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.
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.
The Learning and Progression Steps (LAPS) have been derived from the Lancashire Key Learning in Mathematics examples, identified from Development Matters, the Early Learning Goals for Mathematics and other sources including (but not limited to) Birth to Five Matters and Learning Trajectories.
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 ‘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 the Foundation Subjects.
We are now pleased to be able to offer these documents for individual subjects.
These materials are compatible with the Lancashire Electronic Tracking tool and include:
Foundation Subjects - End of Year Expectations
Art and Design
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 ‘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 the Foundation Subjects.
We are now pleased to be able to offer these documents for individual subjects.
These materials are compatible with the Lancashire Electronic Tracking tool and include:
Foundation Subjects - End of Year Expectations
Computing
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 ‘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 the Foundation Subjects.
We are now pleased to be able to offer these documents for individual subjects.
These materials are compatible with the Lancashire Electronic Tracking tool and include:
Foundation Subjects - End of Year Expectations
Design and Technology
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 ‘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 the Foundation Subjects.
We are now pleased to be able to offer these documents for individual subjects.
These materials are compatible with the Lancashire Electronic Tracking tool and include:
Foundation Subjects - End of Year Expectations
Geography
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 ‘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 the Foundation Subjects.
We are now pleased to be able to offer these documents for individual subjects.
These materials are compatible with the Lancashire Electronic Tracking tool and include:
Foundation Subjects - End of Year Expectations
History
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 ‘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 the Foundation Subjects.
We are now pleased to be able to offer these documents for individual subjects.
These materials are compatible with the Lancashire Electronic Tracking tool and include:
Foundation Subjects - End of Year Expectations
Languages (KS2)
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 ‘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 the Foundation Subjects.
We are now pleased to be able to offer these documents for individual subjects.
These materials are compatible with the Lancashire Electronic Tracking tool and include:
Foundation Subjects - End of Year Expectations
Music
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 ‘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 the Foundation Subjects.
We are now pleased to be able to offer these documents for individual subjects.
These materials are compatible with the Lancashire Electronic Tracking tool and include:
Foundation Subjects - End of Year Expectations
Physical Education
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
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.
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.
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 2 is suspected of achieving in line with a child beginning to learn the Year 1 curriculum, then they could sit the Year 1 tests to confirm a teacher assessment of `Entering’ Year 1.
The end of Summer term tests will assess whether a child has achieved the end of year expectations for that year.
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 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 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 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 2 is suspected of achieving in line with a child beginning to learn the Year 1 curriculum, then they could sit the Year 1 tests to confirm a teacher assessment of ‘Entering’ Year 1.
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 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.
This brand new booklet has been created to provide a bank of ideas to support teachers in developing ideas for responding to texts in reading.
The ideas can be used within the reading phase of an English unit and in guided reading sessions. Each section includes an overview of approaches with scaffolds and prompts that can be adapted and modified to suit the learning being developed across a range of year groups.
The Push Pack has been designed for Year 6 teachers in order to create an independent evidence base, in conjunction with other work, to support making judgements against the Teacher Assessment Framework for Writing at the end of Key Stage 2 (TAF).
This 6-7 week detailed sequence of work revisits a range of reading and writing key skills using a quality text (The 1,000 Year Old Boy by Ross Welford) and supporting link texts. It assumes that children will have already been taught the key skills throughout the Key Stage and this unit provides the opportunity to review and apply skills within a motivating and engaging context.
A reading and writing overview has been provided with key skills listed. This highlights the key skills which have been identified for each outcome. However, teachers may decide to supplement sessions / activities with additional skills pertinent to the needs of their class.
The Push Pack comprises of two main units: an integrated fiction and non-fiction unit and a separate poetry unit. In addition to the final independent written outcomes referenced above, each sequence embeds a balance of modelled and independent writing opportunities. Opportunities for aiming towards the higher standard in writing are also included.
This 4-5 week ‘last push pack’ based on Aladdin, facilitates a range of reading and writing opportunities linked to the STA Key Stage 1 Teacher Assessment Framework. Using a quality text and supporting film material, this motivating and engaging unit incorporates narrative, non-fiction and poetry, equipping teachers with a complete unit of work to enhance quality outcomes and aid transition into Key Stage 2.
A reading and writing skills overview is provided within the unit, together with daily lesson plans. A balance of modelled and independent writing opportunities are also included throughout the sequence.
Whilst reference is made to numerous texts, the key text shared throughout the unit is Animated Classics Disney Aladdin (text adapted by Lily Murray) 2019.
Fast Forward Grammar 2 replaces the original Fast Forward Grammar 1 publication developed by a group of leading teachers. It has been developed to prepare pupils for the higher expectations in the revised National Curriculum and to support them to achieve successfully in the Grammar and Punctuation test at the end of Year 6.
This resource is a fourteen week programme of three sessions per week focusing upon sentence structure, word classes and grammatical terminology.
