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Renewed Frameworks for Teaching Mathematics and Literacy

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					     New Framework for
         Numeracy
          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…

   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 session?
            So much
               has
            happened
           since then!
                What are the 7 strands?

Use and apply mathematics

Count and understanding number

Knowing and using number facts


Calculating

Understanding shape

Measuring

Handling Data
                   Strands
• 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 changes
          in Numeracy?
          Knowing & using number facts strand
•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
    What were the significant changes
             in Numeracy?
                  Calculating strand
•   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
   Progression and links between
      strands, blocks and units
                                                           Block E
   Block A         Block B     Block C     Block D      Knowing and
Counting and    Knowing and   Handling   Calculating,   using number
Understanding   using number    data     Measuring    facts, Calculating
  number            facts,       and         and              &
     and        Understanding Measuring Understanding    Counting &
                    shape                               understanding
 Calculating                                shape
                                                           number
       Block A         Use and apply mathematics
   Counting and        Count, compare and order numbers and describe relationships between
understanding number   them.
  and Calculating      Calculate efficiently and accurately

                       Use and apply mathematics
      Block B
                       Secure knowledge of number facts and use and apply them
 Knowing and using     appropriately
  number facts and
                       Position and transform shapes, recognising and use their properties to
Understanding shape    visualise and construct.

                       Use and apply mathematics
      Block C
                       Measure accurately using appropriate units, interpret and compare
   Handling data       scales
   and Measuring
                       Process, present and interpret data to pose and answer questions
                       Use and apply mathematics
      Block D
   Calculating,        Calculate efficiently and accurately
  Measuring and        Measure accurately using appropriate units, interpret and compare scales
Understanding shape    Position and transform shapes, recognising and use their properties to visualise
                       and construct.


       Block E         Use and apply mathematics
 Knowing and using     Count, compare and order numbers and describe relationships between them.
   number facts,
  Calculating and      Secure knowledge of number facts and use and apply them appropriately

   Counting and        Calculate efficiently and accurately
understanding number
              Block A         Block B                     Block D      Block E
           Counting and    Knowing and      Block C     Calculating,   Knowing and
           Understanding   using number    Handling     Measuring      using number
             number            facts,        data           and        facts, Calculating
               and         Understanding      and      Understanding    & Counting &
            Calculating        shape       Measuring       shape       understanding
                                                                        number




"Autumn“    Block A         Block B        Block C      Block D         Block E
A
             Unit 1          Unit 1         Unit 1       Unit 1          Unit 1

"Spring"    Block A         Block B        Block C      Block D         Block E
             Unit 2          Unit 2         Unit 2       Unit 2          Unit 2

"Summer"
            Block A         Block B        Block C      Block D         Block E
             Unit 3          Unit 3         Unit 3       Unit 3          Unit 3
                                                                            Block E
                              Block B                     Block D
              Block A                                                    Knowing and
                           Knowing and      Block C     Calculating,
           Counting and                                                  using number
                           using number    Handling     Measuring
           Understanding                                               facts, Calculating
                               facts,        data           and
             number                                                      & Counting &
                           Understanding      and      Understanding
               and                         Measuring                     understanding
                               shape                       shape
            Calculating                                                     number




"Autumn"   Block A          Block C        Block B      Block D         Block E
            Unit 1           Unit 1         Unit 1       Unit 1          Unit 1


"Spring"   Block A          Block B        Block D      Block C         Block E
            Unit 2           Unit 2         Unit 2       Unit 2          Unit 2

"Summer"
           Block A          Block B        Block C      Block D         Block E
            Unit 3           Unit 3         Unit 3       Unit 3          Unit 3
   Block A      Describe and explain methods, choices and
Counting and
Understanding
                solutions to problems, orally and in
 number and     writing, using pictures and diagrams
 Calculating

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

                Partition three-digit numbers in different ways,
 Block A        including into multiples of one hundred, ten and
  Unit 1        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


Starters   Lesson   Springboard/ Maths           Background
           ideas    Wave 3       Challenges      materials
            • Guidance papers;
            • Interactive access to learning
              objectives;
            • Structured support for planning;
            • Support for assessment.




                                                 • 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.
How do we access the 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…
 …to accessing the
Renewed Framework
   for Numeracy
What do all those different
hyperlinks in the navigation
        panel mean?
    Problem solving, reasoning and
          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 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 Objectives

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.

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


 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…
                           Assessment
  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 AfL
The 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.
                         Planning
• 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 Planning
• 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 Planning
• 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 sequence?
   Things to consider…

• 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
 How do we support teachers to 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
                        Library
Consists 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 BIG ‘Thank you’ for listening
  and working extremely hard!

				
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