The Primary Framework for literacy and mathematics

1. The Primary Framework for literacy and mathematics Manchester Literacy Subject Leader Stage October 2006

2. Programme • Results and implications • Overview of the recommendations from Rose and the findings/training programme for CLLD • Introduction to the Primary Framework: literacy • Training programme to support schools in implementing the renewed framework

3. National Results KS2

4. National Comparison KS1

5. Rose report and CLLDKey Messages • It is very important to develop children’s positive attitudes to literacy, in the broadest sense and from the earliest stages, in partnership with parents and carers • Best practice for early readers provides them with a rich curriculum that fosters all 4 interdependent strands of language: speaking, listening,reading and writing.

6. Recommendations • More attention needs to be given, right from the start, to promoting speaking and listening skills • For most children, high quality, systematic phonics work should start by the age of 5, taking full account of professional judgements of children’s developing ability and should be taught discretely • In order to capture children’s interests,sustain motivation and reinforce learning, phonics should be taught within the context of a broad and rich language curriculum. It should also be multi sensory and interactive.

7. Early readingKey elements • Speaking and listening • Pace and progression in teaching phonics • High quality interactive phonic programmes • Synthetic phonics • Communication, language and literacy programme (CLLD) • Continuing professional development

8. Early Years Foundation StageDocument • ELGs provide the reference point for the end of stage expectations • Additional objectives are few in number but aim to support progression in the final year of the Foundation Stage and into KS 1 • Interrelationship between areas of learning with examples showing literacy and mathematics developed through all areas of learning • Phonics teaching within the context of a broad and rich Foundation Stage curriculum • Progression from EYFS into Key Stage 1

9. Introduction to the Primary Framework

10. Why renew the Framework? • Rationalise resources ‘E- Framework’ • Achievement • Overcoming barriers to success • Learning from research and knowledge of what works best • Developments in ICT • The wider workforce • Every child matters and personalisation • Engagement of professionals

11. Aims • 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. t teaching. • The renewal of the Primary Framework for literacy and mathematics is to support and increase all children’s access to excellent teaching, leading to exciting and successful learning.

14. The Renewed framework key messages • Encouraging flexibility in the organisation of the curriculum and the structure of literacy and mathematics lessons • Structuring learning over sequences of lessons as well as within lessons • Raising expectations for all children, especially those at greatest risk of underachievement • More effective use of assessment to inform and direct teaching and learning • Broadening and strengthening pedagogy to include a clearer focus on inclusion, the use of ICT, speaking, listening and learning, and in developing core areas of learning in literacy and mathematics across the curriculum.

15. Key Improvement Themes: literacy • Supporting underperforming pupils • Improving writing • Communication language and literacy.(Developing phonics and reading) • Enhancing literacy

16. Core policy developments: literacy • The ‘simple view of reading’ • Pace and progression in phonics

17. Key changes-literacy • Learning objectives organised under twelve strands • Explicit inclusion of speaking and listening objectives • Stronger emphasis on building learning over time and developing the teaching sequence • Adjustment of expectations particularly around the learning and teaching of phonics • Closer focus on assessment for learning during, as well as at the end of, units of work • Reordering of the strands and separation of word reading from word comprehension • Greater signposting of Early Reading

18. 12 strands – these identify end of year expectations/outcomes • Speaking • Listening and responding • Group discussion and interaction • Drama • Word reading skills and strategies • Understanding and interpreting text • Engaging with and responding to text • Creating and shaping text • Text structure and organisation • Sentence structure and punctuation • Word structure and spelling • Presentation

19. Organisation • Learning objectives organised into twelve strands • Also incorporated into 3 blocks Narrative Non –Fiction Poetry

20. Points to consider • How will our school implement the renewed frameworks? • Do the key messages help us to think differently about what we need to do to address our current priorities in literacy? • Are there specific pupil groups that we need to focus on to make sure we are making a positive impact on their learning and attainment?

21. BREAK

22. The e-Framework • Clearer progression in learning for both literacy and • mathematics; • Access to a wealth of materials to support teachers in • their planning; • Policy and pedagogy guidance underpinning the • Framework; • Interactivity to support ease of planning; • Stronger links with assessment of and for learning; • Effective models; • Links between subjects.

23. Core position papers and guidance; • Interactive access to learning • objectives; • Structured support for planning; • Support for assessment. • Library of all documents; • Supporting resources. • Key principles underpinning the Early • Years Foundation Stage; • Access to progression in learning • through the Foundation Stage; • Early Reading support; • Links with EYFS; • Example planning support.

24. Click on literacy to go to homepage

25. Literacy Main navigation down left hand menu Select planning

26. Select year group for planning

27. Select block unit –narrative, Non-fiction, Poetry

28. Narrative, yr 5 Medium term plan

29. Medium term plan Yr 5 Links from the table to each unit

30. The Piano unit

31. Outline of the unit

32. Objectives linked to the unit

33. Prior Learning for the unit

34. The breakdown of the teaching lesson by lesson

35. Teaching is broken down into phases

36. Phase3 of the teaching sequence

37. Assessment for learning throughout the unit

38. This will be populated with linked resources

39. Example of NF medium term planning Yr5

40. Poetry Yr5 medium term plan

41. Core learning in literacy • Spend some time looking at the core learning document and familiarising yourself with the strands • Consider the structure i.e core learning by year and by strand

42. Looking at the strands within the framework • Task 2: • Look at the current framework year 3 terms 1-3 • Highlight all the objectives that you think would come under strand 11 of Y3(page 29) Sentence structure and punctuation • Are there any old objectives not itemised in the new strand • Where are they?

43. Discussion • Consider the types of activities you might do with your staff to familiarise them with the renewed framework

44. For example: • All classes use a unit from the same block, to assist discussion, both about using the Renewed Frameworks and progression of the specific subject matter, linked to the strand identified as a school priority. • In pairs, staff become familiar with navigating the electronic Framework,linked to your school's identified priority. • Contrast current planning with the Renewed Framework exemplifications,linked to the strand identified as a school priority.

45. Support for schools and subject leaders

46. CPD school based materials • Headteacher booklet • Subject leader handbook • Recommendations from Rose report • Series of PDM’s • DVD • Our LA package of support will be based around the materials that have been provided for you.

47. Aim of the CPD package • To build the capacity of subject leaders to lead on the implementation of the renewed frameworks to support them in continuing to raise attainment in literacy and mathematics • To provide opportunities to achieve excellence and enjoyment for all children

48. Focused CPD Ensuring impact on pupil learning • Identify strand from an area of learning in literacy and mathematics • Identify focus children • Preparation • Leadership team establishes and agrees priorities • Link to school self-evaluation and school improvement/development plan Where are the children now? Where should they be? Monitoring implementation Evaluating impact How are we going to get them there? What are the barriers that need to be addressed? PDM 1 Preparation and setting the vision PDMs 2 Progression PDMs 3 Pedagogy PDM 4 Review and evaluation

49. Recommendations • September 06 – July 07 should be used for the leadership of the school to determine priorities and become familiar with the materials • Put aside a minimum of 6 staff meetings, or sessions at INSET days over the academic year September 07 – July 08 • Be clear as a school whether you will focus first on literacy or mathematics you will need the same amount of time for each

50. CPD Themes literacy