The Primary Framework for Mathematics
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Transcript of The Primary Framework for Mathematics
© Crown copyright 2006
The Primary Framework for Mathematics
Day 3Planning
© Crown copyright 2006
Where are we now?Discuss in small groups:• Since the last training session, what
progress have you made on disseminating the training materials?
• Have you:- Updated staff on the role of the
calculator?- Explored the progression in calculation
with all staff?- Made any changes with regards to
calculators and calculation?- Anything else?
© Crown copyright 2006
Objectives
• To support leadership and management of mathematics in stimulating and maintaining improvements in standards.
• To link the use of the renewed framework to school improvement.
• To engage participants in the planning process advocated in the renewed framework.
© Crown copyright 2006
Where are you now?
• In terms of planning from the renewed framework, where are you now?
© Crown copyright 2006
Raised expectations
• Look at the core learning document.• Identify the key changes in each
year group?• What are the implications for your
school?• How are you going to address this?
© Crown copyright 2006
Core messages
• Background• Planning the learning journey• Assess and review• Unit outcomes• Lesson objectives• Thought process
© Crown copyright 2006
Resources within the renewed framework
• Mathematical Challenges for Able Pupils Key Stages 1 and 2
• Intervention programmes - Springboard- Supporting children with gaps in their
mathematical understanding (Wave 3)• Teaching notesLibrary Mathematics Planning
documents Teaching notes Year 3
© Crown copyright 2006
ICT resources
• ITPs• Spreadsheets• IWB files
© Crown copyright 2006
Implications re resources
• How familiar are you with the range of resources available within the framework?
• How familiar are your staff with the resources?
• What are the implications for CPD within your school?
© Crown copyright 2006
The Interactive Planning Tool (IPT)
© Crown copyright 2006
Planning templates
• Look at a range of planning templates.
• In your groups, discuss the pros and cons of each.
© Crown copyright 2006
Essential guide
• Background reading• Planning
© Crown copyright 2006
Using and applying mathematics
Knowing and using number facts
Counting and understanding number
Calculating
Understanding shape
Measuring
Handling data
© Crown copyright 2006
Block ACounting,
partitioning and
calculating
Block BSecuring numberfacts,
understandingshape
Block CHandling data and measures
Block DCalculating,
measuring andunderstanding
shape
Block ESecuring numberfacts,
relationshipsand calculating
Progression and links between strands, blocks and units
© Crown copyright 2006
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, relationshipsand calculating
Using and applying mathematics
Counting and understanding number
Calculating
Using and applying mathematics
Knowing and using number facts
Understanding shape
Using and applying mathematics
Measuring
Handling data
Using and applying mathematics
Using and applying mathematics
Calculating
Measuring
Counting and understanding number
Knowing and using number facts
Calculating
Understanding shape
© Crown copyright 2006
Hands on task
• Work in Year groups.• Plan a block for your Year
group/class/set.• Use the resources available to help
you.• Can incorporate any more creative
activities?• Can you link objectives?
© Crown copyright 2006
Implications
• What might the planning look like?• What might assess and review look
like?• What are the key messages to take
back to school to share with staff?
© Crown copyright 2006
Gap Task
• To share the messages of today with staff.
• Try planning a block of work and using it with your class. Be prepared to give feedback at final day CPD.