The Primary Framework for Literacy and Mathematics Introduction.
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Transcript of The Primary Framework for Literacy and Mathematics Introduction.
The Primary The Primary Framework for Framework for Literacy and Literacy and MathematicsMathematics
Introduction
•Aims of renewed frameworks•Frameworks – main changes •Exploring five themes•Identifying ways forward•Literacy Framework•Mathematics Framework
“Excellent teaching gives children the life chances they deserve. Enjoyment is the birthright of every child. The most powerful mix is the one that brings the two together. Children learn better when they are excited and engaged – but what excites and engages them the most is truly excellent teaching.”
Excellence and EnjoymentExcellence and Enjoyment
Main aims of the renewal of the Main aims of the renewal of the frameworksframeworks
• Support leadership and management of literacy and mathematics needed to stimulate and maintain improvements in standards
• Provide integrated advice across the EYFS and KS1/KS2
• Create a clearer set of outcomes for learning progression in literacy and mathematics to help raise the attainment of all pupils, personalise learning and secure intervention for those pupils who need it
Main aims of the renewal of the Main aims of the renewal of the frameworksframeworks
• Foster professional dialogue• Promote longer-term planning of teaching
sequences that build over time• Incorporate speaking and listening• Support the application of key aspects of
learning across the curriculum• Place greater emphasis on the use of ICT in
teaching and learning
Changes to the frameworksChanges to the frameworks
• An electronic version• A clearer structure for mathematics
and literacy• Slimmed-down objectives, adjusted to
show progression more clearly• Interactivity to support planning• Stronger links with assessment of and
assessment for learning
What does this mean for children?What does this mean for children?
They will:– succeed, and enjoy active, coherent and engaging
learning experiences
– be set and achieve high expectations, especially those at risk of underachieving
– know what they can do and be helped to get better at the things that they find difficult
– express their thoughts and ideas more clearly and access a wider world of learning through ICT
Five key areas to consider Five key areas to consider
• Encouraging flexibility • Structuring learning • Raising expectations• More effective use of assessment• Broadening and strengthening
pedagogy
Encouraging flexibilityEncouraging flexibility• Organisation in long, medium and short
term supports coherence across the lesson/unit and a clear conclusion
• Cross-curricular links are embedded to support application of key skills
• Timings for different phases of the lesson/unit fit the purposes of the phase
• Planning across terms and weeks is reviewed and adapted to meet specific needs
Structuring learning over Structuring learning over sequences of lessonssequences of lessons
• Lessons set within a longer term sequence
• Developing a sequence of teaching and learning. This sequence builds upon identified objectives and incorporates a cycle of:
Review – teach – practise – apply – review
Raising expectations for all Raising expectations for all childrenchildren
• Sharpening progression in key aspects of literacy and mathematics
• Creating a smoother and steeper incline in expectations in mathematics
• Providing key expectations for each end of year, ensuring consistent progress from year to year
• Early identification of children who are not reaching or maintaining expected levels of progress
More effective use of assessmentMore effective use of assessment• Prompts to help determine where to
pitch the teaching at the beginning of new units of work to ensure that children’s learning needs are more accurately met
• Guidance on how to assess children’s progress during lessons/sessions and across a unit of work
• Prompts that are designed to help you to judge the extent to which children have achieved key ideas for each particular year
Broadening and strengthening Broadening and strengthening pedagogypedagogy
• Integrating speaking and listening objectives
• Active and enquiry-based learning that is structured rather than directed
• Developing a wider range of teaching and learning strategies Developing key aspects of learning
• Exploiting the potential of ICT
Routes through the Routes through the frameworkframework
Identifying ways forward
Effective ImplementationEffective ImplementationStrategic overviewDevelopment planningSelf - evaluation
Professional development
Impact on learning
Routes through the framework Routes through the framework Literacy PDMs Literacy PDMs
• Early reading• Underperforming pupils• Improving writing• Enhancing Literacy
• Raising expectations for more able pupils• Brilliant Boys – closing the gender gap• Drama, Dialogue, Discussion – developing speaking and listening strategies in the classroom• Reading to Learn
Subject Leader
Handbook
Workshops
Wordzone
modules
• Calculation• Underperforming pupils• Using and Applying
• Raising expectations for more able pupils• Livening up Starters• Progression in calculation• Making the most of ICT in maths• Embedding U & A in everyday maths
Routes through the framework Routes through the framework Mathematics PDMs Mathematics PDMs
Subject Leader
Handbook
Workshops
MathsWeb
modules
Reflection and key messagesReflection and key messages
• Focus on exciting and successful learning
• New impetus and new structures
• Take ownership
Primary FrameworkPrimary FrameworkLiteracyLiteracy
Key ChangesKey Changes
• Core areas of literacy by strand and by year group• Progression which includes end of year
expectation• Integration of many key ideas and resources
developed in last few years, including ‘stretched unit’ for literacy planning
• Alignment with assessment focuses• Support for assessment for learning and target
