Embed Size (px)
Citation preview
© Crown copyright 2006
The Primary Framework for Mathematics
Day 1An introduction
© Crown copyright 2006
Why a renewed framework?
• Clearer progression in learning 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
© Crown copyright 2006
Key changes: headlines
• Electronic framework: working document
• Fewer objectives - Key objectives now called end-of-year expectations
• Raised expectations• Core position papers• Planning: sequence for teaching,
interactive planning tool
© Crown copyright 2006
Core position papers – day 2
• Calculations (Day 2)• Calculators (Day 2)• Using and applying• Oral and mental work• Mathematics and the primary
curriculum• Day-to-day assessment
© Crown copyright 2006
Oral and mental work
The 6 Rs of oral and mental work:• Rehearse• Recall• Refresh• Refine• Read• Reason
© Crown copyright 2006
Task
• Consider your planning and teaching.
Do you already incorporate the 6Rs in your mental and oral work?
• In pairs, complete your assigned section of the grid – can you give an example of mental and oral work for each?
• As a group, complete the table for the 7 strands (A3 version.)
© 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
Block CUnit 3
Block DUnit 3
Block EUnit 3
Block AUnit 3
Block AUnit 2
Block AUnit 1
Block ACounting,
partitioning and
calculating
Block BUnit 3
Block CUnit 2
Block BUnit 2
Block BUnit 1
Block BSecuring numberfacts,
understandingshape
Block EUnit 2
Block EUnit 1
Block ESecuring numberfacts,
relationships and
calculating
Block DUnit 2
Block DUnit 1
Block DCalculating,
measuring andunderstanding
shape
Block CUnit 1
Block CHandling data and
measures
© Crown copyright 2006
Block CUnit 3
Block DUnit 3
Block EUnit 3
Block AUnit 3
Block AUnit 2
Block AUnit 1
Block ACounting,
partitioning and
calculating
Block BUnit 3
Block CUnit 2
Block BUnit 2
Block BUnit 1
Block BSecuring numberfacts,
understandingshape
Block EUnit 2
Block EUnit 1
Block ESecuring numberfacts,
relationships and
calculating
Block DUnit 2
Block DUnit 1
Block DCalculating,
measuring andunderstanding
shape
Block CUnit 1
Block CHandling data and
measures
© Crown copyright 2006
Sequence for teaching
Assess (AfL)
Plan
Teach
Practise/consolidate
Apply
Review
© Crown copyright 2006
Gap task
During the first half of the autumn term, the expectation is that you will:
• Introduce the framework and the changes (2 staff meetings?)
• Introduce the sequence for teaching and encourage all staff to adopt this approach.
© Crown copyright 2006
Planning - day 3
• Interactive planning tool• AfL• Using and applying• Speaking and listening• Cross-curricular links
© Crown copyright 2006
The e-framework: a tour
