iPrimary and iLowerSecondary Implementation Training Participant Materials Face to Face

iPrimary and iLowerSecondary
Implementation Training
Participant Materials
Welcome to the iPLS Implementation Training and the start of your iPLS Professional
Development journey!
Over the next nine sessions, you will be guided by your facilitator through the iPLS
Implementation Training, by the end of the programme you will have gained knowledge about
the iPrimary and iLowerSecondary Curricula and will have experienced modelled lessons and
strategies giving you lots of ideas as to how to implement iPLS effectively into your classrooms.
Sessions
The iPLS Implementation programme is made of nine sessions, exposing you to the key
elements of the iPLS Pedagogy and ethos that underpin the curricula and modelled lessons,
which will contextualize your learning throughout this course:
1. Introduction and Engaging with iPLS

2. Active Learning
3. Modelled English Lesson
4. Critical Thinking
5. Modelled Maths Lesson
6. Summative Assessments
7. Formative Assessments
8. Modelled Science Lesson
9. Wrap Up
Thank you and happy learning!
Stacey Roberts-Brighton
International Curriculum Professional Development Manager
iPLS Implementation Training | Participant Materials | V1 | 04.05.2022 1

Contents
iPrimary and iLowerSecondary Implementation Training ......................................1
Participant Materials ......................................................................................................... 1
Handout 1: Introduction & Orientation Session Objectives ........................................... 5
Handout 2: KWL Chart ........................................................................................................ 6
Handout 3: Action Plan ...................................................................................................... 7
Handout 4: iPLS Ages, Stages and Phases ...................................................................... 10
Handout 5: Diamond 9 ..................................................................................................... 11
Handout 6: Active Learning Session Objectives ............................................................ 12
Handout 7: What does Active Learning look like? ......................................................... 13
Handout 8: Active Learning Strategies Jig-Saw Activity ................................................ 15
Handout 9: Active Learning Teaching Strategies ........................................................... 16
Handout 10: English Modelled Lesson Session Objectives............................................ 20
Handout 11: iPrimary Lesson Plan .................................................................................. 21
Handout 12: iPrimary Lesson Plan, Big Giant, Little Bear............................................. 27
Handout 13: iLowerSecondary English Lesson Plans .................................................... 33
Handout 14: Inspire English International Passage ...................................................... 34
Handout 15: How would you introduce this text to your class? .................................. 35
Handout 16: Inspire English International Introduction Activity ................................ 37
Handout 17: Inspire English International Comprehension Think Aloud Activity ..... 38
Handout 18: Inspire English International iLowerSecondary Planning a Lesson ....... 40

Handout 19: Inspire English International iLowerSecondary Planning a Lesson
Template ........................................................................................................................... 42
Handout 20: Critical Thinking Session Objectives ......................................................... 44
Handout 21: Types of Questions ..................................................................................... 45
Handout 22: Tips for Asking Questions .......................................................................... 46
Handout 23: Strategies for Promoting Critical Thinking............................................... 48
Handout 24: Modelled Maths Lesson Session Objectives ............................................. 50
Handout 25: iPrimary Maths Lesson Plans .................................................................... 51
Handout 26: NRICH Activity ............................................................................................. 55
Handout 27: Maths Progress International Lesson Plans ............................................. 57
Handout 28: Planning a Lesson, Part 1 ........................................................................... 58
Handout 29: Planning a Lesson, Part 2 ........................................................................... 59
Handout 30: iLowerSecondary Maths Baseline Test ..................................................... 62
Handout 31: Check, Strengthen and Extend .................................................................. 72
Handout 32: End of Unit Test ........................................................................................... 76
Handout 33: End of Term Test ......................................................................................... 81
Handout 34: End of Year Test, Year 7 .............................................................................. 88
Handout 35: Summative Assessment Session Objectives ............................................ 98
Handout 36: FAQ’s ............................................................................................................ 99
Handout 37: Reading Test Completed (iPrimary) ........................................................ 102
Handout 38: Reading Test Completed Marking Guidance (iPrimary) ........................ 106
Handout 39: Reading Test Completed (iLowerSecondary) ......................................... 109
Handout 40: Reading Test Completed Marking Guidance (iLowerSecondary) ......... 117
Handout 41: Tips to Prepare Students for Summative Assessment .......................... 122
Handout 42: Formative Assessment Session Objectives ............................................ 124
Handout 43: What is Formative Assessment?.............................................................. 125
Handout 44: How does Formative Assessment help? ................................................. 127

Handout 45: Formative Assessment Strategies ........................................................... 128
Handout 46: Modelled Science Lesson Session Objectives ......................................... 130
Handout 47: iPrimary Science Lesson Plans ................................................................ 131
Handout 48: iPrimary Science Bones ............................................................................ 138
Handout 49: Personalising an iPrimary Lesson Plan ................................................... 139
Handout 50: Exploring Science International Lesson Plans ....................................... 140
Handout 51: Planning an iLowerSecondary Lesson, Part 1 ........................................ 141
Handout 52: Planning an iLowerSecondary Lesson, Part 2 ........................................ 142
Handout 53: Exploring Science International Quick Quiz & Quick Check ................. 148
Handout 54: Progress Check .......................................................................................... 151
Handout 55: Assessment Task ....................................................................................... 152
Handout 56: Assess Yourself ......................................................................................... 154
Handout 57: Working Scientifically (WS) Investigations ............................................. 155
Handout 58: End of Unit Test ......................................................................................... 158
Notes................................................................................................................................ 164
Appendix 1: Critical Thinking, Types of Questions Answers....................................... 168
Appendix 2: iPLS Master Teacher .................................................................................. 169

Handout 1: Introduction & Orientation Session Objectives
• Be excited about where you’re heading and be engaged in the learning
process
• Understand the structure and purpose of the PD programme
• Be able to explain the elements of the iPLS

Handout 2: KWL Chart
What do you Know? What do you Want to know? What have you Learned?

