Transcript Renewed Frameworks for Teaching Mathematics and Literacy

New Framework for
Numeracy
Staff INSET session 2:
2)
1) Recap - Renewed framework
A Staff Guide - Accessing renewed framework
for Numeracy
Staff Meeting: 13/11/06 – by R Patel
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.
Recap on previous session?
So much
has
happened
since then!
What are the 7 strands?
Use and apply mathematics
Count and understanding number
Knowing and using number facts
Calculating
Understanding shape
Measuring
Handling Data
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
What were the significant changes
in Numeracy?
Knowing & using number facts strand
•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
What were the significant changes
in Numeracy?
Calculating strand
•
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
Progression and links between
strands, blocks and units
Block A
Counting and
Understanding
number
and
Calculating
Block E
Knowing and
Block D
Block B
Block C
using number
Calculating,
Knowing and
Handling
facts, Calculating
Measuring
using number
data
&
and
facts,
and
Counting &
Understanding Measuring Understanding
understanding
shape
shape
number
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
Block D
Calculating,
Measuring and
Understanding shape
Use and apply mathematics
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
Position and transform shapes, recognising and use their properties to visualise
and construct.
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
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
"Autumn“
A
Block A
Unit 1
Block B
Unit 1
Block C
Unit 1
Block D
Unit 1
Block E
Unit 1
"Spring"
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
"Summer"
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
"Autumn"
Block A
Unit 1
Block C
Unit 1
Block B
Unit 1
Block D
Unit 1
Block E
Unit 1
"Spring"
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
"Summer"
Block A
Counting and
Understanding
number and
Calculating
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
Block A
Unit 1
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
Resources
Starters
Lesson
ideas
Year 3: Block A - Unit 1
Springboard/ Maths
Wave 3
Challenges
Background
materials
• Guidance papers;
• Interactive access to learning
objectives;
• Structured support for planning;
• Support for assessment.
• Library of all documents;
• Supporting resources.
• 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.
How do we access the renewed
framework?
1.
Type in web address:
2.
3.
Save in your ‘favourites’ NOW!
You should be in the Primary Frameworks Homepage
- select Mathematics – navigation panel is on the
left hand side
http://www.standards.dfes.gov.uk/primaryframeworks/
i.e.
•
•
•
•
•
Problem solving, reasoning and numeracy (PSRN)
Guidance Papers
Learning objectives
Assessment
Planning
Staff Guide…
…to accessing the
Renewed Framework
for Numeracy
What do all those different
hyperlinks in the navigation
panel mean?
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.
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.
Learning Objectives
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.
REMEMBER: The objectives for mathematics are
organised by strands and by years.
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…
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
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
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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.
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.
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.
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.
Planning a teaching sequence?
Things to consider…
• 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
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
Library
Consists of
• Guidance documents – 6 Guidance Papers available for
downloading
• ICT resources - ITPs, Spreadsheets, and Interactive
Whiteboard Files
• Intervention materials – Springboard Materials
• Mathematics publications – Mathematical Challenges for able
pupils in KS 1 and 2 (included only at present!)
• Inclusion – Wave 3 Materials
A
BIG ‘Thank you’ for listening
and working extremely hard!