Session 2

Birmingham Primary Strategy TeamRenewing the Frameworks Training

Session 2

Updates on the Renewed Frameworks


Objectives

• To provide updates on the renewing of the framework

• To begin to consider the implications for your school


Updates on Resources

• Updated Renewed Frameworks Training dates

• Teachers’ TV

• Keys to learning in literacy and mathematics Ref: 00225-2006 PCK-EN

0845 6022260


EAL

Excellence and Enjoyment:

learning and teaching for bilingual children in the primary years.

Ref. DfES0013-2006PCK-EN


Reviewing the Frameworks –Five Key Areas

• Encouraging flexibility

• Structuring learning

• Raising expectations

• More effective use of assessment

• Broadening and strengthening pedagogy


True Statements

1. There are seven core aspects of learning for mathematics.

4. A planning tool is available for literacy and mathematics.

7. The number of objectives for literacy and mathematics have been slimmed down.

9. There is a steepening in expectations in mathematics in years 3 and 4.

10. ICT is integrated as a teaching a learning tool.

12. The core learning can be viewed by year and by strand


Changes to the frameworks – a reminder

• An electronic version

• A clearer structure for mathematics and literacy

• Slimmed-down number of objectives, adjusted to show progression more clearly

• A focus on learning, rather than teaching objectives

• More help with planning, teaching and assessment

• Explicit inclusion of speaking and listening


Links between early learning goals and KS1 objectives

• Literacy and mathematics revisions are using the Early Learning Goals as the descriptors for the Foundation Stage

• The electronic versions of the frameworks will have a tab to take users to the Foundation Framework

• Early Years Foundation Stage areas of learning and development from birth will show links to the literacy and mathematics frameworks


2006 Results – KS2 L4+

National Birmingham English 1998 65%2005 79% …………………………..74% 2006 79% ……………………………76%

Maths 1998 45%2005 75% …………………………..70%2006 76% …………………………..71%


Expected outcomes of the renewal of the frameworks

For teachers:• Build on success to date and reach the 20% of

children facing barriers to learning

• Better understanding of progression in literacy and mathematics and fitness for purpose pedagogy

• More immediate access to resources and ideas to ensure that planning supports the needs of all children

• A clearer model of pedagogy through the review-plan-teach-practise-apply-review cycle


Expected outcomes of the renewal of the frameworks

For children:• Succeed and enjoy active and engaging learning

experiences

• Set and achieve high expectations

• Know what they can do and be helped to get better at the things that they find difficult

• Express their thoughts and ideas more clearly and access a wider world of learning through ICT


Literacy – five key changes

• Organised learning objectives under twelve strands

• Stronger emphasis on building learning over time

and developing the teaching sequence

• Adjustment of expectations particularly around the learning and teaching of phonics

• Closer focus on assessment for learning during, as well as at the end of, units of work

Speak and listen for a wide range of purposes

in different contexts

Read a wide range of texts on paper

and on screen

Write a wide rangeof texts on paper

and on screen

1. Speaking

3.Group discussion and interaction

2. Listening and responding

5. Word reading skills and strategies

6. Understanding and interpreting texts

7. Engaging with and responding to texts

8. Creating and shaping texts

9. Text structure and organisation

10. Sentence structure and punctuation

4.Drama

11. Word structure and spelling

12. Presentation

The 12 Strands of Literacy


Mathematics – five key changes

• Introduction of seven strands with fewer objectives

• Medium term planning model with units of work for 2 or 3 weeks to secure learning

• Mental calculation given higher status and a clarified progression in written calculation

• Using and applying given a higher profile

• Sharper assessment tools provided

The 7 Strands of Mathematics

Using and applying mathematics

Counting and understanding number

Knowing and using number facts

Calculating

Understanding shape

Measuring

Handling data


CPD programmes - literacy

The four suggested CPD programmes are:

• Communication, language and literacy

• Improving writing

• Enhancing literacy

• Under-performing groups of children


CPD programmes - mathematics

The four suggested CPD programmes are:

