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Session 2 Primary Framework for Numeracy

Session 2 Primary Framework for Numeracy. Objectives of this session. Clarification of structure of the new framework Familiarisation with the online framework web site Consideration of next steps for subject development back in school. Key Changes in the Framework.

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Session 2 Primary Framework for Numeracy

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  1. Session 2Primary Framework for Numeracy

  2. Objectives of this session • Clarification of structure of the new framework • Familiarisation with the online framework web site • Consideration of next steps for subject development back in school

  3. Key Changes in the Framework • Learning objectives are organised under 7 strands • Explicit inclusion of speaking and listening objectives with an emphasis on correct mathematics vocabulary • Sharper assessment tools throughout the learning process • More effective use of calculators • Using and applying maths is given higher profile

  4. Key Changes in the Framework • Increased expectations for calculation and recall of number fact • e.g. the expectation that children should know times tables has been brought forward to Year 4, from Year 5. • There are also changes in the expectations for Years 2, 3 and 5 as a result. • Mental calculation is given a higher profile and progression in written calculation is clarified

  5. Structure of the 7 strands: • 5 Blocks of work • 3 Units in each block • Units are 2 - 3 weeks long

  6. Structure of the 7 strands: Using and applying mathematics Knowing and using number facts Counting and understanding number Calculating Understanding shape Measuring Handling data

  7. Block A Counting, partitioning and calculating Using and applying mathematics Counting and understanding number Calculating Block B Securing number facts, understanding shape Using and applying mathematics Knowing and using number facts Understanding shape Block C Handling data and measures Using and applying mathematics Measuring Handling data Block D Calculating, measuring and understanding shape Using and applying mathematics Calculating Measuring Understanding shape Block E Securing number facts, relationships and calculating Using and applying mathematics Counting and understanding number Knowing and using number facts Calculating

  8. Block A Counting, partitioning and calculating Block B Securing number facts, understanding shape Block C Handling data and measures Block D Calculating, measuring and understanding shape Block E Securing number facts, relationships and calculating Block A Unit 1 Block B Unit 1 Block C Unit 1 Block D Unit 1 Block E Unit 1 Block A Unit 2 Block B Unit 2 Block C Unit 2 Block D Unit 2 Block E Unit 2 Block A Unit 3 Block B Unit 3 Block C Unit 3 Block D Unit 3 Block E Unit 3

  9. Block A Counting, partitioning and calculating Block B Securing number facts, understanding shape Block C Handling data and measures Block D Calculating, Measuring and Understanding shape Block E Securing number facts, relationships and calculating Block A Unit 1 Block C Unit 1 Block B Unit 1 Block D Unit 1 Block E Unit 1 Block A Unit 2 Block B Unit 2 Block D Unit 2 Block C Unit 2 Block E Unit 2 Block A Unit 3 Block B Unit 3 Block C Unit 3 Block D Unit 3 Block E Unit 3

  10. This block structure offers teachers: • Flexibility to spend longer teaching grouped objectives • The blocks are revisited each term • Using and applying are part of each block • Opportunities to put greater emphasis on the development of children’s speaking, listening, reading & writing skills

  11. In mathematics, the Block and Units structure offers teachers: • Reinforcement of the Using and Applying Mathematics and Calculation strands, throughout all blocks • Learning intentions expressed as ‘I can…’ statements for sharing with children • A focus on children speaking and listening and key aspects of literacy

  12. In mathematics, the Block and Units structure offers teachers: • Probing questions to improve assessment for learning • A learning overview for each unit to guide teaching and learning sequences over 2 or 3 weeks • Flexibility to plan from adjacent Units / Years

  13. Framework website task • Access the website / DVD and look for: • Mathematics • Planning - look at the Guidance • Choose a Year group - open the Core Learning Word doc (at the bottom) • Look through the doc and find your Year group. • Notice the changes (highlighted in colour)

  14. Aspects of mathematics to strengthen • Counting, recall of facts • Calculation skills, mental and written • Identifying and using patterns and properties • Develop confidence with number • Use of mathematical vocabulary • Problem solving skills • Explaining and reasoning skills • Use of calculators

  15. All units include: • Assessment questions teachers can incorporate into their planning • ICT based resources for teachers to draw on • Links to already published materials • Links to the National Curriculum PoS and to the 1999 National Numeracy Framework

  16. Ofsted 2005 evaluation of mathematics • Limited improvement in KS1 standards with too great an emphasis upon support in KS2 • Fluctuating results in too many schools remains unresolved • Too much optimism rather than certainty that school targets will be met • Limited use of PNS learning materials and teaching materials including AfL • Lacking whole school approaches to speaking and listening

  17. Ofsted 2005 evaluation continued • Limited planning across subjects • Schools are not always interrogating data effectively to plan for early interventions • Action planning in one in three schools lacks rigour • Overall, schools do not yet manage the three waves of intervention well • The impact of PNS is greatest when the range of support for school improvement is co-ordinated effectively

  18. Framework website task • Access the website again. • Find Block D, Unit 2 in the Planning section. • Choose a year group • Follow the activity sheet.

  19. Planning Format

  20. Points to address - 1 • How do you find out what your pupils already know and can do? • What emphasis do you place on exploring mathematical calculation and reasoning as opposed to recording and presenting calculations? • Are there clear purposes for your mental-oral starters? • Is teacher-talk kept to the minimum needed to scaffold learning?

  21. Points to address - 2 • Does independent work follow from the scaffolded learning? • Is there too much reliance on schemes and worksheets? • Are pupils given time to respond to questions? • Are questions appropriately targeted? • How do you plan for teaching, consolidation and applying of mathematics skills and objectives across the curriculum?

  22. Points to address - 3 • Is low achievement identified? • Is there prompt use of wave interventions and strategies? • Do you plan for collaboration in independent work? • Is there continuous development of teachers’ subject knowledge & pedagogy?

  23. Professional Development Meetings (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 During the course of the training there will be advice and guidance regarding these.

  24. Professional Development Meetings (3): • Strengthening pedagogy in calculation • Strengthening pedagogy in using and applying mathematics • Strengthening pedagogy for underperforming groups These will be run as central based ‘staff meetings’ for any who are interested in bringing their schools along.

  25. Discussion • How will you begin to plan implementation of the Framework? • What issues might arise?

  26. What next? • Plan PDM 1 together (Lit & Num) • Have a go at using Block D2 to structure your planning / teaching • What issues might arise?

  27. Subject Leader’s Handbook • Tel: 0845 602 2260 Prolog • Ref: 02009-2006DVD-EN

  28. Supply Cover for Revised Frameworks • 5 days Literacy (inc today & in-school) • 5 days Numeracy (inc today & in-school) • 4 days Phonics • Subject Leaders • Local Auth support for ISP / PLP / EAL

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