the full potential of their children and young people, by providing professional training, bespoke consultancies and inspiring resources. All of our curriculum resources are designed by highly experienced teaching and learning consultants.

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Lancashire Professional Development Service helps educational settings like schools and academies to realise the full potential of their children and young people, by providing professional training, bespoke consultancies and inspiring resources. All of our curriculum resources are designed by highly experienced teaching and learning consultants.
Examining Teaching and Learning in ... Science
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Examining Teaching and Learning in ... Science

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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 Summer 1 English Planning Unit : Water, Water Everywhere
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Year 4 Summer 1 English Planning Unit : Water, Water Everywhere

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Year 4 Summer 1 English Planning Unit : Water, Water Everywhere This half term block, based around a theme of Water, Water Everywhere, consists of three English units: Stories with a Theme Poems with a Structure Information Booklets Cross curricular links Although the units will stand alone, they can be planned to run alongside work on rivers and the water cycle in geography and science. The children’s learning about rivers and the water cycle might be in the context of a local river study (fieldwork) and/or key aspects of a local river e.g. River Lostock. This work could then feed into their welcome brochure in English. Alternatively, the children’s leaflets could include facts about rivers that run through Cornwall. In addition, their poetry could feature elements of the water cycle. 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.
Year 6 - 'Wonder' Supplementary English Planning Unit
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Year 6 - 'Wonder' Supplementary English Planning Unit

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This supplementary unit is specifically designed to help Year 6 teachers in the summer term to generate quality writing outcomes in order to inform their end of year teacher assessments. It comprises four mini-units and is complemented by several shorter independent writing outcomes. Teachers can select which mini-units to cover, or can cover them all dependent on gaps in learning. The unit focuses on using a quality text (Wonder by R.J. Palacio) to plan a wealth of writing opportunities in a wide range of genres (fiction, non-fiction and poetry). It also provides guidance on how to aim for the higher standard in writing.
Year 2 into Year 3 Bridging Unit - A Bear Called Paddington
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Year 2 into Year 3 Bridging Unit - A Bear Called Paddington

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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!
Mixed Age Key Learning for Reading and Writing - Individual - Year 4 - 5
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Mixed Age Key Learning for Reading and Writing - Individual - Year 4 - 5

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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.
Year 3 Spring 2 English Planning Unit : The Iron Man
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Year 3 Spring 2 English Planning Unit : The Iron Man

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Year 3 Spring 2 English Planning Unit : The Iron Man This half term block, based around a theme of The Iron Man, consists of two English units: Novel as a theme Recount: diaries Cross curricular links Although the units will stand alone, they can be planned to run alongside science, music and design technology. The class novel can be linked to the creation of the children’s own character using mechanical systems – levers and linkages. This character can feature in children’s own stories. Linked to Design Technology, Computing and Music, children could create a film trailer using a suitable application such as iMovie. 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.
Year 5 Summer 1 English Planning Unit : Amazon Adventure
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Year 5 Summer 1 English Planning Unit : Amazon Adventure

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Year 5 Summer 1 English Planning Unit : Amazon Adventure This half term block, based around a theme of Amazon Adventure, consists of two English units: Narrative – Stories from other cultures Non Fiction – Debate – a persuasive speech Cross curricular links Although the units will stand alone, they can be planned to run alongside a Geography unit linked to the Amazon Rainforest and a Science unit on Life cycles in a different environment. A debate can be based upon any focus, either linked to the theme or other relevant contexts, depending upon the curriculum focus. 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.
Year 3 into Year 4 Bridging Unit - The Loch Ness Monster
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Year 3 into Year 4 Bridging Unit - The Loch Ness Monster

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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!
Nursery On-Entry Observational Assessment
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Nursery On-Entry Observational Assessment

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These on–entry assessment materials will support practitioners to set up relevant and appropriate provision, including resources, within the nursery classroom, to enable them to make relevant observations of what children know, understand and can do on entry to nursery. The materials offer prompts across all seven areas of learning and development and the characteristics of effective learning. Sample activities are provided across ten areas of provision to support practitioners to choose from and engage children in open-ended but purposeful activities. These materials can be used alongside other baseline assessment activities and will support practitioners in making an accurate judgement of a child’s skills, knowledge and understanding on entry to nursery. For five term Nursey children you could focus on the prime areas and three term Nursery children both the Prime and Specific areas.
Year 1 into Year 2 Bridging Unit -The Way Home for Wolf
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Year 1 into Year 2 Bridging Unit -The Way Home for Wolf

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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.
Key Learning in Reading, Writing, Maths and Spoken Language
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Key Learning in Reading, Writing, Maths and Spoken Language

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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
Mixed Age Key Learning for Reading and Writing - Bundle
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Mixed Age Key Learning for Reading and Writing - Bundle

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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.
Year 5 into Year 6 Bridging Unit - The Nowhere Emporium
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Year 5 into Year 6 Bridging Unit - The Nowhere Emporium

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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!
Year 5 Autumn 1 English Planning Unit : A Kingdom United
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Year 5 Autumn 1 English Planning Unit : A Kingdom United

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Year 5 Autumn 1 English Planning Unit : A Kingdom United This half term block, based around a theme of A Kingdom United, consists of two English units: Legends Persuasion Cross curricular links Although the units will stand alone, they can be planned to run alongside Geography and History work on UK cities, counties and key features and Britain’s settlement by Anglo-Saxons and Scots. The unit on legends has been chosen to fulfil the National Curriculum requirement that children in upper Key Stage 2 will increase their familiarity with a wide range of books, including myths, legends and traditional stories. 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.
Year 4 Summer 2 English Planning Unit : Hunted
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Year 4 Summer 2 English Planning Unit : Hunted

