Buckinghamshire School Improvement Service Renewing the Frameworks Key themes and revisions November 2006 Ian Lenham, Ian Elkington & Simon Wrigley

Buckinghamshire School Improvement Service

Renewing the Frameworks

Key themes and revisions

November 2006

Ian Lenham, Ian Elkington & Simon Wrigley

Format for the session

• Session 1 – Introduction & rationale

• Session 2 – Mathematics

• Session 3 – English

• COFFEE

• Session 4 – Keys to learning

• Session 5 – Plenary, Discussion & feedback

Overview

• The renewed Primary Framework builds upon the successes of the National Strategy frameworks for teaching literacy and mathematics, has been developed with the involvement of teachers and practitioners, and is based upon learning and research that has taken place in recent years both in Britain and abroad.

Why renew the 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.”

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

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.

5 Key Themes - 1

• Encourage flexibility in the organisation of the curriculum and the structure of literacy and mathematics lessons

• Structure teaching and learning over a sequences of lessons as well as within lessons

• Broaden and strengthen pedagogy to improve the quality of teaching and learning for all children

5 Key Themes - 2

• Make more effective use of assessment to inform and direct teaching and learning

• Raise expectations for all children, especially those at greatest risk of underachievement


The Electronic Framework

NOT on you handouts!

www.standards.dfes.gov.uk/primaryframeworks/

Resources 3 - The electronic Framework

• The DVD and initial launch of the electronic Framework will enable Teachers to navigate the site and access resources, example planning units, and all the material included in the Framework for the Foundation Stage through to Year 6 and for Year 6 moving into Year 7;

• Copies of this DVD will also be forwarded to every local authority to support literacy and mathematics consultants in their training;

• Final DVD versions of the full Framework content plus enhanced interactivity will be distributed to schools by early December;

• 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.

Click on literacy to go to homepage


LiteracyMain navigation down left

hand menu

Select planning

Select year group for planning

Select block unit –narrative, Non-fiction, Poetry


Mathematics

Planning and CPD

The seven mathematics strands of objectives - 1

Using and applying mathematics [including problem solving]

Knowing and using number facts

Calculating

Counting and understanding number

The seven mathematics strands of objectives - 2

Using and applying mathematics [including problem solving]

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, relationships and calculating

Using and applying mathematics


Calculating



Understanding shape


Measuring

Handling data



Calculating

Measuring



Calculating

Understanding shape

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

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

The mathematics PDMs

Review

Mathematics 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 underperforming groups

Mathematics Professional DevelopmentMeeting 3

• Strengthening pedagogy in calculation

• Strengthening pedagogy in using and applying mathematics

• Strengthening pedagogy for underperforming groups

The structure of the 3 + 1 day course for schools

Aspects Day 1 Day 3 Day 5Improvement and change

Introduction: key themes and revisions

Supporting underperforming groups

Planning and sustaining change

Framework structure and content

Calculation Using and applying mathematics

Assessment for learning in mathematics

Teaching and learning mathematics

Teaching strategies

Enriching and enhancing teaching and learning

Oral and mental work – speaking and listening

Subject leadership role and expectations

Leading improvement: supporting colleagues

Driving improvement: improving pedagogy

Reviewing impact and progress: making a difference

Centre-based days 3 + 1 Course

The lists of documents to be made available for mathematics• Discussion paper Mathematics and the primary curriculum• Guidance paper calculation 1• Guidance paper day to day assessment• Guidance paper oral and mental activity• Guidance paper use of calculators• Guidance paper Using and applying mathematics• Ma objectives by year• Ma objectives by strands• Ma objectives links to framework• Ma objectives links to NC


English

Planning and CPD

The three English Attainment Targets

Read a wide range of texts on paper and on screen

Write a wide range of texts on paper and on screen

Speak and listen for a wide range of purposes in different contexts

Block A

Speak and listen

Block BRead a wide range

of texts

Block CWrite a wide range

of texts

Speaking Listening and responding Group discussion and interaction Drama

Create and shape texts

Text structure and organisation

Sentence structure and punctuation

Word structure and spelling

Presentation

Word reading skills and strategies Understand and interpret texts Engage with and respond to texts

The 3 English ATs with their 12 strands

Planning for narrative, non-fiction and poetry.

