The Primary Framework for literacy and mathematics

1. The Primary Framework for literacy and mathematics Manchester mathematics subject leaders’ briefing October 2006

2. Programme • Results and implications • Training programme to support schools in implementing the renewed framework • Introduction to the renewed framework for mathematics • Brief overview of the electronic framework

3. National Results KS2

4. National Comparison KS1 % Level 2+ % Level 2b+ % Level 3+ 2005 2006 2005 2006 2005 2006 Reading 78 75.8 63 61.3 18 16.3 Writing 73 71 51 48.8 9 7.3 Maths 84 84.2 64 62.3 15 12.3

5. Renewed Framework training programme - Mcr

6. Introduction to the Primary Framework

7. Why renew the 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

8. 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.

9. The Renewed frameworks: 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.

10. Key changes- mathematics • Learning objectives are organised under 7 strands • Medium term planning model with units of work of 2 or 3 weeks to secure learning • Mental calculation given higher status and progression in written calculation is clarified • Adjustment of expectations particularly in lower Key Stage 2 • Using and applying mathematics receives a higher profile • Sharper assessment tools throughout the learning process • Greater clarity in the use of calculators

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

12. Activity • Look at the core learning in the strand : Knowing and using number facts. • Note any changes you find in the core learning for this strand on the Rapid recall - old framework handout. • What do you notice?

13. 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 Block D Calculating, measuring and understanding shape Using and applying mathematics Calculating Measuring Understanding shape Block E Securing number facts, relationships and calculating Using and applying mathematics Counting and understanding number Knowing and using number facts Calculating

14. Block A Counting, partitioning and calculating Block B Securing number facts, understanding shape Block C Handling data and measures Block D Calculating, measuring and understanding shape Block E Securing number facts, relationships and calculating Block C Unit 1 Block D Unit 1 Block E Unit 1 Block A Unit 1 Block B 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

15. Block A Counting, partitioning and calculating Block B Securing number facts, understanding shape Block C Handling data and measures Block D Calculating, Measuring and Understanding shape Block E Securing number facts, relationships and calculating Block D Unit 1 Block E Unit 1 Block A Unit 1 Block C Unit 1 Block B Unit 1 Block A Unit 2 Block B Unit 2 Block D Unit 2 Block C Unit 2 Block E Unit 2 Autumn Spring Summer Block A Unit 3 Block B Unit 3 Block C Unit 3 Block D Unit 3 Block E Unit 3

16. The e-Framework http://www.standards.dfes.gov.uk/primaryframeworks/ • 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.

17. Core position papers and guidance; • Interactive access to learning • objectives; • Structured support for planning; • Support for assessment. • Work in progress • Support for planning through the use of interactive planning grids • Library of all documents; • Supporting resources. • ICT 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.

28. Supporting subject leaders in implementing the renewed framework

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

30. Ensuring impact on pupil learning • Identify strand from an area of learning in literacy and/or mathematics • Identify focus children Leadership team establishes and agrees priorities • Link to school self-evaluation and school improvement 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

31. Areas of learning • Calculation • Calculation: subtraction • Calculation: multiplication • Calculation: division • Using and applying • Under performing groups

32. 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

33. Professional DevelopmentMeetings

34. Professional DevelopmentMeeting 2 • Pace and progression in calculation • Pace and progression in subtraction • Pace and progression in multiplication • Pace and progression in division • Pace and progression in using and applying mathematics • Pace and progression in under performing groups

35. Professional DevelopmentMeeting 3 • Strengthening pedagogy in calculation • Strengthening pedagogy in using and applying mathematics • Strengthening pedagogy for underperforming groups

36. Centre-based days

37. Points to consider • Why should 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/mathematics? • 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?

38. Next steps • Ensure you book on to a five day course. • Agree with the SLT which framework is going to be implemented first • Agree which area of mathematics your school is going to focus on • Check that your school has received its five hard copies of the framework and ordered any extra copies where necessary • Look out for subject leader packs coming into school before December