• Calculation

• Using and applying

• Improving provision in mathematics

• Under-performing groups of children


Outline of the programme

LA based Introduction to renewed frameworks –Heads and subject leaders

School based SLT meeting to identify priorities and focus group of children

LA based Day 1: Progression. Prepare for PDM 1 and PDM 2

School based PDM 1, School based Day 2, PDM 2

LA based Day 3: Pedagogy. Prepare for PDM 3

School based School based Day 4, PDM 3

LA based Day 5: Planning next steps, review and evaluate pupil progress. Prepare for PDM 4

School based PDM 4


Outline of LA based days - mathematics

LA based Day 1Progression

LA based Day 2Pedagogy

LA based Day 3Planning

Using the framework

Teachingstrategies

Assessmentfor learning

Calculation- Subtraction

Using and applying- Word problems

Supportingcolleagues

Adopt, adaptand innovate

Starters

Giving feedbackand reviewing plans

Assessment in using and applying

Reviewing theschool

development plan

Reviewing progress


Outline of PDM structure

LA based Day 1Progression

Introduction to the framework

Calculation- Subtraction

Using and applying- Word problems

Supportingcolleagues

School based

PDM 1Mathematics

version

PDM 2MTracking

calculation

PDM 2MaSubtraction

PDM 2MbMultiplication

PDM 2McDivision

PDM 2eUnderperforming

groups

PDM 2MdUsing andapplying

School based Day 2


Overview of Professional Development Materials

PDM 1 – Preparation and setting the vision (this follows on from the school-based senior leadership team meeting)

PDM 2 – Progression in a strand linked to focus group of children in literacy and mathematics

PDM 3 – Pedagogy: teaching styles fit-for-purpose in a strand linked to focus group of children in literacy and mathematics

PDM 4 – Review and evaluation of the impact on progress of focus group of children


Structure of the Professional Development Meetings

Suggested 1 hour school-based PDMs (2 and 3)

• Review and reflect on progress (10 minutes)

• Focused input: (40 minutes)

Progression – PDM 2 Pedagogy – PDM 3

• Next steps (10 minutes)


School-based days

• ‘Days’ to include:

- Tracking children in different classes - Working with colleagues - Preparing for PDM sessions - Reporting on pupil progress to SLT - Subject related tasks


School-based days

• Important that the Senior Leadership Team recognises that the school-based days are an essential part of the programme

• It should be part of the school’s overall CPD programme

• Release time need not be whole days


School Support Materials

• Headteacher booklet• Subject Leader DVD Handbook

• CPD programme – literacy• CPD programme - mathematics


School Support Materials: Booklet for Headteachers

• Suggestions for an initial Senior Leadership Team meeting

• A suggested timetable for implementation, including whole school CPD

• Support to implement the recommendations from the Rose Report

• PDM 1 to support the overview of the renewed frameworks

• Prompts for heads and others to monitor and evaluate progress


School Support Materials: Subject Leader DVD Handbook

• Common and specific materials for subject leaders to lead the effective use of the renewed frameworks in their school, including PDMs and suggestions for follow-up work

• Additional materials to support the implementation of the recommendation from the Rose Report

• Samples of exemplified units of work in R, Y1, 3 and 5 showing progression across one strand of literacy and mathematics

• Video sequences of good practice


Discussion

What support do teachers need for

professional development to have an impact on children’s learning?


Evidence for Policy and practice Information (EPPI) research findings

CPD should provide the opportunity for:

• Engagement with an appropriate knowledge base

• Access to a coach or mentor

• Time to practise in the workplace (e.g. classroom)

• Opportunities to receive constructive feedback and reflection

• Opportunities to collaborate, innovate and disseminate


Other considerations

• Roles and responsibilities of the senior leadership team

• The schedule of Professional Development Meetings

• Release time to support colleagues, monitor implementation and evaluate impact

• Staff time to become familiar with the renewed frameworks and plan the implementation to an agreed time scale

• Links to performance management of staff

• Possible further Continuous Professional Development (CPD) needs

• School development planning, other initiatives and future priorities in school

Session 2

Documents

Transcript of Session 2