Narrative

block Stories with

familiar settings(3 weeks)

Dialogue and plays

(4 weeks)

Myths, legends, fables, traditional

tales

(4 weeks)

Adventure and mystery

(4 weeks)

Authors and letters

(3 weeks)

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Non fiction

block Reports

(4 weeks)

Instructions

(3-4 weeks) Information

texts (4 weeks)

Poetry

block

(4 weeks, which could

be spread out)

A suggested plan for Year 3

Narrative

Stories with

Familiar settings

3 weeks

Dialogue and

plays

4 weeks

Myths, legends, fables, traditional

tales

4 weeks

Adventure and

mystery

4 weeks

Authors and

letters

3 weeks

Non fiction

Reports

4 weeks

Instructions

3-4 weeks

Information texts

4 weeks

Poetry

Narrative

Narrative

Narrative

Narrative

Non fictionNon fiction Poetry

Poetry

2 weeks

Poetry

2 weeks

Unit 1

Unit 1

Unit 1a

Unit 2

Unit 3

Unit 2

Unit 1b

Unit 4

Unit 3

Unit 5

The Literacy PDMs

Communication, language and literacy

Improving writing Enhancing literacy

Under-performing groups of children

Phonics for literacy The teaching of early reading should:

• be a priority for staff development;• be set in the context of reading for pleasure and

information;• be fun, multi-sensory, rich in talk and song;• involve systematic, short, daily practice in blending and

segmenting;• closely monitor progress for quick intervention when needed.• Kite marking of phonics

English 3+1 course for less experienced subject leaders at KS2

• Introduction to renewed framework matched to school priorities

• Pace and progression e.g. use of AfL in developing reading strategies and improving writing

• Pedagogy e.g. use of talk and ICT to apply literacy across curriculum

• Review

The lists of documents to be made available for EnglishFramework objectives, by year group and by strand• The Implementing the Framework (3+2) outlines for each of the

modules• The generic PDM that is part of each of the Iinks to the

Framework (3+2) modules• The PDM outlines for the Iinks to the Framework (3+2) writing

module• Progression and Pace in Phonics• Phonics Progression Tracking Grid• Overview of Reading (with phonics) • Simple View of Reading


Keys to learning in Literacy and Mathematics DVD

An ICT Professional Development Module

Order from Prologue:-

Tel: 0845 60 222 60

DfES 00225-2006 PCK-EN

Background and Aims

• Raised profile of the use of ICT to support learning and teaching within the renewed Frameworks

• Keys to learning in literacy and maths aims to support teachers in making links between their own and children’s use of ICT to support teaching and learning

• Designed to be used by leadership teams to support professional development for all staff, focused on areas of literacy and maths commonly identified by schools as priorities

Leading on the use of ICT – Key Questions• What is it we want ICT to help our children achieve?• How will we plan to get there as a school?• What do we need to do first?• What support, training and professional development

are we going to provide?• What impact will we look for in the classroom?• How will we identify our progress and future needs?• How will we decide we are achieving our intended

outcomes?

Choose a strand

• Early reading• Reading on screen• Writing Key Stage 1• Writing key Stage 2• Calculation• Problem Solving• Shape and SpaceOR• Move forward the general use of ICT to support learning in

your school

Materials

• Professional Development Meeting outlines (PDMs)• Spreadsheet workbooks on the DVD• Interactive teaching Programmes (ITPs)• Lesson outlines and teaching sequences• Interactive whiteboard files• Interactive texts• Support materials for reading and writing• Video clips

DVD – Adopt, adapt

• Adapt the materials for use in your school:

– Documents such as lesson outlines / teaching sequences are provided as word documents

– Video materials to support PDMs are in separate “chapters”– Images and sound files for literacy strands are stand-alone

files so they can be used as resources– Spreadsheet workbooks and ITPs come with guidance on how

they can be used in other year groups and for other learning outcomes

The Framework - Timescales and support

Remember:-

• The frameworks are NOT statutory – the NC is!

