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The Primary Framework for Literacy and Mathematics

The Primary Framework for Literacy and Mathematics. Introduction. Aims of renewed frameworks Frameworks – main changes Exploring five themes Identifying ways forward Literacy Framework Mathematics Framework.

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The Primary Framework for Literacy and Mathematics

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  1. The Primary Framework for Literacy and Mathematics Introduction

  2. Aims of renewed frameworks • Frameworks – main changes • Exploring five themes • Identifying ways forward • Literacy Framework • Mathematics Framework

  3. “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 Enjoyment

  4. Main aims of the renewal of the frameworks • 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

  5. Main aims of the renewal of the frameworks • 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

  6. Changes 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

  7. 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

  8. Five key areas to consider • Encouraging flexibility • Structuring learning • Raising expectations • More effective use of assessment • Broadening and strengthening pedagogy

  9. Encouraging 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

  10. Structuring learning over sequences 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

  11. Raising expectations for all children • 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

  12. More 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

  13. Broadening and strengthening pedagogy • 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

  14. Routes through the framework Identifying ways forward

  15. Effective Implementation Strategic overview Development planning Self - evaluation Professional development Impact on learning

  16. Routes through the framework 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

  17. Routes through the framework Mathematics PDMs • 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 Subject Leader Handbook Workshops MathsWeb modules

  18. Reflection and key messages • Focus on exciting and successful learning • New impetus and new structures • Take ownership

  19. Primary FrameworkLiteracy

  20. Key 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

  21. Core areas of literacy by strand and by year group • 3 Aspects • Speaking and listening • Reading • Writing • 12 core areas • ICT embedded within core areas

  22. 12 core areas Speaking and Listening • 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 Reading and Writing

  23. Phase1 Phase 2 Phase 3 Planning in Literacy The ‘stretched’ unit Teaching Sequence

  24. Changes to Early Reading:Communication, Language and Literacy DevelopmentCLLD

  25. Key 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

  26. 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

  27. from this… The simple view of reading -

  28. Simple view of reading + …to this Good language comprehension, poor word recognition Good language comprehension, good word recognition - + Word recognition processes Poor language comprehension, poor word recognition Poor language comprehension, good word recognition - Language comprehension processes

  29. Implications 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

  30. Next Steps with Literacy 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

  31. Primary Framework Mathematics

  32. Mathematics – five key changes • 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

  33. Using and applying mathematics Knowing and using number facts Counting and understanding number Calculating Understanding shape Measuring Handling data

  34. Block A Counting, partitioning and calculating Using and applying mathematics Counting and understanding number Calculating Block B Securing number Facts, understanding shape Using and applying mathematics Knowing and using number facts Understanding shape Block C Handling data and measures Using and applying mathematics Measuring Handling data Using and applying mathematics Block D Calculating, measuring and understanding shape Calculating Measuring Understanding shape Block E Securing number facts, calculation and relationships Using and applying mathematics Counting and understanding number Knowing and using number facts Calculating

  35. Block A Counting, partitioning and calculating Block B Securing number Facts, understanding shape Block C Processing, Presenting and interpreting Data and measures Block D Calculating, Measuring and Understanding shape Block E Securing number Facts, calculation And relationships Block A Unit 1 Block B Unit 1 Block C Unit 1 Block D Unit 1 Block E Unit 1 Autumn Block A Unit 2 Block B Unit 2 Block C Unit 2 Block D Unit 2 Block E Unit 2 Spring Block A Unit 3 Block B Unit 3 Block C Unit 3 Block D Unit 3 Block E Unit 3 Summer

  36. Efficient methods of calculation • 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.

  37. Mental calculation 6 5 4 3 2 1 Year Calculation Informal written methods Efficient written methods

  38. Mental calculation 6 5 4 3 2 1 Year Calculation Informal written methods Efficient written methods

  39. Mental calculation 6 5 4 3 2 1 Year Calculation Informal written methods Efficient written methods

  40. Next steps with mathematicsSome 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)

  41. Additional Slides

  42. Tabs in each year to the blocks • Year 3

  43. Show y3 block Block A Focus of mathematics learning Guidance on aspects of learning and teaching for Block A, Units 1-3

  44. Guidance Papers to support subject knowledge Planning guidance to support the learner

  45. New units

  46. Tabs in each unit link to key resources and ideas

  47. Review prior knowledge in preparation for new learning

  48. Suggestions for developing day to day assessment strategies

  49. The breakdown of the teaching phase by phase with lesson ideas

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