Transcript Sample title

The Primary Framework
for Mathematics
Day 1
An introduction
© 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
© 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
© Crown copyright 2006
Core position papers –
day 2
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Calculations (Day 2)
Calculators (Day 2)
Using and applying
Oral and mental work
Mathematics and the primary
curriculum
• Day-to-day assessment
© Crown copyright 2006
Oral and mental work
The 6 Rs of oral and mental work:
• Rehearse
• Recall
• Refresh
• Refine
• Read
• Reason
© 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.)
© Crown copyright 2006
Using and applying mathematics
Counting and understanding number
Knowing and using number facts
Calculating
Understanding shape
Measuring
Handling data
© Crown copyright 2006
Progression and links between
strands, blocks and units
Block A
Counting,
partitioning
and
calculating
© Crown copyright 2006
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
Block A
Counting,
partitioning
and calculating
Using and applying mathematics
Block B
Securing number
facts, understanding
shape
Using and applying mathematics
Block C
Handling
data and measures
Block D
Calculating,
measuring and
understanding
shape
Block E
Securing number
facts, relationships
and calculating
Counting and understanding number
Calculating
Knowing and using number facts
Understanding shape
Using and applying mathematics
Measuring
Handling data
Using and applying mathematics
Calculating
Measuring
Understanding shape
Using and applying mathematics
Counting and understanding number
Knowing and using number facts
Calculating
© Crown copyright 2006
Block E
Securing
number
facts,
relationships
and
calculating
Block B
Securing
number
facts,
understanding
shape
Block C
Handling
data and
measures
Block D
Calculating,
measuring and
understanding
shape
Block A
Unit 1
Block B
Unit 1
Block C
Unit 1
Block D
Unit 1
Block E
Unit 1
Block A
Unit 2
Block B
Unit 2
Block C
Unit 2
Block D
Unit 2
Block E
Unit 2
Block A
Unit 3
Block B
Unit 3
Block C
Unit 3
Block D
Unit 3
Block E
Unit 3
Block A
Counting,
partitioning
and
calculating
© Crown copyright 2006
Block E
Securing
number
facts,
relationships
and
calculating
Block B
Securing
number
facts,
understanding
shape
Block C
Handling
data and
measures
Block D
Calculating,
measuring and
understanding
shape
Block A
Unit 1
Block C
Unit 1
Block B
Unit 1
Block D
Unit 1
Block E
Unit 1
Block A
Unit 2
Block B
Unit 2
Block D
Unit 2
Block C
Unit 2
Block E
Unit 2
Block A
Unit 3
Block B
Unit 3
Block C
Unit 3
Block D
Unit 3
Block E
Unit 3
Block A
Counting,
partitioning
and
calculating
© Crown copyright 2006
Sequence for teaching
Assess (AfL)
Plan
Teach
Practise/consolidate
Apply
Review
© 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.
© Crown copyright 2006
Planning - day 3
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Interactive planning tool
AfL
Using and applying
Speaking and listening
Cross-curricular links
© Crown copyright 2006
The e-framework: a tour
© Crown copyright 2006