Birmingham Primary Strategy Team Subject Leader Training Summer Term Joint Subject Leader Day 2006 Welcome

Birmingham Primary Strategy Team Subject Leader Training Session 1 Updates Pupil tracking and assessment Objectives: To provide updates on the National and Birmingham Primary Strategies To discuss the processes of pupil tracking monitoring and assessment

Birmingham Primary Strategy Team Subject Leader Training Reflection What actions have you taken since the last day’s input? Gentle reminder: Environment Working walls Book trawls Quality marking

Birmingham Primary Strategy Team Subject Leader Training Reviewing the Frameworks –Five Key Areas  Encouraging flexibility  Structuring learning  Raising expectations  More effective use of assessment  Broadening and strengthening pedagogy

Birmingham Primary Strategy Team Subject Leader Training Encouraging Flexibility  The phases within lessons/sessions should directly support the core learning focus of the lesson  Children should know what they are learning and why and understand the progress they are making well  Children should have the opportunity to engage in active and enquiry based learning  Timings for different parts of the lesson/session should fit the purposes of each part  Planning should be reviewed and adapted to meet the developing needs of children’s learning

Birmingham Primary Strategy Team Subject Leader Training Structuring Learning  Learning happens in a range of ways and in a variety of contexts.  The renewed framework will promote longer-term planning of teaching sequences that build learning over time.

Birmingham Primary Strategy Team Subject Leader Training Raising Expectations  Making progression in key aspects of literacy and mathematics clearer to teachers  Providing key expectations for each year to drive teaching sequences and help to guide planning  Re-defining ‘pace’ to be about learning as well as momentum

Birmingham Primary Strategy Team Subject Leader Training Raising Expectations  Revising the learning objectives around the acquisition of phonic knowledge for early reading, spelling and sentence level work  Smoothing and steepening the incline in expectations in mathematics across all years, particularly to inject more pace into Years 3, 4 and to provide more opportunity for consolidation of learning in Years 5 and 6

Birmingham Primary Strategy Team Subject Leader Training More Accurate Assessment The early version of the framework offers guidance on three aspects of assessment for learning:  Prompts to determine the pitch of teaching of specific aspects of the subject/area of learning at the beginning of new units of work  Guidance on assessing children’s progress  Prompts that are designed to support teachers’ judgements

Birmingham Primary Strategy Team Subject Leader Training The renewed Frameworks include support for the following key areas:  Applying literacy and mathematics beyond the daily literacy and mathematics lessons  Planning for application and linkages in learning  Exemplifying opportunities to develop key aspects of learning – both cognitive and affective Broadening and Strengthening Pedagogy

Birmingham Primary Strategy Team Subject Leader Training Broadening and Strengthening Pedagogy  Incorporating speaking and listening objectives  Exploiting the potential of ICT as both a teaching and learning tool for teachers and pupils  Planning for inclusion and for the provision of targeted intervention for children at risk of underachievement

Birmingham Primary Strategy Team Subject Leader Training Renewing the Frameworks Roll out: Head and Deputy Briefings 4 area based INSET days 06/07 Literacy/Numeracy/TLRS Cover cost contribution School-based subject leader led INSET Monitoring/Evaluations through Link visits Further focused training 07/08 Schools should plan for a two year implementation Draft consultation materials Specific support for improving teaching of early reading

Birmingham Primary Strategy Team Subject Leader Training The Early Years Foundation Stage Childcare Bill devoted solely to early years and childcare Introduces Birth to Five framework Compulsory for all early years providers Support for all schools to implement from November 07 Draft out for consultation from 5 th May

Birmingham Primary Strategy Team Subject Leader Training Why are the frameworks changing? The National Literacy Strategy’s Framework for teaching and the National Numeracy Strategy’s Framework for teaching mathematics were introduced into primary schools in 1998 and 1999 respectively. Over the last 7 years, the context within which schools and settings have worked has changed. We need to continue to work at ensuring every child really having the opportunity to achieve his or her potential. This requires effective personalisation of learning, providing the right support and opportunities tailored to the individual needs of every child. This challenge raises the bar in terms of aspirations

Birmingham Primary Strategy Team Subject Leader Training How are the frameworks changing? Slimmed-down objectives - objectives in the earlier frameworks have been slimmed down to give a clearer sense of the important areas of mathematics and literacy that need to be taught to children each year. An electronic version - the electronic format will allow you to link quickly to a wide range of teaching and learning resources, so that you can customise your planning, teaching and assessment more easily. A clearer structure for mathematics and literacy - to simplify the structure of the objectives, strands of learning in each of mathematics and literacy have been identified with slimmed-down objectives grouped within strands to demonstrate progression.

Birmingham Primary Strategy Team Subject Leader Training Does this link to the Birth to 5 Framework? The Childcare Bill is going through Parliament in the early part of 2006 with the provision for a single quality framework for children from birth to five. It is envisaged that both the Early Years Foundation Stage (EYFS) and the renewed literacy and mathematics frameworks will provide integrated advice to practitioners about supporting children’s care, learning and development from birth to the end of the reception year. A consultation has taken place

Birmingham Primary Strategy Team Subject Leader Training

Birmingham Primary Strategy Team Subject Leader Training

Birmingham Primary Strategy Team Subject Leader Training

Birmingham Primary Strategy Team Subject Leader Training Roles and responsibilities of the Subject Leader Activity: In school pairs, use the responsibility planner to discuss: –Practice in your school setting –Issues arising from remodelling –Any issues that need to be addressed