What? This assessment has been devised to assess children’s ability to segment words and spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phase 5 Letters and Sounds. Unlike the Phase 2 and Phase 3–4 Fun Friendly Phonics assessments this Phase 5 assessment includes elements of the preceding phases to ensure that children have a good overall awareness of the phonetic code and have not forgotten any prior learning. Therefore, within this assessment children will be expected to write tricky words, polysyllabic words and words containing Phase 3 graphemes. Who? This assessment is designed for use with children who are being taught Phase 5 Letters and Sounds. Children working at this level should be able to write using Phase 3 digraphs and trigraphs, such as ‘ch’ and ‘igh’ with accuracy in their independent writing and be beginning to select and use the appropriate alternative spellings to these where appropriate. Includes- Instructions, story, and assessment guidance Leave a review

Links to the objective: Making decisions • Choose and use appropriate operations (including multiplication and division) to solve word problems,and appropriate ways of calculating: mental,mental with jottings,pencil and paper. The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following: • willingness to attempt problems and to persevere; • confidence in one’s ability to solve problems; • awareness of problem-solving strategies; • awareness of the value of approaching problems in a systematic manner; • ability to select appropriate solution strategies; • ability to apply solution strategies accurately; • ability to monitor and evaluate one’s thinking whilst solving problems. The problems titles: 1: On Target 2. Domino Spots 3. Dice Game 4. Netball Results 5. Target Golf Taken from Problem Solving Years Year 3&4 Leave a review

Links to the objective: Read and write numerals from 0 to at least 20. Solve mathematical problems or puzzles,recognise simple patterns and relationships,generalise and predict.Suggest extensions by asking ‘What if…?’ Explain methods and reasoning orally and,where appropriate, in writing. 5 Sheets with Answers and example strategies to solve the problem. The overall aim is to help pupils to apply in a variety of situations the mathematics they have already learnt.The programme seeks to achieve this by teaching the strategies that will enable pupils to approach a variety of problems in a more logical and systematic way. The more specific aims of the programme are to promote the following: • willingness to attempt problems and to persevere; • confidence in one’s ability to solve problems; • awareness of problem-solving strategies; • awareness of the value of approaching problems in a systematic manner; • ability to select appropriate solution strategies; • ability to apply solution strategies accurately; • ability to monitor and evaluate one’s thinking whilst solving problems. The problems included: 1: Trucks and Trailers 2. Truck Driver 3. Clown Masks 4. Party Masks 5. Target Game Taken from Problem Solving Years KS1

What? This assessment has been devised to assess children’s ability to segment words and begin to spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phase 2 Letters and Sounds. Who? This assessment is designed for use with children who are working within Phase 2 Letters and Sounds. Children working at this level should be able to say the sound when shown the majority of letters of the alphabet and be able to say the sounds they can hear in simple words in the correct order. They will be beginning to write some letters correctly and in sequence in their independent writing. When? These assessments are to be used at the end of Phase 2 to assess whether children are ready to move on to the next phase. If children are not yet ready to move on, these assessments will clearly identify each child’s next steps within the given phase. Includes- Story, assessment guidance and instructions Leave a review

What? This assessment has been devised to assess children’s ability to segment words and begin to spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phase 2 Letters and Sounds. Who? This assessment is designed for use with children who are working within Phase 2 Letters and Sounds. Children working at this level should be able to say the sound when shown the majority of letters of the alphabet and be able to say the sounds they can hear in simple words in the correct order. They will be beginning to write some letters correctly and in sequence in their independent writing. When? These assessments are to be used at the end of Phase 2 to assess whether children are ready to move on to the next phase. If children are not yet ready to move on, these assessments will clearly identify each child’s next steps within the given phase. Ideally children should complete a Fun Friendly Phonics assessment at least once every term. Leave a review

What? This assessment has been devised to assess children’s ability to segment words and spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phases 3 and 4 of Letters and Sounds. Who? This assessment is designed for use with children who are being taught Phase 3 or 4 Letters and Sounds. Children working at this level should be able to write simple words such as ‘cat’ and ‘mat’ confidently and will be using digraphs and trigraphs, such as ‘ch’ and ‘igh’ with some accuracy in their independent writing. When? These assessments are to be used at the end of Phases 3 and 4 to assess whether children are ready to move on to the next phase. If children are not yet ready to move on, these assessments will clearly identify each child’s next steps within the given phase. Leave a review

