The Primary The Primary Framework for Framework for Literacy and Literacy and MathematicsMathematics

Introduction

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

“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 EnjoymentExcellence and Enjoyment

Main aims of the renewal of the Main aims of the renewal of the frameworksframeworks

• 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

Main aims of the renewal of the Main aims of the renewal of the frameworksframeworks

• 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

Changes to the frameworksChanges 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

What does this mean for children?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

Five key areas to consider Five key areas to consider

• Encouraging flexibility • Structuring learning • Raising expectations• More effective use of assessment• Broadening and strengthening

pedagogy

Encouraging flexibilityEncouraging 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

Structuring learning over Structuring learning over sequences of lessonssequences 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

Raising expectations for all Raising expectations for all childrenchildren

• 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

More effective use of assessmentMore 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

Broadening and strengthening Broadening and strengthening pedagogypedagogy

• 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

Routes through the Routes through the frameworkframework

Identifying ways forward

Effective ImplementationEffective ImplementationStrategic overviewDevelopment planningSelf - evaluation

Professional development

Impact on learning

Routes through the framework Routes through the framework Literacy PDMs 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

• 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

Routes through the framework Routes through the framework Mathematics PDMs Mathematics PDMs

Subject Leader

Handbook

Workshops

MathsWeb

modules

Reflection and key messagesReflection and key messages

• Focus on exciting and successful learning

• New impetus and new structures

• Take ownership

Primary FrameworkPrimary FrameworkLiteracyLiteracy

Key ChangesKey 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

Core areas of literacy by Core areas of literacy by strand and by year groupstrand and by year group

• 3 Aspects – Speaking and listening– Reading – Writing

• 12 core areas• ICT embedded within core areas

12 core areas12 core areas• 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

Speaking and Listening

Reading and Writing

The ‘stretched’ unit Phase1

Phase 2

Phase 3

Teaching Sequence

Planning in LiteracyPlanning in Literacy

Changes to Early Changes to Early Reading:Reading:

Communication, Communication, Language and Literacy Language and Literacy

DevelopmentDevelopmentCLLDCLLD

Key MessagesKey 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

Key messages (continued)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

The simple view of reading -The simple view of reading -

from this…

Language comprehension processes

Word

recog

nit

ion

pro

cesses

-- ++

++

--

Simple view of readingSimple view of reading

…to this

Good language comprehension,

poor word recognition

Poor language comprehension,

poor word recognition

Poor language comprehension,

good word recognition

Good language comprehension,

good word recognition

Implications for teachingImplications 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

Next Steps with Literacy Next Steps with Literacy Some suggestions 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

Primary FrameworkPrimary FrameworkMathematicsMathematics

Mathematics – five key Mathematics – five key changeschanges

• 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

Using and applying mathematics

Knowing and using number facts

Counting and understanding number

Calculating

Understanding shape

Measuring

Handling data

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, calculationand relationships

Using and applying mathematicsCounting and understanding numberCalculating

Using and applying mathematicsKnowing and using number facts

Understanding shape

Using and applying mathematics MeasuringHandling data

Using and applying mathematics

Using and applying mathematics

Calculating

Measuring

Counting and understanding numberKnowing and using number factsCalculating

Understanding shape

Block CUnit 3

Block DUnit 3

Block EUnit 3

Block AUnit 3

Autumn

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,

calculationAnd

relationships

Block DUnit 2

Block DUnit 1

Block DCalculating,

Measuring andUnderstanding

shape

Block CUnit 1

Block CProcessing, Presenting

and interpreting

Data andmeasures

Spring

Summer

Efficient methods of Efficient methods of calculationcalculation

• 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.

CalculationCalculationInformal written methods

Efficientwritten methods

66

55

44

33

22

11

YearYear

Mental calculation

Informal written methods

Mental calculation

66

55

44

33

22

11

YearYear

Efficientwritten methods

CalculationCalculation

Informal written methods

Mental calculation

66

55

44

33

22

11

YearYear

Efficientwritten methods

CalculationCalculation

Next steps with mathematicsNext steps with mathematicsSome suggestionsSome 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)

Additional SlidesAdditional Slides

• Year 3

Tabs in each year to the

blocks

• Show y3 block

Block AFocus of

mathematics learning

Guidance on aspects of

learning and teaching for

Block A, Units 1-3

Guidance Papers to

support subject knowledge

Planning guidance to support the

learner

New units

Tabs in each unit link to key resources and

ideas

Review prior knowledge in preparation for new

learning

Suggestions for

developing day to day

assessment strategies

The breakdown

of the teaching phase by

phase with lesson ideas