setting• Changes in approach to early reading following
Rose Review
Core areas of literacy by Core areas of literacy by strand and by year groupstrand and by year group
• 3 Aspects – Speaking and listening– Reading – Writing
• 12 core areas• ICT embedded within core areas
12 core areas12 core areas• Speaking• Listening and responding• Group discussion and interaction• Drama• Word recognition: decoding (reading) and
encoding (spelling)• Word structure and spelling• Understanding and interpreting texts• Engaging with and responding to texts• Creating and shaping texts• Text structure and organisation• Sentence structure and punctuation• Presentation
Speaking and Listening
Reading and Writing
The ‘stretched’ unit Phase1
Phase 2
Phase 3
Teaching Sequence
Planning in LiteracyPlanning in Literacy
Changes to Early Changes to Early Reading:Reading:
Communication, Communication, Language and Literacy Language and Literacy
DevelopmentDevelopmentCLLDCLLD
Key MessagesKey Messages
• Systematic and discrete phonics should be the first strategy taught to all children learning to read
• Fidelity to a programme• Majority of children should start phonics
“by the age of 5”• Developing positive attitudes to literacy
along with parents and carers
Key messages (continued)Key messages (continued)• Phonics should be fun, multi-sensory and
set within a broad and language rich curriculum
• Importance of quality first teaching with systematic approach to early intervention
• Commitment of school leaders essential• High quality training• Reconstruction of the searchlights model
The simple view of reading -The simple view of reading -
from this…
Language comprehension processes
Word
recog
nit
ion
pro
cesses
-- ++
++
--
Simple view of readingSimple view of reading
…to this
Good language comprehension,
poor word recognition
Poor language comprehension,
poor word recognition
Poor language comprehension,
good word recognition
Good language comprehension,
good word recognition
Implications for teachingImplications for teaching
• Teachers need to be aware that different kinds of teaching are needed for the two dimensions
• The weighting between the two dimensions change as children develop as readers
• Teachers need therefore to keep these two dimensions of reading separate in their minds when planning
Next Steps with Literacy Next Steps with Literacy Some suggestions Some suggestions
• Time to familiarise with e-framework• Try out new units• Background reading on communication,
language and literacy development (CLLD)
• Discuss current achievement and standards in relation to end of year expectations
Primary FrameworkPrimary FrameworkMathematicsMathematics
Mathematics – five key Mathematics – five key changeschanges
• Introduced 7 strands, reduced objectives, some have changed year group
• Medium term planning model with units of work of 2 or 3 weeks to secure learning
• Given mental calculation higher status and clarified progression in written calculation
• Given using and applying higher profile• Provided sharper assessment tools
Using and applying mathematics
Knowing and using number facts
Counting and understanding number
Calculating
Understanding shape
Measuring
Handling data
Block ACounting,
partitioning and calculating
Block BSecuring number
Facts, understandingshape
Block CHandling
data and measures
Block DCalculating, measuring
and understanding shape
Block ESecuring number facts, calculationand relationships
Using and applying mathematicsCounting and understanding numberCalculating
Using and applying mathematicsKnowing and using number facts
Understanding shape
Using and applying mathematics MeasuringHandling data
Using and applying mathematics
Using and applying mathematics
Calculating
Measuring
Counting and understanding numberKnowing and using number factsCalculating
Understanding shape
Block CUnit 3
Block DUnit 3
Block EUnit 3
Block AUnit 3
Autumn
Block AUnit 2
Block AUnit 1
Block ACounting,
partitioning and
calculating
Block BUnit 3
Block CUnit 2
Block BUnit 2
Block BUnit 1
Block BSecuring numberFacts,
understandingshape
Block EUnit 2
Block EUnit 1
Block ESecuring numberFacts,
calculationAnd
relationships
Block DUnit 2
Block DUnit 1
Block DCalculating,
Measuring andUnderstanding
shape
Block CUnit 1
Block CProcessing, Presenting
and interpreting
Data andmeasures
Spring
Summer
Efficient methods of Efficient methods of calculationcalculation
• The renewed framework sets out a clearer progression towards children mastering efficient methods of calculation for each operation – not too quickly, before they are ready to understand the procedures involved, but for the majority by the end of Year 6.
CalculationCalculationInformal written methods
Efficientwritten methods
66
55
44
33
22
11
YearYear
Mental calculation
Informal written methods
Mental calculation
66
55
44
33
22
11
YearYear
Efficientwritten methods
CalculationCalculation
Informal written methods
Mental calculation
66
55
44
33
22
11
YearYear
Efficientwritten methods
CalculationCalculation
Next steps with mathematicsNext steps with mathematicsSome suggestionsSome suggestions
• Time to become familiar with changes to planning sequence
• Revisit calculation policy – ensure all teachers understand progression/changes in calculation
• Discuss place of mathematics in the primary curriculum – based on discussion paper (green handout)
• Try out a unit (Block A includes lesson ideas)
Additional SlidesAdditional Slides
• Year 3
Tabs in each year to the
blocks
• Show y3 block
Block AFocus of
mathematics learning
Guidance on aspects of
learning and teaching for
Block A, Units 1-3
Guidance Papers to
support subject knowledge
Planning guidance to support the
learner
New units
Tabs in each unit link to key resources and
ideas
Review prior knowledge in preparation for new
learning
Suggestions for
developing day to day
assessment strategies
The breakdown
of the teaching phase by
phase with lesson ideas