1. Buckinghamshire School Improvement Service Renewing the Frameworks Key themes and revisions November 2006 Ian Lenham, Ian Elkington & Simon Wrigley

2. Format for the session Session 1 – Introduction & rationale Session 2 – Mathematics Session 3 – English COFFEE Session 4 – Keys to learning Session 5 – Plenary, Discussion & feedback

3. Overview The renewed Primary Framework builds upon the successes of the National Strategy frameworks for teaching literacy and mathematics, has been developed with the involvement of teachers and practitioners, and is based upon learning and research that has taken place in recent years both in Britain and abroad.

4. Why renew the Framework? “Excellent teaching gives children the life chances they deserve. Enjoyment is the birthright of every child. The most powerful mix is the one that brings the two together. Children learn better when they are excited and engaged – but what excites and engages them the most is truly excellent teaching.” t teaching. The renewal of the Primary Framework for literacy and mathematics is to support and increase all children’s access to excellent teaching, leading to exciting and successful learning.

5. Aims Children deserve: To be set appropriate learning challenges; To be taught well and be given the opportunities to learn in different ways that maximise their chances of success; To have adults working with them to tackle the specific barriers to progress they face. The Primary Framework is designed to help practitioners, teachers, schools and settings achieve this ambition.

6. 5 Key Themes - 1 Encourage flexibility in the organisation of the curriculum and the structure of literacy and mathematics lessons Structure teaching and learning over a sequences of lessons as well as within lessons Broaden and strengthen pedagogy to improve the quality of teaching and learning for all children

7. 5 Key Themes - 2 Make more effective use of assessment to inform and direct teaching and learning Raise expectations for all children, especially those at greatest risk of underachievement

8. Buckinghamshire School Improvement Service The Electronic Framework NOT on you handouts! www.standards.dfes.gov.uk/primaryframeworks/

9. Resources 3 - The electronic Framework The DVD and initial launch of the electronic Framework will enable Teachers to navigate the site and access resources, example planning units, and all the material included in the Framework for the Foundation Stage through to Year 6 and for Year 6 moving into Year 7; Copies of this DVD will also be forwarded to every local authority to support literacy and mathematics consultants in their training; Final DVD versions of the full Framework content plus enhanced interactivity will be distributed to schools by early December;

10. 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. Core position papers and guidance; Interactive access to learning objectives; Structured support for planning; Support for assessment.

11. Click on literacy to go to homepage

12. Buckinghamshire School Improvement Service Literacy Main navigation down left hand menu Select planning

13. Select year group for planning

14. Select block unit –narrative, Non-fiction, Poetry

15. Buckinghamshire School Improvement Service Mathematics Planning and CPD

16. The seven mathematics strands of objectives - 1 Using and applying mathematics [including problem solving] Knowing and using number facts Calculating Counting and understanding number

17. The seven mathematics strands of objectives - 2 Using and applying mathematics [including problem solving] Understanding shape Measuring Handling data

18. 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 Using and applying mathematics Counting and understanding number Calculating Using and applying mathematics Knowing and using number facts Understanding shape Using and applying mathematics Measuring Handling data Using and applying mathematics Calculating Measuring Counting and understanding number Knowing and using number facts Calculating Understanding shape

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

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

21. The mathematics PDMs Review

22. Mathematics Professional Development Meeting 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

23. Mathematics Professional Development Meeting 3 Strengthening pedagogy in calculation Strengthening pedagogy in using and applying mathematics Strengthening pedagogy for underperforming groups

24. The structure of the 3 + 1 day course for schools

25. AspectsDay 1Day 3Day 5 Improvement and change Introduction: key themes and revisions Supporting underperforming groups Planning and sustaining change Framework structure and content CalculationUsing and applying mathematics Assessment for learning in mathematics Teaching and learning mathematics Teaching strategies Enriching and enhancing teaching and learning Oral and mental work – speaking and listening Subject leadership role and expectations Leading improvement: supporting colleagues Driving improvement: improving pedagogy Reviewing impact and progress: making a difference Centre-based days 3 + 1 Course

26. The lists of documents to be made available for mathematics Discussion paper Mathematics and the primary curriculum Guidance paper calculation 1 Guidance paper day to day assessment Guidance paper oral and mental activity Guidance paper use of calculators Guidance paper Using and applying mathematics Ma objectives by year Ma objectives by strands Ma objectives links to framework Ma objectives links to NC

