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.

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.

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.

This document was designed by teachers for teachers. It provides a simple, effective and flexible guide to accessing the music curriculum.

This publication consists of a 6 week fiction unit, incorporating a range of modelled and independent writing opportunities, based on the novel ‘Goodnight Mister Tom’ by Michelle Magorian. The unit can be adapted to the skills taught in either Year 5 or Year 6, or in a mixed Year 5/6 class. For this reason, Key Learning has been reflected from both year groups.

The Red Rose Letters and Sounds Learning and Progression Steps for Reading in Reception are designed to support progression for the teaching of reading in the Reception year. They outline the Red Rose Letters and Sounds phonic progression for word reading, including grapheme, phoneme correspondences, tricky words and high frequency words, alongside comprehension development. The comprehension statements have been derived from the Early Years Foundation Stage Statutory Framework, and are designed to support teachers to plan appropriate learning opportunities for the whole class, groups, and individual children, in order to meet end of year expectations in reading.

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.

This planning programme has evolved from Letters and Sounds 2007 and is underpinned by extensive research in CLL with a key focus on Phonological Awareness and the foundations of literacy. It has been developed by literacy experts at LPDS and piloted by effective classroom practitioners across a range of settings. The intent is to provide a rigorous and thorough planning programme in order to strengthen the teaching and learning of Phase 1 Phonological Awareness. It will ensure that children become successful communicators, paving the way for them to make a good start on their reading and writing journey. The programme includes: a carefully planned clear skill progression embedding the continuum of phonological awareness a planning framework exemplifying the seven aspects of phonological awareness: Environmental Sounds, Instrumental Sounds, Body Percussion, Rhythm and Rhyme, Alliteration, Voice Sounds, Oral Blending and Segmenting. These have been written in teaching blocks, with a focus on the three strands: Tuning into Sounds, Listening and Remembering Sounds, Talking about Sounds. comprehensive sections of learning following revisit / review, teach, practise, apply a skills tracker for coverage and assessment maximum exposure to quality texts, songs, rhymes and poems direct teaching and promotion of speaking, listening and attention skills explicit teaching of new vocabulary which is activated and reviewed opportunities to develop, enhance and enliven provision, and strengthen quality interactions links to all Areas of Learning within the Early Years Foundation Stage Framework. Suitable for EYFS settings prior to starting any systematic, synthetic phonics programme which begins at Phase 2 or equivalent. It can be used within nursery, with Reception children where needed, for children with SEND or as an intervention.

The Learning and Progression Steps for Reading in Reception are designed to support progression for the teaching of reading in the Reception year. They outline the phonic progression application for word reading, tricky words and high frequency words, alongside comprehension development. Insert the specific phonic progression, tricky words and high frequency words for your systematic, synthetic programme alongside each Learning and Progression Step. The comprehensive statements have been derived from the Early Years Foundation Stage Statutory Framework, and are designed to support teachers to plan appropriate learning opportunities for the whole class, groups, and individual children, in order to meet end of year expectations in reading. The document is organised into half termly easy to use group grids which support planning for reading, and formative and summative assessment of Reading across Reception towards the Early Learning Goals. These grids can be used alongside any systematic, synthetic phonic programme.

The Red Rose Letters and Sounds Learning and Progression Steps for Reading in Reception Group Grids are designed to support progression, planning and assessment for the teaching of reading in the Reception year. They outline the Red Rose Letters and Sounds phonic progression for word reading, including grapheme, phoneme corrsepondences, tricky words and high frequency words, alongside comprehension development. The comprehension statements have been derived from the Early Years Foundation Stage Stautory Framework, and are designed to support teachers to plan appropriate learning opportunities for the whole class, groups, and individual children, in order to meet end of year expectations in reading. The document is organised into half termly easy to use group grids which support planning for reading, and formative and summative assessment of Reading using Red Rose Letters and Sounds Progression, across Reception towards the Early Learning Goals.

How can we ensure that what children learn sticks with them for a long time? This publication will support teachers and subject leaders in identifying and using strategies to support children in retaining their learning over time. How the human memory works, the importance of curriculum structure, strategies for teaching and learning, questioning, and approaches to speaking and listening are explored within the context of sticky learning. There are separate chapters for science, geography, history, computing, art and DT which identify subject specific examples of pedagogical approaches aimed at supporting children in committing new learning to their long term memory. An invaluable guide for subject leaders and teachers to maximise the learning potential within their classroom.

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.

A tool for schools and settings working with children aged 3-5 years This publication supports practitioners working in EYFS (nursery and reception classes) with planning and developing a curriculum to meet the learning needs of the children in their school or setting. The document will be a useful tool for practitioners who are new to working in EYFS, as well as experienced EYFS practitioners, subject leaders, EYFS co-ordinators, senior leaders within schools who are looking to evaluate and further develop their existing EYFS curriculum. Schools and settings can use this framework to plan an effective curriculum over a period of time, which can be changed, and reviewed in response to meet the individual needs of each cohort in a nursery or reception class. The EYFS document is not a scheme of work, but allows schools and settings the flexibility to plan a bespoke curriculum to meet the needs of their children whilst ensuring the children are given the opportunities to progress through the EYFS, and to support transition into key stage 1.

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.

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 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 half termly publication consists of a thematic unit incorporating poetry, narrative and non-fiction. This unit can be adapted for the skills taught in either Year 1 or Year 2. For this reason, Key Learning has been referenced from both year groups.

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.

This publication consists of a 4-6 week fiction unit based on the novel ‘The One Hundred and One Dalmatians’ by Dodie Smith. This unit can be adapted to the skills taught in either Year 3 or Year 4, or in a mixed Year 3/4 class. For this reason, Key Learning has been referenced from both year groups.

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.