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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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 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 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 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 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 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.