Handout 3: Action Plan
This document is to be used by each of you to record anything you would like to try that you have seen from these training sessions that you
would like to incorporate into your classrooms, or if there is a skill that you would like to improve on, etc.
Action By Who By When



Handout 4: iPLS Ages, Stages and Phases
The below shows you what ages/stages/phases iPrimary and iLowerSecondary relate to, use the
space in the last column to add in ages/stages/phases in your country.
Phase Stage England Age Your Country
Nursery 3-4
Pre-School Reception
Reception 4+5
Year 1 5-6
Key Stage 1
Year 2 6-7
Year 3 7-8
iPrimary
Year 4 8-9
Key Stage 2
Year 5 9-10
Year 6 10-11
Year 7 11-12
iLowerSecondary Key Stage 3 Year 8 12-13
Year 9 13-14

Handout 5: Diamond 9
Your facilitator will pass around the below statements, working in your group, place 9 of these
statements and discard the rest, into the diamond 9 shape as shown below based on the
priority you have given them.
Waiting Patiently Questioning things Work alone

Self-Evaluated Accepting what you are Listening to teachers
told
Creating Ideas Imagining possible Discussing with peers
solutions
Showing Initiative Taking responsibility Being right
Working with others Copying down Being evaluated
Following instructions Being active Sitting still
Being adventurous Remembering facts
Very High Priority
High Priority High Priority
Middle Priority Middle Priority Middle Priority
Low Priority Low Priority
Very Low Priority

Handout 6: Active Learning Session Objectives
• Understand and be able to explain the benefits of active learning.
• Understand what active learning strategies are and the benefits to the
learner.
• Be able to apply active learning strategies in your classrooms.

Handout 7: What does Active Learning look like?
Read the below statements for what teachers and students do in an active learning classroom,
and then in the chart on the next page write down specific things that you can do as a teacher
and what are some of things your students can do to take part in active learning.
What do teachers do in Active What do students do in Active

Learning? Learning?
• Encourage students to ask and answer • Are engaged in activities (reading,

questions. thinking, writing, doing projects).
• Allow students to share and explore • Ask and answer questions.

ideas.
• Guide students to connect learning to • Connect learning to their own

their own experiences, prior learning, experiences, prior learning, and the
and the real world. real world.
• Explore their own attitudes and values.

• Challenge students to use higher order
thinking skills.
• Use higher order thinking skills
• Encourage students to seek (analysis, synthesis, evaluation).
information and figure out problems
on their own. • Know how to find information.
• Teach students specific active learning • Solve problems.

strategies.
• Use feedback from teachers and other
• Avoid lectures and telling students students to complete learning and
what to do. improve performance.

To create an active learning classroom, To create an active learning classroom,
what are some of the specific things I can what are some specific things my students
do? can do?

Handout 8: Active Learning Strategies Jig-Saw Activity
You will be placed into groups to begin with and each of you will be given a number (1-6),
relating to a strategy below, you will join others who have been given the same number. In this
group you will clarify and discuss the strategy. You will then return to your original group and
teach the rest of your group your newly acquired strategy.
1. Conscience Alley
An activity in which one child takes on the role of a character while the other children create
each side of an alley, putting forth their opposing views on the character’s dilemma as the child
in role walks between them. The character listens to his or her ‘conscience’ before making a
decision about the course of action to take.
2. Hot-seating
A drama activity in which a child takes on the role of a character in the ‘hot-seat’, while the other
children ask the character prepared or improvised questions.
3. Rainbowing
An idea-sharing technique. Discussion is paused, and group members are given colours. They
form new groups of children with the same colour and share their ideas.
4. Snowballing
An activity in which pairs discuss a subject and then join with another pair to form a group and
share ideas. Two groups then join together and so on, until there is a whole-class discussion.
5. Thought Tracking
An activity in which the action in a story (such as a Role Play) is frozen at a key moment and the
thoughts of a character are spoken aloud, either by a child in role or by a group.
6. Walking Bus
An activity in which music is played while the children walk around the classroom. When the
music stops, the teacher asks a question that the children discuss with those nearest to them.

Handout 9: Active Learning Teaching Strategies
Over the next 4 pages you will find active learning teaching strategies that you can use in your
classroom.
Babble Gabble
An action by which pairs retell a story they have just heard. One child retells the story as quickly
as they can, still including as much detail as possible. After a minute so, their partner continues
the tale.
Big Question
A question that provides a link into a non-fiction subject, sparking children’s interest in the topic
to be covered.
Conscience Alley
An activity in which one child takes on the role of a character while the other children create
each side of an alley, putting forth their opposing views on the character’s dilemma as the child
in role walks between them. The character listens to his or her ‘conscience’ before making a
decision about the course of action to take.
Envoys
Group members who move between the other groups, sharing information and collecting ideas.
Expert Groups
Groups that each focus on a specific subject, researching and discussing to become experts on
it. (Leads to Jig-sawing.)
Fortunately/Unfortunately
An activity in which players take turns to tell a story that begins alternately with these words. For
example: ‘Unfortunately, I lost my dinner money on the way to school.’ ‘Fortunately, I don’t like
school dinners!’
Forum Theatre
An activity in which a small group of children acts out a scene, while the rest of the class works
as directors.