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Year 4 Summer 2 English Planning Unit : Hunted This half term block, based around a theme of Hunted, consists of three English units: Narrative – Folk Tales Non Fiction – Debate Poem on a theme. Cross curricular links Although the units will stand alone, they can be planned to run alongside a Science focus linked to Living things and their Habitats. Debates can be based upon any focus, either linked to the theme or other relevant contexts, depending upon the curriculum focus. 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.
Year 2 Summer 1 English Planning Unit : Wind in the Willows
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Year 2 Summer 1 English Planning Unit : Wind in the Willows

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Year 2 Summer 1 English Planning Unit : Wind in the Willows This half term block, based around a theme of Wind in the Willows, consists of three English units: Animal adventure stories Recounts: letters Classic poems Cross curricular links Although the units will stand alone, they can be planned to run alongside a Science units based on habitats. For example, in the story of The Wind in the Willows, Mole leaves his home to explore the nature around him. Geography links could include exploring different seasons, what the weather is like in each season including what happens to the length of the day, and what happens to plants and animals. Consider the different chapters within the Wind in the Willows text, and the different seasons read about in the story. 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.
Year 5 Autumn 2 English Planning Unit : Food, Glorious Food!
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Year 5 Autumn 2 English Planning Unit : Food, Glorious Food!

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Year 5 Autumn 2 English Planning Unit : Food, Glorious Food! This half term block, based around a theme of Food Glorious Food, consists of three English units: Stories with historical settings Film and play scripts Classic narrative poetry Cross curricular links Although the units will stand alone, they can be planned to run alongside a broad theme of food e.g. Geography work on food from around the world; Design and Technology work on a variety of cooking techniques; Science work on materials reversible and irreversible changes. The unit ‘Stories with historical settings’ is included to address the National Curriculum requirement to read and discuss an increasing wide range of fiction. The classic poetry and playscripts units are part of the recommendation for children in Y5/Y6 to learn a wider range of poetry by heart and prepare poems and plays to read aloud and to perform. 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.
'Read and Respond' unit, Year 5 - Week 5: Titanic
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'Read and Respond' unit, Year 5 - Week 5: Titanic

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‘Read and Respond’ unit to support home learning in English and Literacy, Year 5 - Week 5: Titanic. This resource includes an electronic set of plans for parents for English and Literacy for Year 5. These newly created exciting ‘Read and Respond’ units will support home learning in English and Literacy. The ‘mini units’, available for Years 1-6 inclusive, provide daily English lesson plans and have been designed for you to send home to parents on a weekly basis. (Reception guidance for Literacy is also available, though in a slightly different format). All the plans use text extracts freely downloadable from LoveReading4Kids, Oxford Owl or websites with free audio recordings. Week 5 topic for Year 5: Titanic. It is suggested that each unit is sent to parents with an accompanying letter as a way of the class teacher personally introducing the unit of work. This will provide the teacher with the opportunity to address any particular sections of the plan, provide supporting materials (e.g. a writing frame) where appropriate and/or make reference to any prior learning. An editable example of how this might look is also included. New plans will be released on a weekly basis every Thursday after Easter. Please check back for week 6 on Thursday 21st May.
'Read and Respond' unit, Year 4 - Week 11: Run Wild
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'Read and Respond' unit, Year 4 - Week 11: Run Wild

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’Read and Respond’ unit to support home learning in English and Literacy, Year 4 - Week 11: Run Wild. This resource includes an electronic set of plans for parents for English and Literacy in Year 4. These newly created exciting ‘Read and Respond’ units will support home learning in English and Literacy. The ‘mini units’, available for Years 1-6 inclusive, provide daily English lesson plans and have been designed for you to send home to parents on a weekly basis. (Reception guidance for Literacy is also available, though in a slightly different format). All the plans use text extracts freely downloadable from LoveReading4Kids, Oxford Owl or websites with free audio recordings. Week 11 topic for Year 4: Run Wild. It is suggested that each unit is sent to parents with an accompanying letter as a way of the class teacher personally introducing the unit of work. This will provide the teacher with the opportunity to address any particular sections of the plan, provide supporting materials (e.g. a writing frame) where appropriate and/or make reference to any prior learning. An editable example of how this might look is also included. A message from our Senior English Consultant Nicola Martin: HOT OFF THE PRESS! Lancashire Primary English and Literacy team Home Learning Read and Respond Units Summer 2 overview - Available now! Due to popular demand, the Primary English and Literacy team have created a second overview of units to support schools, teachers, parents and children. This follows on from an overview produced for Summer 1 including 6 weeks of plans for Reception to Y6. You may not have used the full suite yet due to this being a 5 week half term! The Summer 2 overview includes 4 weeks of plans from Reception to Y6 which can be used at home or in school. As in previous weeks, an example letter is included which teachers can send to parents in order to provide additional guidance, or to tailor the units to particular classes. Many schools have been enhancing the units in the following ways: -Providing word banks to support each day or week -Teachers reading aloud some of the stories, poems and texts and sending via an online platform/school website so the children can ‘see and hear’ them -Designing additional activities linked to the suggested texts to make links across the curriculum We hope the units continue to be useful and please share any feedback on our Facebook page…. Twitter feed…. @lancsliteracy @lpds or by emailing Nicola.martin@lancashire.gov.uk Senior Consultant for Primary English and Literacy
Bounce Back Phonics
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Bounce Back Phonics

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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.