№ files_lp_4_process_3_123916
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Character count: 1914
File size: 2039 KB
A progress report detailing phonics results, retakes, SEND data, and teacher assessment moderation activities, along with updates on school attendance and its impact on student outcomes.
Year:
2021
Region / City:
Not specified
Subject:
Phonics, SEND, Teacher Assessment, School Attendance
Document Type:
Progress Report
Institution:
Not specified
Author:
Not specified
Target Audience:
School staff, teachers
Period of Action:
End of academic year
Approval Date:
Not specified
Date of Changes:
Not specified
Note:
Contextual Description
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
2024
Region / City:
N/A
Subject:
Education / Higher Education
Document Type:
Checklist
Organization:
Gateway Qualifications
Author:
A2HE Team
Target Audience:
Centres offering Gateway Qualifications Access to HE diplomas
Effective Period:
N/A
Approval Date:
N/A
Modification Date:
N/A
Year:
2025
Region / city:
Sheffield
Topic:
Special Educational Needs and Disabilities (SEND), Education
Document Type:
Guidance Document
Institution:
Local Authority, Sheffield
Author:
Sheffield Inclusion Task Force
Target Audience:
Schools, Practitioners, Families, Young People
Period of validity:
2025 onwards
Approval Date:
February 2025
Date of amendments:
January 2025
Contextual description:
Guidance document outlining the Sheffield Support Grid Exemplification for identifying and supporting pupils with Special Educational Needs and Disabilities in primary and secondary schools.
Year:
2026
Region / City:
New Zealand
Subject:
Education / Assessment
Document Type:
Internal Moderation Checklist
Institution:
Schools
Author:
NZQA
Target Audience:
Teachers / Educators
Period of validity:
Annual
Approval Date:
Not specified
Date of Changes:
Not specified
Year:
2021
Region / City:
New Zealand
Topic:
Education, Assessment, Moderation
Document Type:
Policy
Organization:
NZQA
Author:
New Zealand Qualifications Authority
Target Audience:
Tertiary education organisations, schools
Period of Validity:
Ongoing
Approval Date:
dd Month yyyy
Revision Date:
dd Month yyyy
Next Review Date:
xx dd Month yyyy
Year:
2023
Region / City:
New Zealand
Subject:
Digital file submission for moderation
Document Type:
FAQ
Organ / Institution:
New Zealand Qualifications Authority (NZQA)
Author:
NZQA
Target Audience:
Moderators, educators, and administrators involved in external moderation
Period of Application:
Ongoing
Approval Date:
N/A
Date of Changes:
N/A
Context:
A FAQ document for NZQA External Moderation Application, providing guidance on submitting digital files for moderation, including accepted file types, sizes, and storage solutions.
Note:
Year
Contextual description:
An official overview detailing the moderation procedures for Stage 2 assessment in the SACE system, including moderation principles, assumptions, and the final moderation process.
Year:
2026
Region / City:
South Africa
Topic:
Moderation of outcomes-based assessments
Document Type:
Learner Guide
Organ / Institution:
South African Qualifications Authority (SAQA)
Author:
Not specified
Target Audience:
Moderators and assessors in education and training
Period of Validity:
Not specified
Approval Date:
Not specified
Amendment Date:
Not specified
Year:
2023
Region / City:
Not specified
Topic:
Academic assessment
Document type:
Form
Institution:
Not specified
Author:
Not specified
Target audience:
Students
Period of validity:
Not specified
Date of approval:
Not specified
Date of amendments:
Not specified
Context description:
A form used by students to request a re-mark of academic work that was not included in the moderation sample after discussing feedback with the initial marker.