Introduction Phonics has been brought to the fore following the Government’s introduction of the Year 1 Phonics Screening Check in July 2012. There is now a wealth of material on the market to help assess children’s development with regard to blending for reading. However, until now, there were very limited supplementary materials available that supported teachers in monitoring children’s attainment and progress regarding segmenting for spelling. The Fun Friendly Phonics – Assessing Segmenting for Spelling series has been designed as an assessment tool, which can be used to accurately identify gaps in children’s segmenting for spelling skills in an engaging and child friendly way. This product has been extensively tested in one of the largest primary schools in the country. It has proved to be an invaluable resource which can be used to inform future planning and delivery of phonics sessions to help ensure that all learners make outstanding progress. The easy to use assessment grids assure progress can be easily monitored, helping to identify those children who may need extra support. Additionally, for school or subject leaders, the assessments can be used as a monitoring tool to help evaluate the effectiveness of the teaching of phonics in their setting. These assessments are: • Unique • Child friendly and engaging • Easy to administer • Essential in highlighting gaps in children’s phonics learning • Closely linked to the Government’s Letters and Sounds document • Designed to work alongside and compliment LCP’s daily phonics planning. We hope you enjoy using them! Leave a review

Push Me,Pull You Reviewing the effects of pushes and pulls on the movement and shape of objects Learning objectives Children learn: • that pushes and pulls are examples of forces; • that pushes and pulls can cause objects to move,to stop,to change shape. Learning outcomes Children: • describe what they did using words such astwist,squeeze, stretch,pull out and classify actions as pushes or pulls,e.g.stretching is a pull,squeezing is a push. One lesson plan with worksheets Leave a review

Lesson Objective: to explore the effect of magnets on each other and on certain materials. Learning objectives Children learn: • that there are forces between magnets; • that magnets can attract and repel each other,and that ‘attract’ means pull towards and ‘repel’ means push away; • that some metals are attracted to magnets,and that other materials are not; • that magnets have many practical uses. Learning outcomes Children: • given a magnet of unfamiliar shape,or with unlabelled ends, demonstrate how it is attracted to,or repelled by,another magnet; • generalise about what happens when magnets are put near one another or together,using scientific terms,e.g.attract,repel; • classify a range of materials, including metals as magnetic or non-magnetic,and explain how their work enabled them to do this; • make a generalisation about magnetic behaviour,e.g.iron is magnetic but other metals are not; materials that are not metals are not magnetic;only some metals are magnetic. Leave a review

A review of the topic of forces Taken from LCP Science Resource Files KS2 Learning objectives Children learn/revise: • that pushes and pulls are examples of forces; • that forces are needed to start and stop things and to change their speed and/or direction; • that friction,including air resistance,is a measure of force; • that forces have direction and that they can be measured using a forcemeter; • that the standard unit for measuring force is the newton. Learning outcomes Children: • revisit work on forces from previous years/units. Purpose of the lesson:to review the topic of forces.(This is a quick run-through,to reacquaint the children with the subject,and it is not necessary to go into depth. Comes with lesson plan and worksheets Leave a review

Objective of sheet: Properties of numbers and number sequences • Recognise and extend number sequences formed by counting from any number in steps of constant size,extending beyond zero when counting back:for example,count on in steps of 25 to 500,and then back to ,say,-100 One worksheet called Cycling Test with answers. More sheets can be found on our website and TES Leave a review

Taken from our Geography Flipbook Activities Keystage 2 Years5&6 This unit contains Water Flipbook page 1: WaterAid at work Flipbook page 2:Improving water supplies The resource includes one page of teacher’s notes for every page in the flipbook,and each one includes learning objectives and outcomes,key questions and activity ideas.There are many suggestions on how to use the relevant flipbook page and associated activity sheet. Learning Objective: Children should learn: • to understand that people in less economically developed countries may not have access to safe, clean water supplies Learning outcomes: Children will be able to: • appreciate some of the problems associated with water supply • understand that important decisions about water use have to be made

Topic Food includes: Teacher’s notes Non-fiction: Sea Trolls’ Spiced Snaug Stew Story: Anansi and the turtle Poetry: Food by Tony Bradman Picture scene (real words): Anansi and the turtle Picture scene (pseudo words): Things you need to make Trolls’ Spiced Snaug Stew Activity sheet 1: The yam race Activity sheet 2: Monster meals Test cards Answer sheet For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds, which can be downloaded for free from the Publications section of the Department for Education website Taken from Make Phonics Fun: Spring. This book sets out to make preparation for the Year 1 phonics screening check both effective and fun. Designed to complement your school’s phonics scheme, the three books in this practical, activity based series offer all the resources you need to enable your pupils to apply their phonics knowledge across the curriculum and to develop their reading skills in a fun, meaningful and relevant context. There is one book for every school term, each covering six inspirational topics. Leave a review