• Consultants can support schools

• The strategy envisages at least a 24 months implementation period

What schools need to do short term

• Review their planning to incorporate the changes in year group content.

• Decide and deliver the relevant PDMs/Keys to Learning through staff meetings.

• Consider the 3 + 1 course for inexperienced subject leaders.

• Consider LG or NLC groupings for twilight sessions from consultants.

• Review the nature of their consultant support [PLP4/LPSA2].

What schools need to do long term

• Review their planning to incorporate the new approach to teaching units of work of 2 or 3 weeks.

• Follow up on the delivery of the PDMs/Keys to Learning through staff meetings reviewing progress.

• Consider the 3 + 1 course for inexperienced subject teachers.

• Consider LG or NLC groupings for twilight sessions from consultants.

PLP4/LPSA2 OTHER KS2

Subject Leader

Subject Leader

Experienced ExperiencedNew New

PDMs

Consultant

PDMs

Consultant

3+1 Course

PDMs PDMs

3+1 Course

SMALL SCHOOLS OTHER KS1

All staff Subject Leader

Experienced New

PDMs

½+½+½

Course?

Optional twilights for groups of schools PDMs

½+½+½

Course

Resources 1 - The School Pack [in addition to the Framework]

The schools pack will consist of:

• 1 headteacher booklet - with PDMs (Professional Development Meetings) on making use of the renewed frameworks

• 1 CD to accompany the headteacher booklet

• 2 subject leader handbook DVDs

• Foreword

• Context

• Diagram to show the suggested process for implementing the renewed frameworks

• What do the renewed frameworks have to offer?

School-based CPD

Implementing Rose ReportIntroduction

Subject leader DVD Handbook

Headteacher Booklet

Further Resources

• Foreword• Section A: Introduction and principles• Section B: Diagram to show the suggested process for

implementing the renewed frameworks• Section C: What the renewed frameworks offers schools• Section D: Implementing the Rose Report

recommendations • Section E: A brief overview of support for school

meetings• Section F: Content of the Subject Leader’s DVD

Handbook

School-based CPD



Headteacher Booklet

Further Resources

• Introductory paper and expectations• Indicators of good practice and audit tool• Progression and pace of the teaching of phonics• Example – ‘Mapping progression to resources’• Developing learning across a week• Guidance on planning the daily direct teaching for phonics• Planning for a week: direct teaching of phonics and further

application across the curriculum• Model for daily direct teaching of phonic skills and knowledge • Phonic progress tracking sheet• CPD package to support improved phonics subject knowledge

School-based CPD



Headteacher Booklet

Further Resources

1. Introducing the renewed frameworks (PDM 1)

2. Materials to support school-based PDMs (PDMs 2 and 3)

3. Reviewing and evaluating the impact of work on pupil progress (PDM 4)

School-based CPD



Headteacher Booklet

Further Resources

• Self-evaluation grids literacy and mathematics • Example ISP tracking sheets and mapping intervention)• Additional papers

- Learning and teaching- Literacy- Mathematics

• Exemplified planning units Yr 1,3 and 5 (literacy and mathematics)• Exemplified Early Reading units• Video sequences for literacy & mathematics

School-based CPD



Headteacher Booklet

Further Resources

Dates of the launch for subject leaders

• 8th 9th 11th 12th January at the Teaching & Learning Centre.

• 15th 16th 18th 19th January at Missenden Abbey

• Mornings are Literacy afternoons are mathematics

Discussion and Feedback

• What are the issues for the school?

• What are the advantages for schools?

• What are the key messages we need to reinforce to our staff?

• Where do we go from here?

And finally … … … …

1. Do not rush – think long term!

2. Amend year group planning for September 2007.

3. Think about which PDMs relate to your SDP and when you want to use them.

4. Order/copy/ Keys for Learning for all staff

5. Order additional copies of the Framework from Prologue.