Year:
2024
Region / City:
Jordan
Topic:
Psychosocial status, hearing loss, mothers, social support, psychological burden
Document Type:
Research Study
Institution:
Jordan Ministry of Health
Author:
Not specified
Target Audience:
Researchers, healthcare professionals, caregivers
Period of Validity:
Not specified
Date of Approval:
Not specified
Date of Modifications:
Not specified
Year:
2021
Region / city:
Minneapolis, MN, USA
Topic:
Ethane oxychlorination, ethylene epoxidation, catalyst testing
Document type:
Research article
Organization / institution:
University of Minnesota, Department of Chemical Engineering and Materials Science
Author:
James W. Harris, Aditya Bhan
Target audience:
Researchers, chemical engineers
Date of approval:
Not specified
Date of changes:
Not specified
Note:
Contextual description
Week:
1
Target Audience:
Children
Age Group:
Early Years / Preschool
Subject:
Phonics
Type:
Educational Plan
Focus:
Body Percussion Activities
Duration:
3 Weeks
Note:
Year
Organization / Institution:
BBC
Academic Year Structure:
Autumn 1–Summer 2
Programme Cycles:
Cycle A; Cycle B
Educational Phase:
Early Years Foundation Stage
Curriculum Areas:
Literacy; Phonics; Reading; Writing; Understanding the World; Expressive Arts and Design
Phonics Scheme:
Little Wandle
Phonics Phases Covered:
Phase 2; Phase 3; Phase 4
Key Components:
Key texts; Additional texts; Possible lines of enquiry; Super 7 texts; Literacy progression
Assessment Focus:
Baselines; Transition to Year 1
Reading Expectations:
Letter-sound correspondence; Digraph recognition; Blending; Fluency; Reading phrases and sentences; Common exception words
Writing Expectations:
Letter formation; CVC and CVCC spelling; Caption writing; Use of capital letters; Finger spaces; Root words and suffixes (-s, -es, -ing, -ed, -est)
Thematic Coverage:
Family; Celebrations and religious festivals; Seasons; Habitats; Life cycles; Traditional tales; Space; Geography; Oceans; Healthy living
Cultural and Religious References:
Diwali; Christmas; Easter; Chinese New Year; Eid; Hannukah; Remembrance Day
Core Text Categories:
Traditional Tales; Classics; Diversity and Acceptance; Emotions and Feelings; Aspirations; Rhythm and Rhyme; Relationships
Note:
Year
Theme:
Language and Literacy
Document Type:
Learning Progression
Year:
2023
Region / City:
Global
Topic:
Phonics, Education
Document Type:
Educational Resource
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Students, Teachers
Validity Period:
Not specified
Approval Date:
Not specified
Revision Date:
Not specified
Year:
2021
Note:
Region / City
Topic:
Phonics, Split Digraphs
Document Type:
Educational Video Transcript
Author:
Simone
Target Audience:
Year 1 students
Year:
2012-2024
Region / City:
Not specified
Theme:
Phonics assessment
Document type:
Educational resource
Organization / Institution:
Not specified
Author:
Not specified
Target audience:
Educators, students, and researchers in phonics
Effective period:
2012-2024
Approval date:
Not specified
Modification date:
Not specified
Year:
2025
Region / City:
Sprotbrough, Doncaster
Topic:
Phonics, Early Reading, Educational Policy
Document Type:
Policy
Organization / Institution:
The Levett School
Author:
Emma Place
Target Audience:
Educators, School Management, Parents
Implementation Period:
2025-2026
Approval Date:
01.07.2025
Review Date:
01.07.2026
Organization:
Dyslexia Matters
Document type:
Phonics assessment checklist
Subject:
Phonics and early reading skills
Purpose:
Recording learner responses to letter sounds, letter names, blends and nonsense words
Assessment levels:
Level 1–Level 6
Content elements:
Initial sounds, letter names, consonant-vowel-consonant nonsense words, consonant blends, vowel digraphs, complex letter patterns
Related assessment:
Dyslexia Matters Word Reading Test
Language:
English
Copyright:
© Dyslexia Matters
Year:
2024
Grade Level:
1st Grade
Unit:
3
Lesson:
3
Week:
October 28-November 1
Authors:
Landrum, Mitchell
Subject:
Phonics / Reading
Target Skills:
Decoding and encoding words with /or/, /ar/, /w/, /wh/ sounds
Instructional Type:
Explicit phonics lesson plan
Materials:
Sound cards, blending boards, decodable texts, high frequency word lists
Assessment:
Heggerty Assessment, dictation, comprehension checks
Activities:
Phoneme segmentation, phonemic blending, guided practice, spelling, connected text reading
Vocabulary Focus:
Plant, shed, soil, change, plenty
Enduring Skills:
Phonological awareness, decoding, encoding, comprehension