1. © Crown copyright 2006 The Primary Framework for Mathematics Day 1 An introduction

2. © Crown copyright 2006 Why a renewed framework? Clearer progression in learning mathematics Access to a wealth of materials to support teachers in their planning Policy and pedagogy guidance underpinning the Framework Interactivity to support ease of planning Stronger links with assessment of and for learning Effective models Links between subjects

3. © Crown copyright 2006 Key changes: headlines Electronic framework: working document Fewer objectives - Key objectives now called end-of-year expectations Raised expectations Core position papers Planning: sequence for teaching, interactive planning tool

4. © Crown copyright 2006 Core position papers – day 2 Calculations (Day 2) Calculators (Day 2) Using and applying Oral and mental work Mathematics and the primary curriculum Day-to-day assessment

5. © Crown copyright 2006 Oral and mental work The 6 Rs of oral and mental work: Rehearse Recall Refresh Refine Read Reason

6. © Crown copyright 2006 Task Consider your planning and teaching. Do you already incorporate the 6Rs in your mental and oral work? In pairs, complete your assigned section of the grid – can you give an example of mental and oral work for each? As a group, complete the table for the 7 strands (A3 version.)

7. © Crown copyright 2006 Using and applying mathematics Knowing and using number facts Counting and understanding number Calculating Understanding shapeMeasuring Handling data

8. © Crown copyright 2006 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 Progression and links between strands, blocks and units

9. © Crown copyright 2006 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

10. © Crown copyright 2006 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

11. © Crown copyright 2006 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

12. © Crown copyright 2006 Sequence for teaching Assess (AfL) Plan Teach Practise/consolidate Apply Review

13. © Crown copyright 2006 Gap task During the first half of the autumn term, the expectation is that you will: Introduce the framework and the changes (2 staff meetings?) Introduce the sequence for teaching and encourage all staff to adopt this approach.

14. © Crown copyright 2006 Planning - day 3 Interactive planning tool AfL Using and applying Speaking and listening Cross-curricular links

15. © Crown copyright 2006 The e-framework: a tour