New Framework for Numeracy Staff INSET session 2: 1)Recap - Renewed framework 2)A Staff Guide - Accessing renewed framework for Numeracy Staff Meeting:

New Framework for New Framework for NumeracyNumeracy

Staff INSET session 2: 1) Recap - Renewed framework

2) A Staff Guide - Accessing renewed framework for Numeracy

Staff Meeting: 13/11/06 – by R Patel

Aims of the INSET…Aims of the INSET…

By the end of the session…By the end of the session…• We can understand the structure of

the renewed framework and identify the major changes involved.

• We can use the Renewed Framework for Numeracy online, understanding and using the hyperlinks to access relevant information.

Recap on previous Recap on previous session?session?

So much has

happened since then!

Use and apply mathematics

Knowing and using number facts

Count and understanding number

Calculating

Understanding shape

Measuring

Handling Data

What are the 7 strands?

StrandsStrands• Strands are NOT equally weighted• Knowledge of number facts have been separated

from calculation• Methods of calculation have been unified• Measures have been kept separate from shape

and space• Problem-solving has been embedded into the

broader strand of ‘using and applying’ mathematics

What were the significant What were the significant changes in Numeracy?changes in Numeracy?

•Foundation Stage children start process of observing and finding facts

•Identified progression from Year 6 into Year 7 where there is consolidation and application of facts

•Increased expectation in most year groups – specifics may include;

- Year 1 pupils recalling doubles of all numbers to at least 10 (previously a Year 2 objective)

-Year 2 deriving and recalling facts for 2 and 5 times tables and related division facts (previously part of Year 2 and Year 3 objectives)

-Year 4 children derive and recall facts up to 10 x 10and related division facts (Previously Year 5 objective)

•Increased emphasis on multiplication and division in all year groups

Knowing & using number facts strand

What were the significant What were the significant changes in Numeracy?changes in Numeracy?

• In the Foundation Stage children begin to use the vocabulary of calculation and learn the processes that support early calculation

• Emphasis on mental calculation throughout the years with the Progression from Year 6 to Year 7 retaining an emphasis on mental methods and taking the written methods into level 5

• Increased emphasis on multiplication and division in all year groups with some changes in expectation. For example: Children in reception year will learn to share objects into equal groups and in Year 1 children solve practical problems that involve the combining of groups of 2, 5 or 10 objects, and sharing objects into equal groups

• Progression in developing and refining written methods starting from Year 3

• Earlier introduction for the use of calculators for carrying out calculations - greater clarity of purposes supported by Guidance document

Calculating strand

Block ACounting and Understanding

number and

Calculating

Block BKnowing and using number

facts, Understanding

shape

Block CHandling

data and

Measuring

Block DCalculating, Measuring

andUnderstanding

shape

Block EKnowing and using number

facts, Calculating &

Counting & understanding

number

Progression and links between strands, blocks and units

Block ACounting and

understanding numberand Calculating

Block BKnowing and usingnumber facts and

Understanding shape

Block CHandling data and Measuring


Count, compare and order numbers and describe relationships between them.

Calculate efficiently and accurately


Secure knowledge of number facts and use and apply them appropriately

Position and transform shapes, recognising and use their properties to visualise and construct.


Measure accurately using appropriate units, interpret and compare scales

Process, present and interpret data to pose and answer questions

Block DCalculating,

Measuring andUnderstanding shape

Block EKnowing and using

number facts, Calculating and

Counting and understanding number




Measure accurately using appropriate units, interpret and compare scales

Count, compare and order numbers and describe relationships between them.

Secure knowledge of number facts and use and apply them appropriately


Position and transform shapes, recognising and use their properties to visualise and construct.

