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.
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.
This bundle pack contains KLIPs for Reading and Writing, and offers a saving of £10.
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 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.
How can we ensure that what children learn sticks with them for a long time?
This publication will support teachers and subject leaders in identifying and using strategies to support children in retaining their learning over time. How the human memory works, the importance of curriculum structure, strategies for teaching and learning, questioning, and approaches to speaking and listening are explored within the context of sticky learning.
There are separate chapters for science, geography, history, computing, art and DT which identify subject specific examples of pedagogical approaches aimed at supporting children in committing new learning to their long term memory.
An invaluable guide for subject leaders and teachers to maximise the learning potential within their classroom.
A tool for schools and settings working with children aged 3-5 years
This publication supports practitioners working in EYFS (nursery and reception classes) with planning and developing a curriculum to meet the learning needs of the children in their school or setting.
The document will be a useful tool for practitioners who are new to working in EYFS, as well as experienced EYFS practitioners, subject leaders, EYFS co-ordinators, senior leaders within schools who are looking to evaluate and further develop their existing EYFS curriculum.
Schools and settings can use this framework to plan an effective curriculum over a period of time, which can be changed, and reviewed in response to meet the individual needs of each cohort in a nursery or reception class.
The EYFS document is not a scheme of work, but allows schools and settings the flexibility to plan a bespoke curriculum to meet the needs of their children whilst ensuring the children are given the opportunities to progress through the EYFS, and to support transition into key stage 1.
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 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, the Mathematics Learning and Progression Steps (LAPS) and also the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems.
The end of Spring 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 the Spring term 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 results will not give a precise attainment score for children working outside of the year group expectations, however, if a child in Year 4 is suspected of achieving in line with a child beginning to learn the Year 3 curriculum, then they could sit the Year 3 tests to confirm a teacher assessment of ‘Entering’ Year 3.
The end of Spring term tests will assess whether a child is on track to achieve the end of year expectations at that point in time. The end of Summer term tests will assess whether a child has achieved the end of year expectations for that year.
The tests for Year 6 will assess the Year 6 curriculum only and therefore will not be representative of the national end of Key Stage 2 test papers, which assess content from across the whole Key Stage.
The tests are designed to resemble the national end of key stage tests in both appearance, structure and question design. They will therefore support children in becoming familiar with the national 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, the Mathematics Learning and Progression Steps (LAPS) and also the Lancashire KLIPs Assessment system. They can, however, be used alongside any other assessment systems.
The end of Summer 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 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 results will not give a precise attainment score for children working outside of the year group expectations, however, if a child in Year 4 is suspected of achieving in line with a child beginning to learn the Year 3 curriculum, then they could sit the Year 3 tests to confirm a teacher assessment of ‘Entering’ Year 3.
The end of Summer term tests will assess whether a child has achieved the end of year expectations for that year.
The tests for Year 6 will assess the Year 6 curriculum only and therefore will not be representative of the national end of Key Stage 2 test papers, which assess content from across the whole Key Stage.
The tests are designed to resemble the national end of key stage tests in both appearance, structure and question design. They will therefore support children in becoming familiar with the national end of Key Stage tests.
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.
Written by the Lancashire Professional Development Service (LPDS) Teaching and Learning Consultants, these assessment materials are directly linked to the expectations of the National Curriculum and will enable class teachers and senior leaders to track the progress and attainment of children against ‘Key Learning Indicators of Performance’ (KLIPs) in Reading, Writing and Mathematics, ‘Scientific Knowledge and Conceptual Understanding and Working Scientifically Skills’ in Science and against ‘End of Year Expectations’ in the Foundation Subjects.
These materials have been written to inform planning and support high quality teaching and learning across the primary phase whilst at the same time providing a simple and time effective method of assessing the learning of children from Years 1 to 6 in Reading, Writing, Maths, Science and the Foundation Subjects.
These materials are compatible with the Lancashire Electronic Tracking tool and include:
Core Subjects
English: Reading and Writing Key Learning Indicators of Performance (KLIPs)
Mathematics: Key Learning Indicators of Performance (KLIPs)
Science: Scientific Knowledge and Conceptual Understanding and Working Scientifically Skills
Foundation Subjects - End of Year Expectations
Art and Design
Computing
Design and Technology
Geography
History
Languages (KS2)
Music
Physical Education
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.
Subjects included in this bundle:
Art & Design
Computing
Design Technology
English
Geography
History
Mathematics
Languages
Music
Physical Education
PSHE
Science
This planning programme has evolved from Letters and Sounds 2007 and is underpinned by extensive research in CLL with a key focus on Phonological Awareness and the foundations of literacy. It has been developed by literacy experts at LPDS and piloted by effective classroom practitioners across a range of settings.
The intent is to provide a rigorous and thorough planning programme in order to strengthen the teaching and learning of Phase 1 Phonological Awareness. It will ensure that children become successful communicators, paving the way for them to make a good start on their reading and writing journey.
The programme includes:
a carefully planned clear skill progression embedding the continuum of phonological awareness
a planning framework exemplifying the seven aspects of phonological awareness: Environmental Sounds, Instrumental Sounds, Body Percussion, Rhythm and Rhyme, Alliteration, Voice Sounds, Oral Blending and Segmenting. These have been written in teaching blocks, with a focus on the three strands: Tuning into Sounds, Listening and Remembering Sounds, Talking about Sounds.
comprehensive sections of learning following revisit / review, teach, practise, apply
a skills tracker for coverage and assessment
maximum exposure to quality texts, songs, rhymes and poems
direct teaching and promotion of speaking, listening and attention skills
explicit teaching of new vocabulary which is activated and reviewed
opportunities to develop, enhance and enliven provision, and strengthen quality interactions
links to all Areas of Learning within the Early Years Foundation Stage Framework.
Suitable for EYFS settings prior to starting any systematic, synthetic phonics programme which begins at Phase 2 or equivalent. It can be used within nursery, with Reception children where needed, for children with SEND or as an intervention.
This bundle includes all English units for Autumn 1 and Autumn 2 from Y1 to Y6 (12 booklets in total).
Updates to the Autumn Term Units include:
a new overview booklet on the planning process for English, incorporating reading, writing, grammar,spelling and handwriting;
complete coverage of the National Curriculum for English using the Key Learning for Reading and Writing materials;
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 bundle includes all English units for Spring 1 and Spring 2 from Y1 to Y6 (12 booklets in total).
Updates to the Spring Term Units include:
a new overview booklet on the planning process for English, incorporating reading, writing, grammar,spelling and handwriting;
complete coverage of the National Curriculum for English using the Key Learning for Reading and Writing materials;
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 bundle includes all English units for Summer 1 and Summer 2 from Y1 to Y6 (12 booklets in total).
Updates to the Summer Term Units include:
a new overview booklet on the planning process for English, incorporating reading, writing, grammar,spelling and handwriting;
complete coverage of the National Curriculum for English using the Key Learning for Reading and Writing materials;
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 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.
