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
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
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;
objectives;
• Structured support for planning;
• Support for assessment.

• Library of all documents;
• Supporting resources.

• Key principles underpinning the Early
Years Foundation Stage;
through the Foundation Stage;
• Example planning support.
How do we access the renewed
framework?
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
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.

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

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
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.
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
5 and the Resources (providing with Y5 Mathematics Overview,
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
• 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
• 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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