Block CUnit 3

Block DUnit 3

Block EUnit 3

Block AUnit 3

"Autumn“A

"Spring"

"Summer"

Block AUnit 2

Block AUnit 1


number and

Calculating

Block BUnit 3

Block CUnit 2

Block BUnit 2

Block BUnit 1



shape

Block EUnit 2

Block EUnit 1

Block EKnowing and using numberfacts, Calculating & Counting & understanding number

Block DUnit 2

Block DUnit 1


andUnderstanding

shape

Block CUnit 1

Block CHandling

data and

Measuring

Block CUnit 3

Block DUnit 3

Block EUnit 3

Block AUnit 3

"Autumn"

"Spring"

"Summer"

Block AUnit 2

Block AUnit 1


number and

Calculating

Block BUnit 3

Block CUnit 2

Block BUnit 2

Block BUnit 1

Block EUnit 2

Block EUnit 1

Block EKnowing and using number

facts, Calculating & Counting & understanding

number

Block DUnit 2

Block DUnit 1

Block CUnit 1


andUnderstanding

shape

Block CHandling

data and

Measuring



shape


number andCalculating

Block AUnit 1

Describe and explain methods, choices and solutions to problems, orally and inwriting, using pictures and diagrams

Read, write and order whole numbers to at least 1000 and position them on a number line

Partition three-digit numbers in different ways, including into multiples of one hundred, ten and one

Add or subtract mentally combinations of one digit and two-digit numbers

- Add/subtract single digits to 2-digit numbers - Add/subtract multiples of 10 or 100

Resources

Resources Year 3: Block A - Unit 1

Springboard/Wave 3

Maths Challenges

Lesson ideas

Background materials

Starters

• 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.

• Guidance papers;• Interactive access to learning objectives;• Structured support for planning;• Support for assessment.

• Library of all documents;• Supporting resources.

How do we access the How do we access the renewed framework?renewed framework?

1. Type in web address: http://www.standards.dfes.gov.uk/primaryframeworks/

2. Save in your ‘favourites’ NOW!3. You should be in the Primary Frameworks

Homepage - select Mathematics – navigation panel is on the left hand side

i.e. • Problem solving, reasoning and numeracy (PSRN) • Guidance Papers • Learning objectives • Assessment • Planning

Staff Guide…Staff Guide…

…to accessing the Renewed Framework

for Numeracy

What do all those What do all those differentdifferent

hyperlinks in the hyperlinks in the navigation panel mean?navigation panel mean?

Problem solving, reasoning and Problem solving, reasoning and numeracy (PSRN)numeracy (PSRN)

The overview for this area of learning is taken from the consultation version of EYFS - this will be amended following the consultation.

From here, you can link with • ‘Planning’ - 14 example plans addressing the Early Learning

Goals for PSRN, with each plan following the same format.

• ‘Aspects’ - Each aspect is made up from one or more of the example planning documents that are in 'Problem Solving, Reasoning and Numeracy/ Planning'. They are organised here into 'Aspects' to support progression through to Key Stage 1.

• ‘By strand’ -The objectives for Problem Solving, Reasoning and Numeracy (PSRN), or Foundation Stage Mathematics are organised by their strand name. The Early Learning Goals have all been incorporated within the Foundation Stage objectives.

Guidance PapersGuidance Papers…were initially known as ‘core position papers’

The three Guidance Papers (Using and Applying, Calculations and Calculators) are available by clicking on the Guidance Papers/Resources link on the left. They are intended to offer further support on planning and teaching and may also be used to inform and guide policy and practice in the school.

These can be downloaded in Word/PDF/RTF format from this link.

Learning ObjectivesLearning Objectives

REMEMBER: The objectives for mathematics are organised by strands and by years.

Learning Objectives offer you links to:

By strands – all the objectives can be viewed by strand

Year groups - selecting a year group will take you to the objectives within a particular strand.

Resources – from this link, learning objectives by strand and or by years can be downloaded in PDF format.

AssessmentAssessment

The Primary National Strategy team will be working in partnership with QCA over

the coming year to develop and trial materials to support periodic assessment in literacy and mathematics…available in

Autumn 2007…

AssessmentAssessment Assessment has two main purposes: • assessment of learning (also known as summative assessment) • assessment for learning (also known as formative assessment).

Assessment of learning (AoL) - summative assessment

Assessment of learning is any assessment that summarises where learners are at a given point in time - it provides a snapshot of what has been learned (in terms of both attainment and achievement).

Assessment for learning (AfL) - formative assessment "Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there." Assessment Reform Group, 2002

Key Characteristics of AfLKey Characteristics of AfLThe Assessment Reform Group identified seven key

characteristics that were evident in schools where AfL was effective in promoting learning and in raising standards of attainment.

