2Camden.JK version

The Primary Framework for literacy and mathematics : 

The Primary Framework for literacy and mathematics Camden 8th November 2006

Why renew the Framework? : 

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

Standards : 

Standards 2006 Key Stage 2 results 2006 Key Stage 1 results Trends in key issues The challenges Sustaining progress Fluctuating results Subject issues Securing understanding

Aims : 

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.

Aims : 

Aims Children deserve: To be set appropriate learning challenges; To be taught well and be given the opportunities to learn in different ways that maximise their chances of success; To have adults working with them to tackle the specific barriers to progress they face. The Primary Framework is designed to help practitioners, teachers, schools and settings achieve this ambition.

Expected outcomes of the renewal of the frameworks : 

Expected outcomes of the renewal of the frameworks For children: succeed and enjoy active and engaging learning experiences set and achieve high expectations (in particular in early reading and phonics) 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

Expected outcomes of the renewal of the frameworks : 

Expected outcomes of the renewal of the frameworks For teachers: build on success to date and reach the 20% of children facing barriers to learning particularly in early reading more immediate access to resources and ideas to ensure that planning supports the needs of all children better understanding of progression in literacy and mathematics and fitness-for-purpose pedagogy a clearer model of pedagogy through the cycle: review-plan-teach-practise-apply-review

Expected outcomes of the renewal of the frameworks : 

Expected outcomes of the renewal of the frameworks For senior leadership teams: Opportunity to use renewed frameworks to: Link directly to current school improvement priorities and school self-evaluation Develop leadership capacity to lead on curriculum design to meet the needs and interests of all learners Support whole school-based CPD linked to Excellence and Enjoyment: learning and teaching in the primary years

Expected outcomes of the renewal of the frameworks : 

Expected outcomes of the renewal of the frameworks For Local Authorities: Opportunity to use renewed frameworks to: Tailor and align challenge and support to each school’s improvement priorities and school self-evaluation Support schools to implement effective pupil tracking systems Monitor and evaluate impact of LA challenge and support on pupil progress in targeted schools Develop school leadership capacity to lead on curriculum design to meet the needs and interests of all learners Support whole school-based CPD linked to Excellence and Enjoyment: learning and teaching in the primary years

5 key areas which underpin effective implementation of the renewed frameworks : 

5 key areas which underpin effective implementation of the renewed frameworks Encouraging flexibility Structuring learning Raising expectations More effective use of assessment Broadening and strengthening pedagogy

The e-Framework : 

The e-Framework 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.

Slide 12: 

Library of all documents; Supporting 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. Core position papers and guidance; Interactive access to learning objectives; Structured support for planning; Support for assessment.

Early Years Foundation Stage : 

Early Years Foundation Stage ELGs provide the reference point for the end of stage expectations Additional objectives are few in number but aim to support progression in the final year of the Foundation Stage and into KS 1 Interrelationship between areas of learning with examples showing literacy and mathematics developed through all areas of learning Phonics teaching within the context of a broad and rich Foundation Stage curriculum Progression from EYFS into Key Stage 1

Key changes-literacy : 

Key changes-literacy Learning objectives organised under twelve strands Explicit inclusion of speaking and listening objectives Stronger emphasis on building learning over time and developing the teaching sequence Adjustment of expectations particularly around the learning and teaching of phonics Closer focus on assessment for learning during, as well as at the end of, units of work Reordering of the strands and separation of word reading from word comprehension Greater signposting of Early Reading

Core policy developments: literacy : 

Core policy developments: literacy The ‘simple view of reading’ Pace and progression in phonics Word reading: the reversibility of decoding and encoding

Key changes- mathematics : 

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 Restructuring of the issue of standard written methods of calculation Greater clarity in the use of calculators

Core policy developments: mathematics : 

Core policy developments: mathematics Progression in calculation The use of calculators Using and applying mathematics

Support for implementation : 

Support for implementation Training and support for local authorities CPD for headteachers, literacy and mathematics subject leaders School based CPD including leadership and management Subject specific training including early reading

CPD packages for all schools‘Difficult to teach, difficult to learn’ : 

CPD packages for all schools‘Difficult to teach, difficult to learn’ Possible issues / barriers to further improvements Teacher / practitioner subject and curricular knowledge Progression in learning- Which concepts need to be secure in all year groups to achieve the Year 6 outcome? When does this progression break down? Why? Fitness-for-purpose pedagogy: appropriate teaching and learning strategies and curriculum content

Slide 20: 

Leadership team establishes and agrees priorities Link to school self-evaluation and school improvement/development plan Ensuring impact on pupil learning Identify strand from an area of learning in literacy and mathematics Identify focus children Where are the children now? Monitoring implementation Evaluating impact What are the barriers that need to be addressed? How are we going to get them there? Where should they be? PDM 1 Preparation and setting the vision PDMs 2 Progression PDMs 3 Pedagogy PDM 4 Review and evaluation

Monitoring progress : 

Monitoring progress Pupil tracking

Expectations : 

Expectations We want children to: Access and enjoy learning and achieve high standards Recognise the contribution of literacy and mathematics to their future well-being Be safe and keep healthy in body and mind Contribute to their peers and school community

Implementation : 

Implementation Access to the e- Framework DVD and School pack CPD for implementation Prioritising implementation Structure and familiarity Timescales for embedding into practice

The Primary Framework the future : 

The Primary Framework the future Developing the e Framework Effective models Links from/to core subjects Case studies Links with broader subject support Integrating PNS CPD and blended learning

Primary Education and the Framework for improvement : 

Primary Education and the Framework for improvement Improving curriculum quality Improving literacy and mathematics Improved standards for all pupils