Freeze Frame
A drama activity in which the children use their bodies to form a still image that illustrates a
specific incident or event.
Grammar Poetry
Nonsense sentences consisting of an adjective, noun and verb all beginning with the same
letter or sound. For example: ‘Angry aardvarks amble.’
Hot-Seating
A drama activity in which a child takes on the role of a character in the ‘hot seat’, while the other
children ask the character prepared or improvised questions.
Improvisation
A drama activity that is not planned in any way. The children take on roles and make up the
dialogue, actions, etc. as they go along.
Jig-sawing
An idea-sharing technique: group members are given numbers and form new groups of
children with the same number. They undertake investigations, discuss their work and/or agree
on main points, before reporting back to their original groups.
Just a Minute
An activity in which the children speak for one minute on a chosen subject, trying not to hesitate
or repeat themselves.
Learning Wall
A place where key ideas, information and success criteria are stored in the classroom, so that
children can easily refer to it throughout the sessions.
Mind Map
A document, usually in the form of a diagram, on which the children write down their ideas
about a particular topic, such as the personality traits of a character or the features of a story
type. (Also the action of creating this document.)
Modelled Writing
A teaching technique in which the teacher models the writing process by orally rehearsing
before writing, making and explaining decisions and changes out loud, while encouraging the
children to share the writing process.
Rainbowing
An idea-sharing technique: discussion is paused, and group members are given colours. They
form new groups of children with the same colour and share their ideas.

Role Play
An activity in which the children take on the roles of different characters to act out a scene.
Role on the Wall

A presentation area consisting of an outline of a character, on which key words and phrases are
placed inside and outside the character: the character’s thoughts are placed inside; actions and
other characters’ opinions are placed outside.
Signifier
A prop or item of clothing used to signify a role being played during drama activities.
Snowballing
An activity in which pairs discuss a subject and then join with another pair to form a group and
share ideas. Two groups then join together and so on, until there is a whole-class discussion.
Statement Game
An activity in which the children are given a set of cards on which statements are written.
Groups or pairs then use the cards to discuss and decide how to categorise the statements.
Talk Partners
Pairs who talk through and develop ideas together.
Teacher Demonstration
A teaching technique in which the teacher models the writing process by orally rehearsing
before writing, making and explaining out loud decisions and changes.
Teacher in Role
A teaching technique in which the teacher takes on the role of a focus character in order to
introduce, control or develop drama activities.
Think Alouds
A teaching technique in which the teacher explains their thought processes out loud during a
writing activity. This includes aspects such as rereading the text to check for sense and making
changes to the text (e.g. crossing out or improving words for effect).
Think-Pair-Share
An action by which the children use Think Time and then talk though their ideas with a partner
before sharing these ideas with a larger group or the rest of the class.
Think Time
A brief amount of time the children are given in order to think about a question or subject
before answering or discussing it.

Thought Tracking
An activity in which the action in a story (such as a Role Play) is frozen at a key moment and the
thoughts of a character are spoken aloud, either by a child in role or by a group.
Two Stars and a Wish

A feedback technique: when reviewing each other’s work, the children identify two praiseworthy
aspects and one aspect that could be improved.
Walking Bus
An activity in which music is played while the children walk around the classroom. When the
music stops, the teacher asks a question that the children discuss with those nearest to them.
Word Tennis
An activity in which children, in pairs, take turns to say one word or phrase. This may make up a
continuous sentence or be used as a word-association activity.

Handout 10: English Modelled Lesson Session Objectives
iPrimary
• To understand the structure of units in iPrimary English
• To Explore a typical English lesson and experience a selection of active
learning strategies
iLowerSecondary
• To understand the structure of an iLowerSecondary Lesson
• Engage and participate in a number of learning activities to enhance
lesson delivery

Handout 11: iPrimary Lesson Plan
The following pages are taken from the iPrimary space on ActiveLearn. (ALP)
To find these lesson plans, follow the steps below,

1. Log onto ALP
2. Click on the iPrimary tile
3. Click on the Resources tile
4. Using the filter menu, click;
a. English
b. Year 5
c. Year 5, Term 3
5. Find file titled, ‘iPrimary English Year 5 Unit 10 Lesson Plans’
6. Open file

Handout 12: iPrimary Lesson Plan, Big Giant, Little Bear

Handout 13: iLowerSecondary English Lesson Plans
Inspire English International for Key Stage 3 (ages 11-14). The following lesson
plans have been taken from Inspire English International for Key Stage 3.
Inspire English is written to support iLowerSecondary and includes references to
the curriculum objectives within the teaching so that you can be confident you are
covering all the requirements of the curriculum. Inspire English provides seamless
progression to Pearson Edexcel International GCSE.
The provided planning can either be followed in conjunction with the Inspire
English Student Books or digital subscriptions - or you are free to adapt it to work
with another course. If you do this, we suggest carefully checking curriculum
coverage is maintained.

Handout 14: Inspire English International Passage

Handout 15: How would you introduce this text to your class?
Read the below statements and discuss in your groups each strategy for introducing a new text.
Then independently place each statement in the relevant box as to whether how you use the
strategy to introduce a new text.
1. By following the lesson plan for introduction and first phase
2. Read the passage around the class
3. Students read the passage independently
4. Students highlight unknown vocabulary
5. Read the passage to the students or use an audio function
6. Students read the passage to a reading partner and discuss the text
7. A student reads the passage to the class
8. Students read the passage independently and then I read it to them, or they
listen to an audio recording
9. Students read the passage at home in preparation for the lesson
10 . Students are encouraged to read the questions before reading the passage
11 .Other____________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

Always
It is my preferred strategy….
Sometimes
It depends on the class or text as to whether I use this strategy…
Rarely
I don’t usually use this strategy, or I have never used this strategy…

Handout 16: Inspire English International Introduction Activity
In your groups discuss how you would undertake this below vocabulary focused introduction
activity in your classroom.
Use the following questions to aid your discussions,
1. How would you present the vocabulary to your students?
2. Which active learning strategies might you use?
3. How would you ensure that all pupils had gained an understanding of the vocabulary?
4. How would you adapt or change this activity?
Introduction 10 minutes Support

