Year 1 Summer 1 English Planning Unit : The Great Outdoors This half term block, based around a theme of The Great Outdoors, consists of three English units: Stories with familiar settings Information texts Poetry: traditional/playground rhymes Cross curricular links Although the units will stand alone, they can be planned to run alongside a Science units based on materials. Information texts could be based around exploring nature: plants, flowers, trees or gardens, and poetry could link to nursery rhymes performed for a younger audience. 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.

This supplementary unit is specifically designed to help Year 6 teachers in the summer term to generate quality writing outcomes in order to inform their end of year teacher assessments. It comprises four mini-units and is complemented by several shorter independent writing outcomes. Teachers can select which mini-units to cover, or can cover them all dependent on gaps in learning. The unit focuses on using a quality text (Wonder by R.J. Palacio) to plan a wealth of writing opportunities in a wide range of genres (fiction, non-fiction and poetry). It also provides guidance on how to aim for the higher standard in writing.

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.

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.

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