<p>This is an invaluable tool for teachers to provide support for <strong>writing assessment</strong> in line with national changes for <strong>2018</strong>. The statements in the <strong>skills progression</strong> are ordered from <strong>expected standard</strong> through to <strong>greater depth</strong>. The statements are exemplified and for <strong>Years 2 and 6</strong> linked to the <strong>Interim Assessment Framework</strong>. A progression in <strong>composition</strong> is included, again exemplified. There is a non-negotiable set of statements at the top of each sheet highlighting the skills that children should have on entry to the year group. If these are not secure, they should be the immediate focus for teachers.</p>

<p><strong>Newly updated with more resources</strong> this is a must have <strong>time-saving resource</strong> for Year 1 teachers: a complete unit of work using <strong>Bee-Bot</strong> comprising 7 lessons for <strong>Year 1 computing</strong> including all resources and web-links. The lessons include clear objectives, <strong>differentiated challenges</strong> and full guidance on teaching for each lesson. Can be easily mapped to link to your English curriculum, with the whole unit based on the theme of familiar stories. There is a clear end of unit outcome allowing children to create their own story mat for the Bee-bot. The unit is also **easily adaptable for use on screen, with apps or with any other floor robot. **</p>

<p><strong>Are you ready for a Music ‘Deep Dive’? Do you need to plan or refresh your Music Curriculum?</strong> Following the publication of the <strong>Revised Ofsted Framework in 2019</strong>, it is now more important than ever that Primary Schools are able to demonstrate that they are teaching a full range of subjects for as long as possible, with a coherent plan of cumulative, sequenced knowledge and understanding. These maps are designed to support music co-ordinators measure attainment and monitor progress within primary music. <strong>These maps are not check lists for class teachers to work through</strong>. They provide some guidance and suggestions for activities and assessment linked to the attainment targets of the National Curriculum for Music for each year group, allowing teachers and leaders to see how the elements of music can be built upon as children move through their primary education.</p> <p><strong>Using this document will help you answer some of the following questions:</strong></p> <ul> <li>What does music progression look like across the year groups?</li> <li>How familiar are class teachers with the attainment targets in music?</li> <li>On what evidence are teachers writing music reports at the end of the term/year?</li> <li>Are your year 6 pupils reaching the expected attainments in music?</li> </ul> <p><strong>Who are these maps for?</strong></p> <ul> <li>The music coordinator and senior management will find them very useful to identify expectations and progress in music across the year groups.</li> <li>Class teachers will find the maps useful guidelines to indicate expectations in music. Familiarity with the attainment targets for music will help ensure that music planning covers the range of activities expected and ensure the breadth of skills are taught across the year.</li> <li>All staff will find them useful to both plan and monitor their music provision for each year group.</li> </ul>

<p>In order to support you as a <strong>year 2 teacher</strong> with ensuring you have all the <strong>evidence</strong> you need for <strong>moderation</strong>, here is a <strong>bundle of resources</strong> to help you. There are <strong>3 tracking grids</strong>, one for each of <strong>reading, maths and writing</strong> to help you track through the <strong>2019 teacher assessment frameworks</strong>. For maths there is a grid and a set of activities to support assessing any pupils working at <strong>pre key stage standard</strong> 4 as well as mapping grids of how questions from all the previous <strong>KS1 tests papers</strong> can be used as evidence. For reading there is a <strong>written passage</strong> which contains all the Year 1 and 2 <strong>common exceptions words (CEW</strong>) – this can be used as a <strong>miscue analysis</strong>.</p>

<p>Flexible planning unit based on <strong>The Robot and the Bluebird</strong> by <strong>David Lucas</strong> and the short film <strong>Powerless</strong>, focusing on key learning <strong>from Year 1 and the start of Year 2</strong>. Contains ideas and activities to support the teaching of <strong>reading, vocabulary, grammar and writing</strong>, with notes to support subject knowledge and resources. Teachers can choose the areas they need to focus on and plan their own teaching sequence using the materials. This unit was written to support transition in September and feedback about its impact from teachers has been overwhelmingly positive.</p>

<p>This resource has been written to support English subject leaders and other senior leaders with monitoring of core aspects of grammar – phrases and clauses, punctuation and text structure. The document can be used for moderation, work and planning scrutiny, pupil progress meetings, policy review, as well as setting curricular targets. It is set out as a progression from EYFS to Y6 and includes not only the national curriculum statements but also those of the interim teacher assessment frameworks for year 2 and year 6.</p>