• Display the words ‘confident’, ‘curious’, ‘cowardly’, ‘nosy’, Display the words in pairs and
‘cautious’ and ‘arrogant’. ask students to consider only
• Ask students to put the words into pairs, without giving their differences in meaning.
them explicit criteria for doing so. Deepen
• Discuss how students chose to pair the words, looking Ask students to think of
for awareness of synonyms. synonyms with negative
• Ask: What differences in meaning are there between connotations for other words,
the words in each pair? such as ‘inexpensive’, ‘strong’,
• Draw out that one word in each pair has positive ‘unique’ and ‘aroma’.
connotations and the other has negative ones.
Notes

Handout 17: Inspire English International Comprehension Think Aloud Activity
In your groups discuss and annotate, how you would ‘think aloud’ these passages.
Passage A
Now there was nothing. An empty white space in a huge empty white room
the silent shadows of a dark corridor

Passage B
“Passenger 72350,” said the voice harshly, “you must return to your sleep pod for re-sleeping.”
“Ignore the human, please, Passenger 72350,” said the voice, “and return to your sleep pod for re-sleeping
before you come to any harm.”
“Do not attempt to leave the sleep room, Passenger 72350,” said the metallic voice of Pilot X7. “Return to
your sleep pod at once or I will be forced to take action”.

Handout 18: Inspire English International iLowerSecondary
Planning a Lesson
In your groups, make notes on how you would plan to undertake the lesson activity on the next
page with your students.
In your planning include notes on the following,
• Active learning strategies you will use
• Differentiation: how will you support students and challenge your more able students
• Classroom management
• Supporting students with additional learning needs (for example, students with SEN or
EAL)
You can use the planning template in Handout 18 and choose whether to plan a Face-to-Face
lesson or an online lesson.

Handout 19: Inspire English International iLowerSecondary
Planning a Lesson Template
Active Learning strategies:
Differentiation: How will you support students for example, students with SEN or EAL?

Formative Assessment opportunities and strategies:
Other notes:

Handout 20: Critical Thinking Session Objectives
• Understand and be able to explain the benefits of critical thinking
• Be able to apply critical thinking strategies in your classrooms

Handout 21: Types of Questions
Read each question and determine whether the question is Factual, Conceptual, Probing or
Discussion.
Question Type of Question

1. What did you mean when you said…?
2. Who had a different…?
3. Please explain in your own words their idea
about….
4. Describe the order of…
5. If we did…again, what would need to change?
6. How would you rephrase this idea?
7. What did you observe about…?
8. If we use their thinking, what would we do next?
9. Can you expand on…?

10.Can you find evidence to support their claim?
11.Can you describe…?
12.Will you summarise the points they raised?
13.Can you use that same thinking to…?
14.How is your…similar or different?
15.Can you find some evidence of…?

16.If I understand correctly, then…?
17.Can you explain whether it would be a good or
bad idea to…and why?
18.Explain why you agree that…?
19.What else can you tell me about that?
20.Tell me about the way we…?

Handout 22: Tips for Asking Questions
Strategy Description
Write down 2-3 questions that you want to

Use Notecards incorporate into the lesson onto notecards to
carry with you during the lesson.
Practice asking your questions. Envision how the

lesson is likely to go, then ask students out loud
Practice as you predict how students will respond. You
may also find it helpful to practice on a
colleague.
Allow students time to think about a question

before talking with a partner. Then have
students share out, taking turns each time. This
Use Think-Pair-Share
builds students’ confidence and ensures that
every student participates and thinks about the
question.
One of the hardest things to do is wait after

asking a question, but this is one of the most
effective questioning strategies. After asking a
question, count to yourself for several seconds
Incorporate wait time
(5-10 seconds). Practice getting used to the
uncomfortable silence that occurs when
students try to wait out the teacher in the hopes
of getting the answer.

Rather than beginning the question with a
student’s name, such as “John, what strategy
might you use…?” ask the question first, provide
wait time, then call on the student. Vary which
students are called throughout the lesson. By
Call names after wait time
calling on the student after the wait time and not
selecting a student who raises their hand all the
time, you make it more likely that all students
think about the questions since there is a
chance of being called upon to answer.
Limit your questions to one at a time. This allows

students to focus on a single question rather
than trying to think about several all at once.
Limit to One question
This also helps you make sure that you do not
simplify the question for the students right after
asking the original, planned, question.
Ask students to indicate whether they agree or

disagree with a student’s conclusion. Allow
Agree/Disagree questions students to discuss their thoughts with each
other so that you do not feel the pressure to
give the correct answer right away.
Notes

Handout 23: Strategies for Promoting Critical Thinking
Strategy 1: Think-Pair-Share
• Students think about a question or problem on their own or are given a
question.
• Students exchange ideas with a partner.
• The student pair-shares ideas with the class or another pair.
Example
Students think about how to find the area of a cylinder. Each pair shares its
ideas with the class.
Strategy 2: problem-solving think aloud

• A student ‘thinks aloud’ by explaining each step in a process.
• The student explains why he or she is doing each step.
Example
Students give the instructions for making a cup of tea, or the steps in the
process of adding two fractions.
Strategy 3: Discuss, Share and Do

• Small groups work together to discuss information, solve a problem,
answer a question, or brainstorm ideas.
• Option: each group shares its ideas or results with the class.
Example
A small group discusses ideas for writing a play (theme, plot, setting, characters)
and then writes the play together.