AfL• is embedded in a view that assessment is an essential part of

learning and teaching. • involves sharing learning goals with learners. • aims to help learners know and recognise the standards for which

they are aiming. • involves learners in peer and self-assessment. • provides feedback that helps learners recognise the next steps

they need to take, and how to take them. • is underpinned by the confidence that every learner can improve. • involves both learner and teacher reviewing and reflecting on

assessment data.

PlanningPlanning• The planning structure for each year is organised into five

blocks.

• A block is designed to cover the equivalent of 6 weeks or 9 weeks of teaching over the course of the year.

• Each block has incorporated into it objectives from the ‘Using and applying mathematics’ strand and from two or three of the other core strands.

• Each block is made up of three units.

• A unit represents 2 or 3 weeks of teaching.

• For each of the 15 units that cover the teaching year there are overviews of children's learning, assessment questions and suggested resources.

For example: Select Year 5 For example: Select Year 5 PlanningPlanning

• This page is hyperlinked to allow you to view ALL blocks for Year 5 and the Resources (providing Y5 Mathematics Overview, links to NNS 1999 and Year 5 NC PoS 2000). From this page you can access ALL the individual Units over the Year as well as core learning in maths linked to NNS 1999 and NC 2000.

• If you select a block from the navigation panel, e.g. Block E, you will view a diagram with the focus of Mathematical learning within the block. The objectives for the block are listed and a table highlights which objectives can be addressed in which unit.

• The navigation panel has a link to prior learning which enables teacher to review children’s learning, prior to teaching the block.

• Hyperlinks in the navigation panel include opportunities within the block to develop Speaking and Listening and opportunities to apply mathematics within science.

• Also hyperlinks to vocabulary specific to the block and the key aspects of learning which are emphasised within this block.

For example: Select Year 5 For example: Select Year 5 PlanningPlanning

• This page is hyperlinked to allow you to view ALL blocks for Year 5 and the Resources (providing with Y5 Mathematics Overview, links to NNS 1999 and Year 5 NC PoS 2000). From this page you can access ALL the individual Units over the Year as well as core learning in maths linked to NNS 1999 and NC 2000.

• Select a Unit e.g. Year 5, Block E, Unit 2. This route will allow you to view the learning objectives (including children’s learning outcomes) specific to this unit, with AfL opportunities detailed. Here, it also provides the ‘Learning Overview’ for this unit. This page has specific resource links to Springboard, Wave 3 and Mathematical Challenges for able pupils in KS1/2. For general lesson resources follow the link in the navigation panel.

• Select ‘Resources’ under the Unit 2 in the navigation panel and a list of resources for this unit will be viewed.

Planning a teaching Planning a teaching sequence?sequence?

• Review of prior learning• Identification of where children’s learning

will be by the end of the unit• Map of Unit to identify possible pathways

from prior learning to expected outcomes• Identification of a variety of teaching

strategies to address outcomes and cater for the learning needs

• Relevant vocabulary, appropriate resources

Things to consider…

How do we support teachers to How do we support teachers to develop a sequence of lessons?develop a sequence of lessons?

• Develop AfL including use of review, discussion and enquiry activities to assess learning and inform planning

• Develop teachers’ subject knowledge to support analysis of children’s learning and the setting of high expectations

• Promote the use of different teaching strategies to match learning outcomes and meet needs of the learners over the sequence of lessons

LibraryLibraryConsists of• Guidance documents – 6 Guidance Papers available for

downloading• ICT resources - ITPs, Spreadsheets, and Interactive

Whiteboard Files• Intervention materials – Springboard Materials• Mathematics publications – Mathematical Challenges for

able pupils in KS 1 and 2 (included only at present!)• Inclusion – Wave 3 Materials

A A BIGBIG ‘Thank you’ for ‘Thank you’ for listening and working listening and working

extremelyextremely hard! hard!

Documents

New Framework for Numeracy Staff INSET session 2: 1)Recap - Renewed framework 2)A Staff Guide - Accessing renewed framework for Numeracy Staff Meeting: