Fast Forward Spelling has been developed to prepare pupils for the higher expectations in the current National Curriculum and to support them to achieve successfully in both papers of the Grammar, Punctuation and Spelling test at the end of Year 6. This intervention has been designed to address any gaps in learning. Fast Forward Spelling is a twelve week programme with daily sessions planned for each week. It focuses on: Spelling rules and conventions Teaching approaches Independent practice.

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.

The Lion, the Witch and the Wardrobe by C.S. Lewis This publication of 7-8 weeks focusing on Year 4 and Year 5 reading and writing skills, includes both narrative and non-fiction opportunities, all based around the classic children’s novel The Lion, The Witch and The Wardrobe. Using film clips, websites and a range of texts, including those themed around evacuation and mythical creatures, this unit will immerse the children in themes central to the novel. A variety of short and long writing opportunities are embedded throughout the unit as the children analyse the story, gather content on mythological creatures and develop an extended narrative based upon The Lion, The Witch and The Wardrobe.

Harry the Happy Mouse by N.G.K and Janelle Dimmett Based around the heart-warming story of Harry the Happy Mouse, this integrated unit supports the application of Reception to Year 1 phonics, reading and sentence construction skills. The half termly unit is designed to include a focus on rhymes, poems and songs, followed by both a fiction unit (2-3 weeks) and a non-fiction unit (1-2 weeks). Within the narrative unit, children will be engaged with an oral retelling of the story of Harry and his walk, making people happy along the way. (Be sure to pack your walking boots!) Children will engage in short writing opportunities, including thought and feeling bubbles, lists and thank you notes/letters, in addition to an extended retelling of the story. Following on from the narrative, an information sequence of work is also provided, in which children will create information posters on one of the focus animals.

The Key Learning documents are based on the programmes of study from the National Curriculum and pinpoint the key pieces of learning in each year group for Y1 to Y6. They build upon the statutory elements to provide teachers with more specific guidance, further examples or additional and relevant objectives to ensure clarity, cohesion and continuity. This package will enable you to identify the Key Learning within English and Mathematics. The subjects included are as follows: English (Reading) English (Writing) Mathematics Spoken Language

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.

The Learning and Progression Steps (LAPS) are designed to scaffold the learning required in order to meet the expectations of the National Curriculum in writing. The learning has been broken down into smaller steps to support teachers in planning appropriate learning opportunities for both whole class and differentiated groups.

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 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.

Year 5 Summer 2 English Planning Unit : Faster, Higher, Stronger This half term block, based around the theme of Faster, Higher, Stronger, consists of three English units: Myths Non Fiction –a non-chronological report about an aspect of the Olympics Poems with figurative language Cross curricular links Although the units will stand alone, they can be planned to run alongside a History unit on the origins of the Olympics in Ancient Greece. Links can also be made to human life cycles in Science, athletics in Physical Education and summer term sports events. A non-chronological report can be based upon historical Olympic events, upcoming Olympics, Paralympics, Olympic sports or Olympic athletes. Poetry using figurative language, can follow the same theme, and be composed on a famous Olympian or an Olympic object. Vocabulary, Grammar and Punctuation Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year. Our English Planning Units have all recently been updated to include: 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.

Year 1 Spring 2 English Planning Unit : Family Album This half term block, based around a theme of Family album consists of two English units: Traditional Tales Recounts Cross curricular links Although the units will stand alone, they can be planned to run alongside a history topic linked to changes in living memory. Computing could be utilised to support presentation of the recount unit by using a range of digital devices to capture and save still and moving images. Vocabulary, Grammar and Punctuation Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year. Our English Planning Units have all recently been updated to include: 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.

Year 2 Spring 1 English Planning Unit : Explorers This half term block, based around a theme of Explorers, consists of two English units: Stories by the same author Non-chronological reports Cross curricular links Although the units will stand alone, they can be planned to run alongside history, geography and design technology work on the lives of various explorers. Nonchronological reports can be themed around world or ocean exploration and historical key figures, whilst stories by the same author can be focused on fictional explorers. Vocabulary, Grammar and Punctuation Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year. Our English Planning Units have all recently been updated to include: 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.

Year 3 Spring 1 English Planning Unit : Rock and Roll! This half term block, based around a theme of Rock and Roll, consists of three English units: Story as a theme Poems on a theme Discussion Cross curricular links Although the units will stand alone, they can be planned to run alongside science, history and geography work linked to rocks and soils, the Stone Age and earthquakes and volcanoes. Stories or a class novel can be examined linked to the theme of the Stone Age. Earthquakes and volcanoes are suggested as the topic focus for the discussion unit but the unit could be easily adapted to support a different context if desired. Vocabulary, Grammar and Punctuation Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year. Our English Planning Units have all recently been updated to include: 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.

Year 4 Spring 1 English Planning Unit : The Art of Food This half term block, based around a theme of The Art of Food, consists of two English units: Stories with issues and dilemmas Persuasion Cross curricular links Although the units will stand alone, they can be planned to run alongside science, art and design technology linking to the context of food, but could easily be adapted to support different themes if desired. The unit on persuasion could be linked to work surrounding healthy eating, or to promote specific products. Short stories or a novel with an issue or dilemma may also link to this context, but it is not essential. Vocabulary, Grammar and Punctuation Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year. Our English Planning Units have all recently been updated to include: 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.

Year 1 Summer 2 English Planning Unit : Robots This half term block, based around a theme of Robots, consists of three English units: Recounts Stories with fantasy settings Poems on a theme Cross curricular links Although this unit can stand alone, it can be planned to run alongside a Design and Technology unit on designing and making a robot or alien. It can also support the composition of music to suit movements of robots or aliens. It may be worthwhile delivering the non-fiction unit on recounts first, as children make their robots or aliens as part of the Design and Technology unit. This would enable them to write their recount immediately following the making of their own robot or alien. The children’s creations can then feature as the robot or alien character in an innovated narrative story. Poetry writing, linked to the new robot or alien character, could be taught as a stand-alone unit, or integrated within the narrative unit. Vocabulary, Grammar and Punctuation Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year. Our English Planning Units have all recently been updated to include: 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.

Year 2 Summer 2 English Planning Unit : Buckets and Spades This half term block, based around a theme of Buckets and Spades, consists of three English units: Story as a theme Explanation texts Poems on a theme Cross curricular links Although the units will stand alone, they can be planned to run alongside a Science units based on materials where children investigate suitable properties for making buckets, hats and helmets, trampolines and sandcastles, and could provide a focus for writing explanation texts to explore why and how materials are suitable, or not. Poems could be linked to a history context of seaside holidays in the past, where children include details about objects or ideas such as ice cream, the promenade or souvenirs. Vocabulary, Grammar and Punctuation Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year. Our English Planning Units have all recently been updated to include: 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.

Year 6 Summer 1 English Planning Unit : Oh! I Do Like To Be Beside The Seaside This half term block, based around a theme of Oh! I Do Like To Be Beside The Seaside, consists of three English units: Narrative – A story told in flashback Non Fiction – Discussion and Debate – A discursive essay and a formal debate Poetry – Classic Narrative Poetry Cross curricular links Although the units will stand alone, they can be planned to run alongside a History unit on the origin of holidays in Britain, an Art and Design unit based on artists and art work which have been inspired by the sea (possibly linked to the Titanic’s voyage) and a Science unit on electricity – circuits (possibly designing an emergency lighting system for the Titanic/lifeboats). A debate can be based upon any focus, either linked to the theme or other relevant contexts, depending upon the curriculum focus. Vocabulary, Grammar and Punctuation Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year. Our English Planning Units have all recently been updated to include: 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.

Year 6 Summer 2 English Planning Unit : Oh! I Do Like To Be Beside The Seaside 2 This half term block, based around a theme of Oh! I Do Like To Be Beside The Seaside, consists of three English units: Narrative – Novel as a Theme Non Fiction – Recount: Autobiography Poetry – Poems on a Theme Cross curricular links Although the units will stand alone, they can be planned to run alongside a Geography unit on revising the name and locations of counties and cities of the United Kingdom; a music unit based on seaside inspired music (this could also be linked to the orchestral music on the Titanic and the cello music linked to Rooftoppers by Katherine Rundell) and a Design and Technology unit on structures. An autobiography could be written in role linked to the class novel, theme or other relevant contexts, depending upon the curriculum focus. Vocabulary, Grammar and Punctuation Skills have been specifically identified for each unit from Key Learning in Writing. The full set of units include all skills for the year group. However, if these units and/or skills are rearranged from the planned order, modifications to the identified grammar skills may be necessary. When planning, consider if the suggested skills are the most appropriate for the class or if different skills are needed based on assessments of children’s outcomes. This may involve the revisiting of skills from previous year groups. Refer to Key Learning in Writing for the year group to ensure full coverage over the year. Our English Planning Units have all recently been updated to include: 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.

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.