Strategy 4: Brainstorming
• Students work together in pairs or small groups to answer questions, solve
problems, or think of creative ideas. Encourage students to generate as
many ideas as possible, to welcome unusual ideas, and to withhold
criticism.
• At the end of the process, students combine and improve ideas, and then
select the best idea or ideas.
Example
A small group works together to brainstorm ideas on how people can build
cities on Mars.
Strategy 5: Making predictions

• Students make a statement about what they think is going to happen.
Example
Students predict what will happen when a plant a grown in a dark place without
access to light.
Strategy 6: Reflection
• Students reflect on the lesson or topic activities completed and consider
what worked well and what they might change going forward.
• Students think about and examine teaching, learning and thinking
strategies they encountered and used.
Example
At the end of a lesson, ask students to reflect on and answer questions about
their own learning:
Before I thought this, but now I think…
What was the easiest for me to learn?
What was the hardest for me to learn?
One strategy I learned…

Handout 24: Modelled Maths Lesson Session Objectives
iPrimary
• Explore a typical iPrimary Maths Lesson
• Use Active Learning strategies in Maths
• Use Critical Thinking Strategies in Maths
• Experience some of the optional Pearson Courseware Resources
iLowerSecondary
• Understand the structure and purpose of iLowerSecondary Maths Lessons
through Maths Progress International.
process.
• Explore its main features and how to use the resource to enhance Teaching
and Learning.
• Engage and participate in a number of learning activities to enhance lesson
delivery.

Handout 25: iPrimary Maths Lesson Plans

1. Log onto ALP
a. Maths
b. Year 3
c. Year 3, Term 1
5. Find file titled, ‘iPrimary Mathematics Year 3 Week 10 Lesson Plans’
6. Open file

Handout 26: NRICH Activity
Sums and Differences 1
This challenge is about adding and subtracting two-digit numbers.
Pick two two-digit numbers.

Find the sum of the numbers.
Find the difference between the numbers.
Can you find other numbers with the same sum and difference?
Why do this activity?

This activity provides a context for practising summing two two-digit numbers and
finding the difference between two two-digit numbers. It encourages working
systematically as children attempt to try all possibilities to find two solutions with
the same sums and differences.
Possible approach
It would be good to start the lesson by practising strategies for summing numbers
and finding the difference between numbers.
The class could then work through a version of the challenge all together. You
could model the following example and invite pairs/groups to find other pairs of
numbers with the same sum:
1st 2nd Sum Same? Difference Same?

Number Number
24 31 55 7
15 40 55 Yes 25 No, too high

As you gather their ideas, you could present them in the table in a systematic way:
1st 2nd Sum Same? Difference Same?

Number Number
24 31 55 7
15 40 55 Yes 25 No, too high
26 29 55 Yes 3 No, too low
Children may notice a pattern. Will we ever find numbers with both the same sum
and the same difference? Why?
Some children may move onto the extension task (below).
Key Questions
What is the sum of the numbers?
What is the difference of the numbers?
Have you tried all the combinations?
Do you need to try them all?
Can you spot a pattern?
Can you explain the pattern?
Possible extensions
Extension 1: Can you find pairs of numbers where the sum and difference are both
odd?
Can you find pairs of numbers where the sum is odd and the difference is even?
Why?
Extension 2: have a go at Sums and Differences 2. In this challenge you find the
sum and difference of a pair of numbers and then find the sum and difference of
the sum and difference.
Possible support
A 100 square or number line/track might be useful
Source: Nrich https://nrich.maths.org/

Handout 27: Maths Progress International Lesson Plans
Maths Progress International for Key Stage 3 (ages 11-14) is the recommended
Pearson maths programme supporting the iLowerSecondary curriculum. The
following lesson plans are part of that programme.
Mapping showing the links between this programme and the curriculum is
provided as part of your iLowerSecondary subscription.
We recommend you adapt any planning to meet individual needs but suggest
using the provided mapping to check coverage of the curriculum.
This planning provides an example structure that might be used for each
individual lesson with more detail to support the teaching, whilst also providing

Handout 28: Planning a Lesson, Part 1
In your groups, discuss how you would teach the following lesson.
Positive and negative numbers

Objectives
• Compare and order positive and negative numbers
• Add and subtract positive and negative numbers
Curriculum references
• N7.1C Compare and order positive and negative numbers and write
statements using inequality signs < and > in context.
• N7.1 Add and subtract positive and negative numbers.
Notes

Handout 29: Planning a Lesson, Part 2
In your groups, read through the lesson plan on the next pages and discuss how
you might,
• Check prerequisites
• Introduce new vocabulary
• Prepare for common misconceptions
• Check pupil understanding
• Adapt the lesson for your class
Notes

Handout 30: iLowerSecondary Maths Baseline Test

Handout 31: Check, Strengthen and Extend

Handout 32: End of Unit Test

Handout 33: End of Term Test

Handout 34: End of Year Test, Year 7

Handout 35: Summative Assessment Session Objectives
• Understand the range of summative assessments available
• Explore and discuss the marking guidance for an internally marked test
(progress test example)
• Be aware of the grading system for externally marked tests (Achievement
Tests)
• Understand some strategies for preparing students for summative
assessments.

Handout 36: FAQ’s
1. Internally administered and marked tests
The iPLS Programme of Summative Assessment consists of progress tests and end-of- year
tests linked to the curriculum objectives. All tests include a variety of question types to prepare
students for the broad range of question types they may experience in externally marked
examinations. Guidance and advice on timings for administering the tests can be found in each
year’s marking guidance. Tests are updated every year.
• iPLS Progress tests are useful ongoing tests that allow both students and teachers to
measure progress against the assessment criteria.
Progress tests are included for every topic (in science) or half term (in mathematics, Computing,
and English), for every year. All tests directly address the relevant curriculum objectives for that
year group. The order of the tests is based around the example Schemes of Work. You may
choose instead to take any test at a different point in the school year for which it is designed,
depending on what order you have taught objectives in.
• iPLS End-of-year tests are designed to be similar in structure to external tests that
students may sit at the end of Year 6 and Year 9.
These tests are longer than the progress tests and will take longer to complete. They cover a
range of objectives from across that year’s teaching.
2. Edexcel Achievement tests for Year 6 and Year 9
Achievement Tests are assessments that are externally administered and marked by Pearson
Edexcel, and are available in both iPrimary and iLowerSecondary:
▪ iPrimary: in Year 6 / age 11

▪ iLowerSecondary: in Year 9 / age 14
These tests provide the ideal opportunity both to check the learning of students at the end of
each key stage, and to provide a qualification that is internationally benchmarked against
students around the world.