27. Buckinghamshire School Improvement Service English Planning and CPD

28. The three English Attainment Targets Read a wide range of texts on paper and on screen Write a wide range of texts on paper and on screen Speak and listen for a wide range of purposes in different contexts

29. Block A Speak and listen Block B Read a wide range of texts Block C Write a wide range of texts Speaking Listening and responding Group discussion and interaction Drama Create and shape texts Text structure and organisation Sentence structure and punctuation Word structure and spelling Presentation Word reading skills and strategies Understand and interpret texts Engage with and respond to texts The 3 English ATs with their 12 strands

30. Planning for narrative, non-fiction and poetry. Narrative block Stories with familiar settings (3 weeks) Dialogue and plays (4 weeks) Myths, legends, fables, traditional tales (4 weeks) Adventure and mystery (4 weeks) Authors and letters (3 weeks) Unit 1Unit 2Unit 3Unit 4Unit 5 Non fiction block Reports (4 weeks) Instructions (3-4 weeks) Information texts (4 weeks) Poetry block (4 weeks, which could be spread out)

31. A suggested plan for Year 3 Narrative Stories with Familiar settings 3 weeks Dialogue and plays 4 weeks Myths, legends, fables, traditional tales 4 weeks Adventure and mystery 4 weeks Authors and letters 3 weeks Non fiction Reports 4 weeks Instructions 3-4 weeks Information texts 4 weeks Poetry Narrative Narrative Narrative Narrative Non fiction Poetry Poetry 2 weeks Poetry 2 weeks Unit 1 Unit 1a Unit 2 Unit 3 Unit 2 Unit 1b Unit 4 Unit 3 Unit 5

32. The Literacy PDMs Communication, language and literacy Improving writing Enhancing literacy Under- performing groups of children

33. Phonics for literacy The teaching of early reading should: be a priority for staff development; be set in the context of reading for pleasure and information; be fun, multi-sensory, rich in talk and song; involve systematic, short, daily practice in blending and segmenting; closely monitor progress for quick intervention when needed. Kite marking of phonics

34. English 3+1 course for less experienced subject leaders at KS2 Introduction to renewed framework matched to school priorities Pace and progression e.g. use of AfL in developing reading strategies and improving writing Pedagogy e.g. use of talk and ICT to apply literacy across curriculum Review

35. The lists of documents to be made available for English Framework objectives, by year group and by strand The Implementing the Framework (3+2) outlines for each of the modules The generic PDM that is part of each of the Iinks to the Framework (3+2) modules The PDM outlines for the Iinks to the Framework (3+2) writing module Progression and Pace in Phonics Phonics Progression Tracking Grid Overview of Reading (with phonics) Simple View of Reading

36. Buckinghamshire School Improvement Service Keys to learning in Literacy and Mathematics DVD An ICT Professional Development Module Order from Prologue:- Tel: 0845 60 222 60 DfES 00225-2006 PCK-EN

37. Background and Aims Raised profile of the use of ICT to support learning and teaching within the renewed Frameworks Keys to learning in literacy and maths aims to support teachers in making links between their own and children’s use of ICT to support teaching and learning Designed to be used by leadership teams to support professional development for all staff, focused on areas of literacy and maths commonly identified by schools as priorities

38. Leading on the use of ICT – Key Questions What is it we want ICT to help our children achieve? How will we plan to get there as a school? What do we need to do first? What support, training and professional development are we going to provide? What impact will we look for in the classroom? How will we identify our progress and future needs? How will we decide we are achieving our intended outcomes?

