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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:

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Presentation on theme: "New Framework for Numeracy Staff INSET session 2: 1)Recap - Renewed framework 2)A Staff Guide - Accessing renewed framework for Numeracy Staff Meeting:"— Presentation transcript:

1 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

2 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 the hyperlinks to access relevant information.

3 Recap on previous session? So much has happened since then!

4 Use and apply mathematics Knowing and using number facts Count and understanding number Calculating Understanding shape Measuring Handling Data What are the 7 strands?

5 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

6 What were the significant changes in Numeracy? 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 Knowing & using number facts strand

7 What were the significant changes in Numeracy? 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 Calculating strand

8 Block A Counting and Understanding number and Calculating Block B Knowing and using number facts, Understanding shape Block C Handling data and Measuring Block D Calculating, Measuring and Understanding shape Block E Knowing and using number facts, Calculating & Counting & understanding number Progression and links between strands, blocks and units

9 Block A Counting and understanding number and Calculating Block B Knowing and using number facts and Understanding shape Block C Handling data and Measuring Use and apply mathematics Count, compare and order numbers and describe relationships between them. Calculate efficiently and accurately Use and apply mathematics Secure knowledge of number facts and use and apply them appropriately Position and transform shapes, recognising and use their properties to visualise and construct. Use and apply mathematics Measure accurately using appropriate units, interpret and compare scales Process, present and interpret data to pose and answer questions

10 Block D Calculating, Measuring and Understanding shape Block E Knowing and using number facts, Calculating and Counting and understanding number Use and apply mathematics Calculate efficiently and accurately Measure accurately using appropriate units, interpret and compare scales Count, compare and order numbers and describe relationships between them. Secure knowledge of number facts and use and apply them appropriately Calculate efficiently and accurately Position and transform shapes, recognising and use their properties to visualise and construct.

11 Block C Unit 3 Block D Unit 3 Block E Unit 3 Block A Unit 3 "Autumn“ A "Spring" "Summer" Block A Unit 2 Block A Unit 1 Block A Counting and Understanding number and Calculating Block B Unit 3 Block C Unit 2 Block B Unit 2 Block B Unit 1 Block B Knowing and using number facts, Understanding shape Block E Unit 2 Block E Unit 1 Block E Knowing and using number facts, Calculating & Counting & understanding number Block D Unit 2 Block D Unit 1 Block D Calculating, Measuring and Understanding shape Block C Unit 1 Block C Handling data and Measuring

12 Block C Unit 3 Block D Unit 3 Block E Unit 3 Block A Unit 3 "Autumn" "Spring" "Summer" Block A Unit 2 Block A Unit 1 Block A Counting and Understanding number and Calculating Block B Unit 3 Block C Unit 2 Block B Unit 2 Block B Unit 1 Block E Unit 2 Block E Unit 1 Block E Knowing and using number facts, Calculating & Counting & understanding number Block D Unit 2 Block D Unit 1 Block C Unit 1 Block D Calculating, Measuring and Understanding shape Block C Handling data and Measuring Block B Knowing and using number facts, Understanding shape

13 Block A Counting and Understanding number and Calculating Block A Unit 1 Describe and explain methods, choices and solutions to problems, orally and in writing, using pictures and diagrams Read, write and order whole numbers to at least 1000 and position them on a number line Partition three-digit numbers in different ways, including into multiples of one hundred, ten and 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

14 Year 3: Block A - Unit 1 Springboard/ Wave 3 Maths Challenges Lesson ideas Background materials Starters

15 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. Guidance papers; Interactive access to learning objectives; Structured support for planning; Support for assessment. Library of all documents; Supporting resources.

16 How do we access the renewed framework? 1.Type in web address: 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

17 Staff Guide… …to accessing the Renewed Framework for Numeracy

18 What do all those different hyperlinks in the navigation panel mean?

19 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.

20 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. These can be downloaded in Word/PDF/RTF format from this link.

21 Learning Objectives REMEMBER: The objectives for mathematics are organised by strands and by years. 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 and or by years can be downloaded in PDF format.

22 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…

23 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

24 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.

25 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.

26 For example: Select Year 5 Planning This page is hyperlinked to allow you to view ALL blocks for Year 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. Hyperlinks in the navigation panel include opportunities within 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.

27 For example: Select Year 5 Planning This page is hyperlinked to allow you to view ALL blocks for Year 5 and the Resources (providing with 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. 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 lesson resources follow the link in the navigation panel. Select ‘Resources’ under the Unit 2 in the navigation panel and a list of resources for this unit will be viewed.

28 Planning a teaching sequence? 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 Things to consider…

29 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

30 Library Consists of Guidance documents – 6 Guidance Papers available for downloadingGuidance documents ICT resources - ITPs, Spreadsheets, and Interactive Whiteboard FilesICT resources Intervention materials – Springboard MaterialsIntervention materials Mathematics publications – Mathematical Challenges for able pupils in KS 1 and 2 (included only at present!)Mathematics publications Inclusion – Wave 3 MaterialsInclusion

31 A BIG ‘Thank you’ for listening and working extremely hard!


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