3. ResultsPlus Assessment Analysis
ResultsPlus is an online results analysis tool for teachers that gives you a detailed breakdown of
your students’ performance in Edexcel exams. ResultsPlus provides a detailed analysis available
of your students’ exam performance, to help you to identify the topics and skills where further
learning would benefit your students.
FAQ’s
How many Progress and End-of-year tests are there in iPrimary?
• iPrimary English, mathematics, Global Citizenship, Early Years and computing: There are a
total of 35 tests for each subject: 5 half-term tests and one end-of-year test per year.
There is no end-of-year test in Year 6, as this is an Achievement test year.
• iPrimary science: There is a total of 40 tests: 1 test per topic in each year
How many Progress and End-of-year tests are there in iLowerSecondary?

• iLowerSecondary English, mathematics, Global Citizenship and computing: There are a
total of 17 tests for each subject: 5 half-term tests and one end-of-year test per year.
• There is no end-of-year test in Year 9, as this is an Achievement test year.
• iLowerSecondary science: There is a total of 35 tests: 1 test per topic in each year. Tests
for all subjects are updated annually, adding to an increasing bank of tests.
How are the Achievement Tests in Y6 graded?

• The Pearson Edexcel International Award in Primary Mathematics, English, Science and
Computing will be graded on a three-level scale from P1 to P3.
• A pass in a Pearson Edexcel International Award is indicated by one of the three levels
P1, P2 and P3, of which level P3 is the highest and level P1 the lowest.
• Students whose level of achievement is below the minimum judged by Pearson to be of
sufficient standard to be recorded on a certificate will receive an unclassified U result.
How are the Achievement Tests in Y9 graded?

• All Edexcel International Awards are graded at four levels: S1, S2, S3, S4.
• S1 is the lowest passing grade, and S4 the highest.
• Students whose level of achievement is below the passing grade will receive an
unclassified U result.
Progression of iPLS to International GCSE

• The Edexcel International Award in Lower Secondary English supports progression to
study of the International GCSE in English Language (A or B) and English Literature.
• The Edexcel International Award in Lower Secondary Mathematics supports progression

to the International GCSE in Mathematics.

• The Edexcel International Award in Lower Secondary Science supports progression to
Edexcel International GCSEs in Biology, Chemistry and Physics and Science (Double and
Single Award).
• The Edexcel International Award in Lower Secondary Computing supports progression to

Edexcel International GCSEs in Computer Science or ICT. It also supports progression to
the Edexcel GCSE in Computer Science.
• The Edexcel International Award in Lower Secondary Global Citizenship supports

progression to Edexcel International GCSEs in Global Citizenship.
How much are the assessment fees for the Achievement Tests?
• Please contact your local Pearson Representative for the most recent fees.
Are the assessment materials available in languages other than English?

• Assessment of all tests will be available in English only. Assessment materials will be
published in English only and all work submitted for examination must be produced in
English.
How do I enter candidates for the Achievement Tests?

• The school Exams Officer will have a password to the Edexcel website, which is where the
school can upload pupil details and enter them.
When will certification opportunities for the Pearson Edexcel International Award be
available?
• The Edexcel International Awards are available to schools in all subjects in both a
May/June and a November series. Certificates will normally be issued in August for the
May series, and in January for the November series.

Handout 37: Reading Test Completed (iPrimary)

Handout 38: Reading Test Completed Marking Guidance (iPrimary)

Handout 39: Reading Test Completed (iLowerSecondary)

Handout 40: Reading Test Completed Marking Guidance (iLowerSecondary)

Handout 41: Tips to Prepare Students for Summative
Assessment
Strategy Why is this important?
Help students understand the different

question types that might appear on
an exam: multiple-choice questions,
short answer, close passages, etc.
Go through an example test so that

students know what the actual test
papers look like. You might choose to
look at a past year’s papers, or a
combination of progress tests.
Practice test conditions in the

classroom (silence, rules for asking
questions if needed, etc.)

Strategy Why is this important?
Model answers for the class and

encourage students to share in this
process by getting them to model
answers to the whole class too.
Explain to students that the space

provided for an answer on the test
paper gives a clue about the type of
answer required.
Model answers for the class and

encourage students to share in this
process by getting them to model
answers to the whole class too.
Notes

Handout 42: Formative Assessment Session Objectives
• Understand and be able to explain the benefits of formative assessment
• Explore and understand different approaches to formative assessment
• Be able to apply formative assessment strategies in your classrooms

Handout 43: What is Formative Assessment?
Formative Assessment or summative assessment?
• Formative assessment checks what students know during the learning process to see
how their understanding and achievement can be improved.
• Summative assessment tests what students have achieved.
Formative assessment (or assessment for learning) asks three key questions:
1. Where is the learner going?
Formative assessment involves creating, clarifying and clearly communicating learning targets
and the success criteria which indicates these targets have been achieved. Through this
process, teachers and students develop a common understanding about the end goal of the
learning. Using clear success criteria means that the teacher, the learner and even a peer can
assess the student work.
2. Where is the learner now?
The formative assessment process seeks evidence about what students currently know and can
do in relation to the learning target. Teachers gather this evidence through a variety of
strategies, including questioning, observations of class discussion and review of ongoing work.
The teacher reviews how students are engaging with and participating in the lesson and can
adjust their teaching to effectively develop student understanding.
3. How will the learner get to where they are going?
Using the information gathered about the learner’s current achievements and the learning
target, teachers and students can make adjustments that support student achievement.
Teachers adjust their ongoing teaching and learning activities and students adjust their learning

behaviours and actions. The formative assessment process closes the gap between students’
current learning and desired outcomes.
Notes

Handout 44: How does Formative Assessment help?
Formative Assessment helps teachers by:
Formative Assessment helps learners by:

Handout 45: Formative Assessment Strategies
1. KWL Chart
What do you Know? What do you Want to What did you Learn?
know?
2. Mind-Map
Water Cycle
3. Green Card/Red Card
Give green and red cards to each student in the class. Teacher stops presentation at
various points to ask students to show either card before moving on with new material.
Green card indicates they understand; red indicates they would like further input.
4. Pair Work
Teacher instructs pairs of students to go over the material they just learned, before
moving on in the presentation.