39. Choose a strand Early reading Reading on screen Writing Key Stage 1 Writing key Stage 2 Calculation Problem Solving Shape and Space OR Move forward the general use of ICT to support learning in your school

40. Materials Professional Development Meeting outlines (PDMs) Spreadsheet workbooks on the DVD Interactive teaching Programmes (ITPs) Lesson outlines and teaching sequences Interactive whiteboard files Interactive texts Support materials for reading and writing Video clips

41. DVD – Adopt, adapt Adapt the materials for use in your school: –Documents such as lesson outlines / teaching sequences are provided as word documents –Video materials to support PDMs are in separate “chapters” –Images and sound files for literacy strands are stand-alone files so they can be used as resources –Spreadsheet workbooks and ITPs come with guidance on how they can be used in other year groups and for other learning outcomes

42. The Framework - Timescales and support Remember:- The frameworks are NOT statutory – the NC is! Consultants can support schools The strategy envisages at least a 24 months implementation period

43. What schools need to do short term Review their planning to incorporate the changes in year group content. Decide and deliver the relevant PDMs/Keys to Learning through staff meetings. Consider the 3 + 1 course for inexperienced subject leaders. Consider LG or NLC groupings for twilight sessions from consultants. Review the nature of their consultant support [PLP4/LPSA2].

44. What schools need to do long term Review their planning to incorporate the new approach to teaching units of work of 2 or 3 weeks. Follow up on the delivery of the PDMs/Keys to Learning through staff meetings reviewing progress. Consider the 3 + 1 course for inexperienced subject teachers. Consider LG or NLC groupings for twilight sessions from consultants.

45. PLP4/LPSA2 OTHER KS2 Subject Leader Experienced New PDMs Consultant PDMs Consultant 3+1 Course PDMs 3+1 Course

46. SMALL SCHOOLS OTHER KS1 All staff Subject Leader ExperiencedNew PDMs ½+½+½ Course? Optional twilights for groups of schools PDMs ½+½+½ Course

47. Resources 1 - The School Pack [in addition to the Framework] The schools pack will consist of: 1 headteacher booklet - with PDMs (Professional Development Meetings) on making use of the renewed frameworks 1 CD to accompany the headteacher booklet 2 subject leader handbook DVDs

48. Foreword Context Diagram to show the suggested process for implementing the renewed frameworks What do the renewed frameworks have to offer? School- based CPD Implementing Rose Report Introduction Subject leader DVD Handbook Headteacher Booklet Further Resources

49. Foreword Section A: Introduction and principles Section B: Diagram to show the suggested process for implementing the renewed frameworks Section C: What the renewed frameworks offers schools Section D: Implementing the Rose Report recommendations Section E: A brief overview of support for school meetings Section F: Content of the Subject Leader’s DVD Handbook School- based CPD Implementing Rose Report Introduction Subject leader DVD Handbook Headteacher Booklet Further Resources

50. Introductory paper and expectations Indicators of good practice and audit tool Progression and pace of the teaching of phonics Example – ‘Mapping progression to resources’ Developing learning across a week Guidance on planning the daily direct teaching for phonics Planning for a week: direct teaching of phonics and further application across the curriculum Model for daily direct teaching of phonic skills and knowledge Phonic progress tracking sheet CPD package to support improved phonics subject knowledge School- based CPD Implementing Rose Report Introduction Subject leader DVD Handbook Headteacher Booklet Further Resources

51. 1. Introducing the renewed frameworks (PDM 1) 2. Materials to support school-based PDMs (PDMs 2 and 3) 3. Reviewing and evaluating the impact of work on pupil progress (PDM 4) School- based CPD Implementing Rose Report Introduction Subject leader DVD Handbook Headteacher Booklet Further Resources

52. Self-evaluation grids literacy and mathematics Example ISP tracking sheets and mapping intervention) Additional papers - Learning and teaching - Literacy - Mathematics Exemplified planning units Yr 1,3 and 5 (literacy and mathematics) Exemplified Early Reading units Video sequences for literacy & mathematics School- based CPD Implementing Rose Report Introduction Subject leader DVD Handbook Headteacher Booklet Further Resources

53. Dates of the launch for subject leaders 8 th 9 th 11 th 12 th January at the Teaching & Learning Centre. 15 th 16 th 18 th 19 th January at Missenden Abbey Mornings are Literacy afternoons are mathematics

54. Discussion and Feedback What are the issues for the school? What are the advantages for schools? What are the key messages we need to reinforce to our staff? Where do we go from here?

55. And finally … … … … 1.Do not rush – think long term! 2.Amend year group planning for September 2007. 3.Think about which PDMs relate to your SDP and when you want to use them. 4.Order/copy/ Keys for Learning for all staff 5.Order additional copies of the Framework from Prologue.