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 Mathematics. Statements in the Lancashire Key Learning for Mathematics document have been broken down into smaller steps to support teachers in planning appropriate learning opportunities. These key pieces of learning will support pupils in becoming fluent in the knowledge and skills of the curriculum and ensure that the learning is effective and sustained. The number of steps is dependent on the learning and do not constitute expectations for the end of each term. The final step in the progression for each strand of learning is the end of year expectation. The Learning and Progression Steps (LAPS) have been derived from the Lancashire Key Learning in Mathematics statements, identified primarily from the National Curriculum programmes of study. How might Learning and Progression Steps (LAPS) in Maths be useful? Learning and Progression Steps (LAPS) may be used in a number of ways. For whole class teaching, LAPS may be used to support differentiation. When planning, it may be appropriate to use LAPS statements to inform learning objectives for a session or number of sessions. Learning and Progression Steps (LAPS) in Maths should be selected according to the learning needs of the individual or group. Emphasis however, should always be on developing breadth and depth of learning to ensure skills, knowledge and understanding are sufficiently embedded before moving on. The LAPS should not be used as an assessment tool, but they can inform teachers about children’s progress towards the end of year expectations at the end of each term.

The Learning and Progression Steps are designed to scaffold the learning required in order to support children in developing a secure understanding of early mathematics and will prepare children effectively for Year 1 of the National Curriculum. Statements in the Lancashire Key Learning for Mathematics document have been broken down into smaller steps to support teachers in planning appropriate learning opportunities. These key pieces of learning will support pupils in becoming fluent in the knowledge and skills of mathematics and ensure that the learning is effective and sustained.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 3 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 4 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 6 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 7 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 5 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 8 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 9 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 10 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 11 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

Children’s ability to recall multiplication and division facts is an important aspect of learning mathematics. The 12 multiplication table pack contains resources, practice and reasoning tasks that support children in understanding multiplication, reasoning about related multiplication facts and recalling multiplication and division facts. This resource will support children in being successful with the new Multiplication Tables Check for Year 4 children.

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 2 Spring 2 English Planning Unit : The Farm Shop This half term block, based around The Farm Shop, consists of three English units: Stories with familiar settings Persuasion Poetry - riddles Cross curricular links Although the units will stand alone, they can be planned to run alongside science and design and technology. Stories with familiar settings can be themed around the farm, linking to science work on plants, growth and nutrition. It can also be linked to the designing of an eatwell plate in design and technology. The Riddles unit can further support this work on food, based around farm shop produce. It is suggested that work from the Persuasion unit is linked to a variety of real-life farms, farm shops and other family days out in your local area. 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 3 Spring 2 English Planning Unit : The Iron Man This half term block, based around a theme of The Iron Man, consists of two English units: Novel as a theme Recount: diaries Cross curricular links Although the units will stand alone, they can be planned to run alongside science, music and design technology. The class novel can be linked to the creation of the children’s own character using mechanical systems – levers and linkages. This character can feature in children’s own stories. Linked to Design Technology, Computing and Music, children could create a film trailer using a suitable application such as iMovie. 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.