5. Exit Slips/Tickets Out
Students either write or orally respond to questions about material in the presentation.
Each student hands in or speaks a response before leaving the class. Used to assess
understanding, not for grading purposes.
6. 3-2-1
Upon leaving the classroom, students write down 3 things they learned, 2 things they are
interested in, and 1 thing they have a question about.
3 things you learned 2 things that interested 1 question you have
you
1. 1. 1.
2. 2.
3.
7. Student-generated assessments
Have students write their own questions based on the lesson and ask each other these
questions.
8. Concept sentences activity
Ask the students to create sentences using a set of key vocabulary words from the
lesson. While they are writing, check their ideas – challenge any that are not correct by
asking the pupil to explain them. Have some students read out sentences they have
created to whole class.

Handout 46: Modelled Science Lesson Session Objectives
iPrimary
• Explore a typical iPrimary Science lesson
• Engage with some of the learning activities
• Explore a range of formative assessment and critical thinking opportunities
in a given science lesson
iLowerSecondary
• Understand the structure and purpose of iLowerSecondary Science Lesson
through Exploring Science International.
process.
• Explore its main features and how to use the resource to enhance Teaching
and Learning.
• Engage and participate in a number of learning activities to enhance lesson
delivery.

Handout 47: iPrimary Science Lesson Plans

1. Log onto ALP
a. Science
b. Year 4
5. Find file titled, ‘iPrimary Science Year 4 Skeleton and Muscles Lesson Plans’
6. Open file

Handout 48: iPrimary Science Bones

Handout 49: Personalising an iPrimary Lesson Plan
Opportunities for Active Learning
Opportunities for Critical Thinking
Opportunities for Formative Assessment

Handout 50: Exploring Science International Lesson Plans
Exploring Science International for Key Stage 3 (ages 11-14) is the recommended
Pearson science programme supporting the iLowerSecondary curriculum. The
following lesson plans are part of that programme.
Mapping showing the links between this programme and the curriculum is
provided as part of your iLowerSecondary subscription.
We recommend you adapt any planning to meet individual needs but suggest
using the provided mapping to check coverage of the curriculum.
This planning provides an example structure that might be used for each
individual lesson with more detail to support the teaching, whilst also providing

Handout 51: Planning an iLowerSecondary Lesson, Part 1
In your groups, discuss how you would teach the following lesson,
The Skeleton
Learning Objectives
• Identify the main bones in the human skeleton and correctly use the terms: skull,
vertebra(e), ribs, sternum, hip, thigh, shin, collar bone, knee cap, ribcage.
• Recall the main functions of the skeleton (support, protection, movement) and describe
the functions of some individual bones (skull, vertebrae, ribs, sternum, hip).
• Relate the properties of bones to their functions.
• Describe the basic parts of joints and classify them as different types.
• Use a knowledge of bones and joints to identify problems with them.
• Compare and identify the limitations of different types of vertebrate and invertebrate
skeleton.
Notes

Handout 52: Planning an iLowerSecondary Lesson, Part 2
In your groups, read the section of the lesson plan your facilitator has allocated to you. How
might you,
• Check prerequisites
• Introduce new vocabulary
• Prepare for common misconceptions
• Check pupil understanding
• Use the worksheets
• Adapt the lesson for your class
Notes

Handout 53: Exploring Science International Quick Quiz & Quick
Check

Handout 54: Progress Check

Handout 55: Assessment Task

Handout 56: Assess Yourself

Handout 57: Working Scientifically (WS) Investigations

Handout 58: End of Unit Test

Notes

Appendix 1: Critical Thinking, Types of Questions Answers
Question Answer
1. What did you mean when you said…? Probing
2. Who had a different…? Discussion

3. Please explain in your own words their idea
Discussion
about….
4. Describe the order of… Discussion
5. If we did…again, what would need to change? Conceptual

6. How would you rephrase this idea? Probing
7. What did you observe about…? Factual
8. If we use their thinking, what would we do next? Factual
9. Can you expand on…? Factual
10.Can you find evidence to support their claim? Discussion
11.Can you describe…? Factual
12.Will you summarise the points they raised? Probing
13.Can you use that same thinking to…? Conceptual
14.How is your…similar or different? Conceptual
15.Can you find some evidence of…? Conceptual
16.If I understand correctly, then…? Probing

17.Can you explain whether it would be a good or
Probing
bad idea to…and why?
18.Explain why you agree that…? Discussion
19.What else can you tell me about that? Probing
20.Tell me about the way we…? Discussion

Appendix 2: iPLS Master Teacher
As a school undertaking the iPLS Curriculum you are eligible to earn an iPLS Master Teacher
digital badge this acknowledges your skills and knowledge developed through iPLS PD sessions
and provides accreditation that you as a teacher have mastered teaching iPLS within your
school.
To obtain this Master Teacher digital badge, you will need to complete the steps prescribed
below. Upon completion of this task you will need to send all evidence back to the iPLS
Professional Development Manager, for review, once your submission has been reviewed you
will be notified if you have been awarded your iPLS Master Teacher Certificate and Badge.
Edexcel: iPLS Master Teacher Badge

