Session 2 Primary Framework for Numeracy

1. Session 2Primary Framework for Numeracy

2. Objectives of this session • Clarification of structure of the new framework • Familiarisation with the online framework web site • Consideration of next steps for subject development back in school

3. Key Changes in the Framework • Learning objectives are organised under 7 strands • Explicit inclusion of speaking and listening objectives with an emphasis on correct mathematics vocabulary • Sharper assessment tools throughout the learning process • More effective use of calculators • Using and applying maths is given higher profile

4. Key Changes in the Framework • Increased expectations for calculation and recall of number fact • e.g. the expectation that children should know times tables has been brought forward to Year 4, from Year 5. • There are also changes in the expectations for Years 2, 3 and 5 as a result. • Mental calculation is given a higher profile and progression in written calculation is clarified

5. Structure of the 7 strands: • 5 Blocks of work • 3 Units in each block • Units are 2 - 3 weeks long

6. Structure of the 7 strands: Using and applying mathematics Knowing and using number facts Counting and understanding number Calculating Understanding shape Measuring Handling data

7. 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

8. 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 A Unit 1 Block B Unit 1 Block C Unit 1 Block D Unit 1 Block E Unit 1 Block A Unit 2 Block B Unit 2 Block C Unit 2 Block D Unit 2 Block E Unit 2 Block A Unit 3 Block B Unit 3 Block C Unit 3 Block D Unit 3 Block E Unit 3

9. 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 A Unit 1 Block C Unit 1 Block B Unit 1 Block D Unit 1 Block E Unit 1 Block A Unit 2 Block B Unit 2 Block D Unit 2 Block C Unit 2 Block E Unit 2 Block A Unit 3 Block B Unit 3 Block C Unit 3 Block D Unit 3 Block E Unit 3

10. This block structure offers teachers: • Flexibility to spend longer teaching grouped objectives • The blocks are revisited each term • Using and applying are part of each block • Opportunities to put greater emphasis on the development of children’s speaking, listening, reading & writing skills

11. In mathematics, the Block and Units structure offers teachers: • Reinforcement of the Using and Applying Mathematics and Calculation strands, throughout all blocks • Learning intentions expressed as ‘I can…’ statements for sharing with children • A focus on children speaking and listening and key aspects of literacy

12. In mathematics, the Block and Units structure offers teachers: • Probing questions to improve assessment for learning • A learning overview for each unit to guide teaching and learning sequences over 2 or 3 weeks • Flexibility to plan from adjacent Units / Years

13. Framework website task • Access the website / DVD and look for: • Mathematics • Planning - look at the Guidance • Choose a Year group - open the Core Learning Word doc (at the bottom) • Look through the doc and find your Year group. • Notice the changes (highlighted in colour)

14. Aspects of mathematics to strengthen • Counting, recall of facts • Calculation skills, mental and written • Identifying and using patterns and properties • Develop confidence with number • Use of mathematical vocabulary • Problem solving skills • Explaining and reasoning skills • Use of calculators

15. All units include: • Assessment questions teachers can incorporate into their planning • ICT based resources for teachers to draw on • Links to already published materials • Links to the National Curriculum PoS and to the 1999 National Numeracy Framework

16. Ofsted 2005 evaluation of mathematics • Limited improvement in KS1 standards with too great an emphasis upon support in KS2 • Fluctuating results in too many schools remains unresolved • Too much optimism rather than certainty that school targets will be met • Limited use of PNS learning materials and teaching materials including AfL • Lacking whole school approaches to speaking and listening

17. Ofsted 2005 evaluation continued • Limited planning across subjects • Schools are not always interrogating data effectively to plan for early interventions • Action planning in one in three schools lacks rigour • Overall, schools do not yet manage the three waves of intervention well • The impact of PNS is greatest when the range of support for school improvement is co-ordinated effectively

18. Framework website task • Access the website again. • Find Block D, Unit 2 in the Planning section. • Choose a year group • Follow the activity sheet.

19. Planning Format

21. Points to address - 1 • How do you find out what your pupils already know and can do? • What emphasis do you place on exploring mathematical calculation and reasoning as opposed to recording and presenting calculations? • Are there clear purposes for your mental-oral starters? • Is teacher-talk kept to the minimum needed to scaffold learning?

22. Points to address - 2 • Does independent work follow from the scaffolded learning? • Is there too much reliance on schemes and worksheets? • Are pupils given time to respond to questions? • Are questions appropriately targeted? • How do you plan for teaching, consolidation and applying of mathematics skills and objectives across the curriculum?

23. Points to address - 3 • Is low achievement identified? • Is there prompt use of wave interventions and strategies? • Do you plan for collaboration in independent work? • Is there continuous development of teachers’ subject knowledge & pedagogy?

24. Professional Development Meetings (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 underperforming groups During the course of the training there will be advice and guidance regarding these.

25. Professional Development Meetings (3): • Strengthening pedagogy in calculation • Strengthening pedagogy in using and applying mathematics • Strengthening pedagogy for underperforming groups These will be run as central based ‘staff meetings’ for any who are interested in bringing their schools along.

26. Discussion • How will you begin to plan implementation of the Framework? • What issues might arise?

27. What next? • Plan PDM 1 together (Lit & Num) • Have a go at using Block D2 to structure your planning / teaching • What issues might arise?

28. Subject Leader’s Handbook • Tel: 0845 602 2260 Prolog • Ref: 02009-2006DVD-EN

29. Supply Cover for Revised Frameworks • 5 days Literacy (inc today & in-school) • 5 days Numeracy (inc today & in-school) • 4 days Phonics • Subject Leaders • Local Auth support for ISP / PLP / EAL