<p>This book provides Year 2 teachers with key information regarding the difference between the national curriculum and the <strong>interim assessment framework</strong>. It contains grids to support <strong>moderation</strong> and <strong>planning</strong> and <strong>activities</strong> for the three different standards that teachers must use at the <strong>end of key stage 1 for teacher assessment</strong>.</p> <p>The book is written in <strong>eight sections</strong> providing Year 2 teachers with:</p> <ul> <li>key information about the differences between the national curriculum and the <strong>interim assessment framework</strong></li> <li>a set of activities that meet the aims of the national curriculum that complement those in the <strong>national exemplification materials</strong></li> <li>a range of games, skill activities, problem solving and reasoning activities</li> <li>short assessment activities with ideas for number of the week and word of the week</li> <li>signposts to websites and other useful resources</li> <li>templates and resources for the activities and most importantly the answers</li> </ul> <p>In <strong>section 1</strong> teachers will find two strand <strong>curriculum mapping</strong> documents, one for Year 1 / 2 and one for Year 2 / 3. These documents map <strong>a teaching sequence</strong> for the curriculum including the interim framework. In addition to this you will find<br /> three highlighted Year 2 Age Related Grids. The purpose of these are to clearly show the difference between the curriculum and the interim framework at the three standards - <strong>working towards the expected standard (WT), working at the expected<br /> standard (EXS) and working at greater depth (GDS)</strong> and can be used by schools for both their own internal and external moderation.</p> <p><strong>Sections 2, 3 and 4</strong> offer teachers a set of activities that meet the aims of the national curriculum. The activities complement those in <strong>the national exemplification</strong>, providing teachers with additional evidence that can be used to<br /> support assessment against the interim framework. In this section teachers will find a range of games, skill activities as well as <strong>problem solving and reasoning</strong> activities.</p> <p><strong>Section 5</strong> provides ideas for number of the week and word of the week. These short assessment activities cover a range of the framework statements and can be used at any point in the year as well as for revision.</p> <p><strong>Section 6</strong> offers signposts to websites and other useful resources.</p> <p><strong>Section 7 and 8</strong> contain answers to tasks and templates and resources for the activities and games in the book.</p> <p>The activities in this book have been trialled with several different groups of year 2 teachers across Bristol, South Gloucestershire and Gloucestershire.</p>

<p>Flexible planning unit based on <strong>The Man Who Walked Between the Towers</strong> by <strong>Mordacai Gernstein</strong> and the short film <strong>El Caminante</strong>, focusing on key learning <strong>from Year 4</strong>. Contains ideas and activities to support the teaching of <strong>reading, vocabulary, grammar and writing</strong>, with notes to support subject knowledge and resources. Teachers can choose the areas they need to focus on and plan their own teaching sequence using the materials. This unit was written to support transition in September and feedback about its impact from teachers has been overwhelmingly positive.</p>

<p>Flexible planning unit based on <strong>The Last Alchemist</strong> by <strong>Colin Thompson</strong> and the short film <strong>The Alchemist’s Letter</strong>, focusing on key learning from <strong>Year 5</strong>. Contains ideas and activities to support the teaching of <strong>reading, vocabulary, grammar and writing</strong>, with notes to support subject knowledge and resources. Teachers can choose the areas they need to focus on and plan their own teaching sequence using the materials. This unit was written to support transition in September and feedback about its impact from teachers has been overwhelmingly positive.</p>

<p>Flexible planning unit based on <strong>Lights on Cotton Rock</strong> by <strong>David Litchfield</strong> and the short film <strong>Lifted</strong>, focusing on key learning from <strong>Year 2</strong>. Contains ideas and activities to support the teaching of <strong>reading, vocabulary, grammar and writing</strong>, with notes to support subject knowledge and resources. Teachers can choose the areas they need to focus on and plan their own teaching sequence using the materials. This unit was written to support transition in September and feedback about its impact from teachers has been overwhelmingly positive.</p>

<p>This guidance for <strong>working with pupils new to English</strong> highlights the areas that primary school teachers need to take into account when supporting new arrivals who are learning <strong>mathematics</strong>. It provides guidance on assessing pupils who are at the early stages of learning EAL and makes recommendations on how to make the mathematics curriculum culturally inclusive. It provides practical suggestions on how to support EAL learners learning mathematics in the classroom, arithmetic tests for years 1 to 6 and practical resources in <strong>Portuguese, Polish</strong> and <strong>Arabic</strong>.</p>

<p>This resource is a <strong>maths poster</strong> giving ideas for different maths activities that use the vast amount of data that can be collected during Wimbledon 2018. The poster is organised using the <strong>strands of the curriculum</strong> ranging from <strong>year 1 to year 6</strong>, each one can be adapted to suit the age of the pupils. For <strong>number and place value</strong>, why not compare attendance figures or find out which is the most expensive ticket. For <strong>geometry</strong>, consider area and perimeter of the courts, angles of the ball when serving, volleying or taking overhead shots. Ideas presented here would also make a really good <strong>transition unit for year 6 pupils</strong> , enabling them to practice key skills in a fun context. Don’t forget there is also a wealth of statistical information available on line to explore. If you like this one also see our <strong>World Cup 2018 maths ideas mat</strong>.</p>

<p>This resources has been written to support maths subject leaders and other senior leaders with monitoring of core aspects of calculation and place value. The document can be used for moderation, work and planning scrutiny, pupil progress meetings, policy review, as well as setting curricular targets. It is set out as a progression from EYFS to Y6 and includes not only the national curriculum statements but also those of the interim teacher assessment frameworks for year 2 and year 6.</p>