This badge is awarded to school personnel who have
completed the certification process to become an
iPrimary/iLowerSecondary (iPLS) Master Teacher in their
schools. iPLS Master Teachers have demonstrated their
skills at applying their knowledge and skills developed
through the iPLS Implementation Training Programme and
iPLS Continuous Professional Development (iPLS CPD) into
their classrooms effectively.
What it takes to earn this badge,

Completion of the iPLS Implementation Training Programme
Completion of iPLS CPD
Complete an in-school task that provides evidence of learned skills and/or strategies that
are implemented into the iPLS Classroom successfully.
To obtain this digital badge, you will need to complete a short task, as outlined below.
1. Read the attached Try it Out handout (after this introductory page),
2. Please choose a lesson,
3. Please choose a strategy/activity that you have either learned during your iPLS PD
sessions or that you have learned from the teacher handbooks/one of your own,
4. Using the Try it Out Template, fill in this template with your chosen strategy/activity in
your chosen lesson,
6. Submit to Stacey Roberts-Brighton, stacey.roberts@pearson.com, who will review your
submission. This may take up to 2 weeks to review.
8. Upon review, you will be notified with feedback and awarded with a digital badge.

The Try it out Template
Step 1: The good idea I shall try is:
Step 2:
I have chosen this strategy or tool because:
I am hoping to achieve:
I expect my students to:

Step 3: As I try out this strategy or tool, I plan to take the following steps:
Step 4: My evidence:

Step 5
What went well?
How might it have been even better?
What are my next steps?

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iPrimary and iLowerSecondary

1. Introduction and Engaging with iPLS

Thank you and happy learning!

iPLS Implementation Training | Participant Materials | V1 | 04.05.2022 1

Participant Materials ......................................................................................................... 1

Handout 1: Introduction & Orientation Session Objectives ........................................... 5

Handout 2: KWL Chart ........................................................................................................ 6

Handout 3: Action Plan ...................................................................................................... 7

Handout 4: iPLS Ages, Stages and Phases ...................................................................... 10

Handout 5: Diamond 9 ..................................................................................................... 11

Handout 6: Active Learning Session Objectives ............................................................ 12

Handout 7: What does Active Learning look like? ......................................................... 13

Handout 8: Active Learning Strategies Jig-Saw Activity ................................................ 15

Handout 9: Active Learning Teaching Strategies ........................................................... 16

Handout 10: English Modelled Lesson Session Objectives............................................ 20

Handout 11: iPrimary Lesson Plan .................................................................................. 21

Handout 12: iPrimary Lesson Plan, Big Giant, Little Bear............................................. 27

Handout 13: iLowerSecondary English Lesson Plans .................................................... 33

Handout 14: Inspire English International Passage ...................................................... 34

Handout 16: Inspire English International Introduction Activity ................................ 37

Handout 18: Inspire English International iLowerSecondary Planning a Lesson ....... 40

iPLS Implementation Training | Participant Materials | V1 | 04.05.2022 2

Handout 20: Critical Thinking Session Objectives ......................................................... 44

Handout 21: Types of Questions ..................................................................................... 45

Handout 22: Tips for Asking Questions .......................................................................... 46

Handout 23: Strategies for Promoting Critical Thinking............................................... 48

Handout 24: Modelled Maths Lesson Session Objectives ............................................. 50

Handout 25: iPrimary Maths Lesson Plans .................................................................... 51

Handout 26: NRICH Activity ............................................................................................. 55

Handout 27: Maths Progress International Lesson Plans ............................................. 57

Handout 28: Planning a Lesson, Part 1 ........................................................................... 58

Handout 29: Planning a Lesson, Part 2 ........................................................................... 59

Handout 30: iLowerSecondary Maths Baseline Test ..................................................... 62

Handout 31: Check, Strengthen and Extend .................................................................. 72

Handout 32: End of Unit Test ........................................................................................... 76

Handout 33: End of Term Test ......................................................................................... 81

Handout 34: End of Year Test, Year 7 .............................................................................. 88

Handout 35: Summative Assessment Session Objectives ............................................ 98

Handout 36: FAQ’s ............................................................................................................ 99

Handout 37: Reading Test Completed (iPrimary) ........................................................ 102

Handout 39: Reading Test Completed (iLowerSecondary) ......................................... 109

Handout 42: Formative Assessment Session Objectives ............................................ 124

Handout 43: What is Formative Assessment?.............................................................. 125

Handout 44: How does Formative Assessment help? ................................................. 127

iPLS Implementation Training | Participant Materials | V1 | 04.05.2022 3

Handout 46: Modelled Science Lesson Session Objectives ......................................... 130

Handout 47: iPrimary Science Lesson Plans ................................................................ 131

Handout 48: iPrimary Science Bones ............................................................................ 138

Handout 49: Personalising an iPrimary Lesson Plan ................................................... 139

Handout 50: Exploring Science International Lesson Plans ....................................... 140

Handout 51: Planning an iLowerSecondary Lesson, Part 1 ........................................ 141

Handout 52: Planning an iLowerSecondary Lesson, Part 2 ........................................ 142

Handout 54: Progress Check .......................................................................................... 151

Handout 55: Assessment Task ....................................................................................... 152

Handout 56: Assess Yourself ......................................................................................... 154

Handout 57: Working Scientifically (WS) Investigations ............................................. 155

Handout 58: End of Unit Test ......................................................................................... 158

Appendix 1: Critical Thinking, Types of Questions Answers....................................... 168

Appendix 2: iPLS Master Teacher .................................................................................. 169

iPLS Implementation Training | Participant Materials | V1 | 04.05.2022 4

• Be excited about where you’re heading and be engaged in the learning

• Understand the structure and purpose of the PD programme

• Be able to explain the elements of the iPLS

iPLS Implementation Training | Participant Materials | V1 | 04.05.2022 5