© Crown copyright 2006 Renewing the Frameworks Driving Improvement

Primary and Secondary National Strategies © Crown copyright Objectives for the session To reflect as subject leaders how they are going to lead improvement in their school. Preparation for day 4 Preparation of PDM 3

Primary and Secondary National Strategies © Crown copyright Key themes Encourage flexibility Structure teaching and learning Raise expectations Make more effective use of assessment Broaden and strengthen pedagogy

Primary and Secondary National Strategies © Crown copyright Reflecting on action research How did you engage all staff in the school’s continued professional development in mathematics and the action research? How did you retain an overview of the progress being made and the implications for your school on the teaching and learning of mathematics? In talking to colleagues and the targeted children, what did you learn that will help you to lead in developing and supporting the school learning community? What agreed actions arose from the PDMs – are there any joint actions agreed with the literacy subject leader?

Primary and Secondary National Strategies © Crown copyright Aspects of planning and teaching Identify and set learning expectations for all children Use and structure dialogue in the mathematics classroom Promote and use interactions with and between children Structure mathematics lessons Plan the teaching sequence Use resources including ICT to support learning

Primary and Secondary National Strategies © Crown copyright Discussion Decide on the most important issues that you need to address to support and enhance children’s learning in mathematics. Think about how you might share these with colleagues and where there is already good practice in place in your school

Primary and Secondary National Strategies © Crown copyright Impact on children’s learning

Primary and Secondary National Strategies © Crown copyright PDM3 : Pedagogy Builds on and follows up the classroom based action research activities undertaken after PDM2 Has staff discussing the children’s responses, strategies and recordings and looking for implications on teaching and learning Introduces the six aspects of planning and teaching in mathematics that participants met in Handout 8.1 Alludes to the 4 confidences discussed in session 7, and offers participants the opportunity to discuss the ideas behind the processes of adopt, adapt and innovate Introduces a classroom based follow up task that involves the planning and teaching of a Unit of work that focuses on the school’s priority in mathematics.

Primary and Secondary National Strategies © Crown copyright PDM 3 Pathway: index START Implementing the Primary Framework Progression and Pedagogy Mathematics Calculations/Using and Applying

Primary and Secondary National Strategies © Crown copyright Discussion What are the key messages you want to share with colleagues when planning and running PDM 3? How do PDM2 and PDM3 link? What would you need to do to follow up PDM2 to make these links? How will you ensure staff are clear about and committed to the actions they take after the meetings?

Primary and Secondary National Strategies © Crown copyright Tasks for Day 4 Use Handout 8.2 to feedback to SLT and decide on priority actions that will strengthen school improvement and impact on children’s learning Plan PDM 3 Carry out the action research as identified in session 5 (handout 5.2) Read discussion documents on teaching sequence. Prepare to share Questions you asked the children Children’s responses Plans to support that group of children

Primary and Secondary National Strategies © Crown copyright Reflection and key messages The Renewed Framework offers the opportunity to enrich and enhance learning and teaching in mathematics There are certain confidences teachers need in order to become more innovative The process of adopting and adapting resources and teaching and learning approaches can be a shared activity and lead to innovative teaching

Primary and Secondary National Strategies © Crown copyright Reflection and key messages The school-based action research introduced in PDM2 can become a sustained activity within the school’s professional development programme which participants can lead, manage and participate in Coaching and supporting colleagues involves focused activity with time for reflection and opportunity to review learning