The topic Colour includes: Teacher’s notes Non-fiction: Ask the experts Story: Making rainbows Picture scene (real words): Making rainbows Picture scene (pseudo words): Rainbow wings Activity sheet 1: Colour 6 Activity sheet 2: Can you read a rainbow? Test cards Answer sheet For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds, which can be downloaded for free from the Publications section of the Department for Education website Taken from Make Phonics Fun: Spring. This book sets out to make preparation for the Year 1 phonics screening check both effective and fun. Designed to complement your school’s phonics scheme, the three books in this practical, activity based series offer all the resources you need to enable your pupils to apply their phonics knowledge across the curriculum and to develop their reading skills in a fun, meaningful and relevant context. There is one book for every school term, each covering six inspirational topics. Leave a review

Links to the objectives: Measures • Calculate the perimeter and area of simple compound shapes that can be split into rectangles Explain methods and reasoning,orally and in writing. • Solve mathematical problems or puzzles,recognise and explain patterns and relationships,generalise and predict. • Suggest extensions asking ‘What if…?’ Includes one worksheet: Rosebuds and answers. Leave a review

Topic Spring includes: Teacher’s note Non-fiction: Woodland trolls Non-fiction: Woodlands plants in spring Poetry: In the air by Moira Andrew/Spring song by Kevin McCann Picture scene (pseudo words): Spring harvest . Picture scene (real words): Woodland Scene Activity sheet 1: Spring treasure hunt Activity sheet 2: Spring harvest Test cards Answer sheet For each topic covered there are two pages of practical teacher’s notes offering activity ideas to help you make the best use of the resources and texts provided. Activities are clearly signposted to indicate whether they are most suitable for shared, guided or independent reading sessions and, where relevant, opportunities for writing and for developing speaking and listening skills are also highlighted. The book makes frequent references to the phases of Letters and Sounds, which can be downloaded for free from the Publications section of the Department for Education website Taken from Make Phonics Fun: Spring. This book sets out to make preparation for the Year 1 phonics screening check both effective and fun. Designed to complement your school’s phonics scheme, the three books in this practical, activity based series offer all the resources you need to enable your pupils to apply their phonics knowledge across the curriculum and to develop their reading skills in a fun, meaningful and relevant context. There is one book for every school term, each covering six inspirational topics. Leave a review

2 full lessons includes lesson plans resources and flipbook. 1st lesson: Learning objectives Children should learn: • that humans grow and change as they become older Learning Outcome: Children will be able to: • sequence pictures of people from youngest to oldest, giving reasons for their choices Children look at different stages of a humans life from baby to the elderly 2nd Lesson Learning objective: Children should learn: • that there are differences between humans • to collect and organise data and present it in a chart Learning outcomes Children will be able to: • count how many children have a particular feature and represent this information in a chart • interpret the chart Children create block graphs to focus on the similarities and difference of physical apperances. Such as ‘brown eyes’ and ‘blonde hair’ Leave a review

2 full lessons includes lesson plans resources and flipbook. Fun-engaging lesson that can easily be done at home. 1st lesson: Learning objectives Children should learn: • that plants provide food for humans Learning outcomes Children will be able to: • state that humans eat some plants 2nd Lesson Learning objectives Children should learn: • that there are different plants in the environment • to make observations of one or two plants and of where they grow and to communicate these Learning outcomes Children will be able to: • name some common plants • describe where some common plants grow Leave a review

2 Full lessons includes lesson plans, worksheets and visual aids. 1st Lesson: Learning objectives Children should learn: • that the Earth is approximately spherical • that it can be difficult to collect evidence to test ideas and that evidence may be indirect Learning outcomes Children will be able to: • recognise that the Earth is approximately spherical • describe some indirect evidence to support the idea that the Earth is spherical The task: the children to use different coloured pens to outline/underline the various factors that are listed below (these will need to be written on a board). • Factual information • Evidence that supports the theory that the Earth is spherical • Opinion of the author 2nd Lesson: Learning objectives Children should learn: • that the Moon takes approximately 28 days to orbit the Earth • that the different appearance of the Moon over 28 days provides evidence for a 28 day cycle Learning outcomes Children will be able to: • explain that the pattern and timescale of the changes in the Moon’s appearance over 28 days is evidence that the Moon orbits the Earth once every 28 days The task: Ask the children to cut out and arrange the pictures and names of the phases of the Moon in the correct sequence around a representation of the Earth. This will show how the appearance of the Moon changes over the course of its orbit. Leave a review

2 full lessons with Flipbook, Worksheet and Resources Learning objectives Children should learn: • to recognise and identify a range of common materials • to consider why particular materials are used to make items Learning outcomes Children will be able to: • say whether some objects are made of plastic, wood, metal or rock • say why an item might be made with a particular material Lesson centered around grouping objects of the same material Learning objectives Children should learn: • about some properties of common materials such as hardness and transparency Learning outcomes Children will be able to: • state one or two characteristics of a range of common materials Prompts children to consider some properties of a set of objects and to read information from their tables. Leave a review