<p>Flexible planning unit based on <strong>The Black Dog</strong> by <strong>Levi Pinfold</strong> and the short film <strong>The Catc</strong>h, focusing on key learning from <strong>Year 3</strong>. Contains ideas and activities to support the teaching of <strong>reading, vocabulary, grammar and writing</strong>, with notes to support subject knowledge and resources. Teachers can choose the areas they need to focus on and plan their own teaching sequence using the materials. This unit was written to support transition in September and feedback about its impact from teachers has been overwhelmingly positive.</p>

<p>This resource is a <strong>maths poster</strong> giving ideas for different maths activities that use the vast amount of data that can be collected during the World Cup 2018. The poster is organised using the <strong>strands of the curriculum</strong> ranging from <strong>year 1 to year 6</strong>, each one can be adapted to suit the age of the pupils. For <strong>number and place value</strong>, why not compare stadium capacity , find out which team is the most expensive or how far teams have had to travel to Russia. For <strong>geometry</strong>, consider symmetry and shapes on flags and football kits or angles of the ball when taking corners or penalties. Ideas presented here would also make a really good <strong>transition unit for year 6 pupils</strong> , enabling them to practice key skills in a fun context. Don’t forget there is also a wealth of statistical information available on line to explore.</p>

<p>This <strong>KS1 writing moderation</strong> grid can be used by <strong>Year 2 teachers</strong> for a <strong>range of moderation activities</strong> for the end of KS1 writing e.g. by individual teachers , by senior leaders and at cluster meetings. It is used by our team of moderators on visits. They can be used for individual pupils or a group of pupils.</p> <p>For <strong>writing</strong> there are three standards within the interim framework , each contains a set of ‘pupil can ‘ statements. To demonstrate that a pupil has met the standard , teachers need to evidence that a pupil has met the statements in the preceding standard as well as within the standard they are awarding.</p> <p>This grid covers all the statements in the <strong>interim teacher assessment framework</strong>, working towards the expected standard ( WT), working at the expected standard (EXS) and working at greater depth (GDS).</p>

<p>This <strong>KS1 reading moderation grid</strong> can be used by <strong>Year 2</strong> teachers for <strong>a range of moderation activities</strong> for the end of KS1 e.g. by individual teachers , by senior leaders and at cluster meetings. It is used by our team of moderators on visits. They can be used for individual pupils or a group of pupils.</p> <p>For reading there are three standards within the interim framework , each contains a set of ‘pupil can ‘ statements. To demonstrate that a pupil has met the standard , teachers need to evidence that a pupil has met the statements in the preceding standard as well as within the standard they are awarding.</p> <p>This grid covers all the statements in <strong>the interim teacher assessment framework</strong> working towards the expected standard( WT), working at the expected standard (EXS) and working at greater depth (GDS).</p>

<p>This <strong>KS1 maths moderation grid</strong> can be used by <strong>Year 2</strong> teachers for a <strong>range of moderation activities</strong> for the end of KS1 e.g. by individual teachers , by senior leaders and at cluster meetings. It is used by our team of moderators on visits. They can be used for individual pupils or a group of pupils.</p> <p>For <strong>maths</strong> there are three standards within the interim framework , each contains a set of ‘pupil can‘ statements. To demonstrate that a pupil has met the standard , teachers need to evidence that a pupil has met the statements in the preceding standard as well as within the standard they are awarding.</p> <p>This grid covers all the statements in <strong>the interim teacher assessment framework</strong> working towards the expected standard( WT), working at the expected standard (EXS) and working at greater depth (GDS).</p>

<p>Ths <strong>KS1 science moderation grid</strong> can be used by <strong>Year 2 teachers</strong> for a <strong>range of moderation activities</strong> for the end of KS1 science e.g. by individual teachers , by senior leaders and at cluster meetings. It is used by our team of moderators on visits. They can be used for individual pupils or a group of pupils.</p> <p>For science there is only one standard within the interim framework , working at the expected standard (EXS). This grid has all the statements in the interim teacher assessment framework, working at the expected standard (EXS).</p>

<p>These <strong>KS1 maths moderation grids</strong> have been created at the request of <strong>Year 2 teachers</strong> and can be used by teachers for a range of moderation activities for the end of KS1 e.g. by individual teachers , by senior leaders and at cluster meetings. They can be used for individual pupils or a group of pupils.</p> <p>In order to support Year 2 teachers we have split the maths into three grids , one for each standard. On each grid some of the statements have been broken down into smaller steps to ensure that all parts of each of the statements are evidenced. For example reading scales has been split into reading scales in 1s, reading scales in 2s, reading scales in 5s and reading scales in 10s.</p> <p>For maths there are three standards within the interim framework , each contains a set of ‘pupil can‘ statements. To demonstrate that a pupil has met the standard , teachers need to evidence that a pupil has met the statements in the preceding standard as well as within the standard they are awarding.</p>