Renewing the Frameworks Day 1

1

Renewing the Frameworks Day 1
Session 1 Key themes and revisions
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Key consideration.

• Through successful use of the National
  Strategies teachers have now made literacy and
  mathematics teaching the best it has ever been.

1998 - 59 of 11 year olds attained level 4
in mathematics 2005 - 75 of 11 year olds
attained level 4 in mathematics
1998 - 53 of 11 year olds in NEL attained
level 4 2005 - 75 of 11 year olds in NEL
attained level 4
2006 - 76 of 11 year olds attained level
4 2006 - 76 of 11 year olds in NEL attained
level 4 (prov.)
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Whats to be done?

• Removing barriers to success.
• Using funding support from that is available.
• Putting strategies in place through PDM in
  schools.

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5 key themes - considerations

• Lead to next steps in the evolution of the
  strategy.
• Will influence the on-going work of the
  strategies.
• Provide opportunities.
• Building on success and moving forward.

Common questions to consider across each
theme What are the implications for your
school? What messages would you want to share
with colleagues?
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Encourage flexibility.
Encourage flexibility in the organisation of the
curriculum and the structure of literacy and
mathematics lessons.

• Monitor organisation and structure of lessons.
• Focus on learning objectives planning and
  learning.
• Engage children in learning.
• Ensure phases of lessons are timed to fit their
  purpose.
• Plan across lessons.
• Look at broader curriculum across mathematics and
  with cross curricular links.

6
Structure key messages.
Structure teaching and learning over sequences of
lessons as well as within lessons

• Ensure using and applying is embedded in every
  block.
• Make links across areas of mathematics.
• Note the high profile of calculating in the
  blocks.
• Note the number of strands per block.
• Using the structure in planning.
• Ensure progression and planning are understood.

7
Raising expectations.

• Track strands for progression and success.

• Track childrens progress to support teaching and
  learning.

• Ensure that progression in strands and blocks
  helps teachers to manage and plan for changes.

• Develop U A to raise the level of challenge.

• Support colleagues in developing U A.

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Effective use of assessment.
Make more effective use of assessment to inform
and direct teaching and learning.

• Build on previous learning to establish that
  children have prior knowledge in place to make
  expected progress.
• Learning objectives are written in language that
  can be shared with children.
• Assessment for learning (AFL) questions provide
  an indication of the pitch of work and
  expectations within a unit.
• AFL questions can be used to frame success
  criteria.
• Assessment guidance is being developed and will
  be made available over the year.

9
Broaden and strengthen pedagogy.
Broaden and strengthen pedagogy to improve the
quality of teaching and learning for all children

• Make teaching and learning lively, challenging
  and engaging.
• HMI report that there is less use of resources
  now than when strategy was introduced.
• Practices have not moved to make optimum use of
  interactive whiteboards.
• Ensure that fitness for purpose pedagogy is
  developed and has impact on childrens learning.
• Encourage practice that may require risk taking
  in a supportive environment.

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Reflections.

• Do children get the opportunity to experience the
  excitement of learning mathematics?
• Is there sufficient time for dialogue and is
  childrens mathematical language well developed?
• Do children have access to images, models and
  symbols that they can use to support their
  thinking and reasoning?
• Are children engaged in evaluation and self
  review as a part of mathematics learning?

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Subject leaders have the opportunity

• To be involved in a longer term continuing
  professional development programme that supports
  their own professional development as a teacher
  and leader in the school.
• To take an active role in leading the schools
  development planning and making a contribution to
  improving the quality of mathematics teaching and
  learning more broadly across the full curriculum.

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The opportunity

• To organise and carry out whole-school focused
  action
• research activities that everyone can
  contribute to and benefit from.
• To stimulate and lead an informed discussion on
  pace of learning, progression in mathematics and
  fitness-for-purpose pedagogy.

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The seven strands
Using and applying mathematics
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Guidance on mathematics planning
Block A Counting, partitioning and calculating
Block B Securing number facts,
understanding shape
Block E Securing number facts, relationships
and calculating
Block D Calculating, measuring
and understanding shape
Block C Handling data and measures
Block A Unit 1
Block B Unit 1
Block E Unit 1
Block D Unit 1
Block C Unit 1
Block A Unit 2
Block C Unit 2
Block B Unit 2
Block E Unit 2
Block D Unit 2
Block C Unit 3
Block D Unit 3
Block E Unit 3
Block A Unit 3
Block B Unit 3
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Strands in each unit
Using and applying mathematics
Block A Counting, partitioning and calculating
Counting and understanding number
Calculating
Using and applying mathematics
Block B Securing number facts, understanding shape
Knowing and using number facts
Understanding shape
Using and applying mathematics
Block C Handling data and measures
Measuring
Handling data
Using and applying mathematics
Block D Calculating, measuring and
understanding shape
Calculating
Measuring
Understanding shape
Using and applying mathematics
Block E Securing number facts, relationships and
calculating
Counting and understanding number
Knowing and using number facts
Calculating
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Guidance papers available for PDM and discussion

• Mathematics and the Primary Curriculum.
• Oral and mental work in mathematics.
• Day to day assessment in mathematics.
• The use of calculators in teaching and learning
  mathematics.
• Using and applying mathematics.
• Calculation.

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Renewing the Frameworks Day 1
Session 2 Progression through calculation
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Session 2

• Theme
• Raise expectations
• Structure teaching and learning

• Strands
• knowing and using number facts
• calculating

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Progression through calculation

• Look at strands
• Knowing and using number facts
• Calculating
• and
• 1999 Framework for teaching mathematics.

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Task

• Compare the two documents
• Summarise the key differences between the
  Renewed Framework and 1999 Framework for
  teaching mathematics.

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General points

• Fewer objectives for each year group
• Changes to smooth progression and bring forward
  some early ideas children need to secure
• Objectives aim to paint the big picture
• The key objectives (now called end of year
  expectations) appear in bold.

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Knowing and using number facts

• FS process of observing and finding facts
  starts
• Identified progression from Y6 to
• Increased expectation in most year groups
• Increased emphasis on multiplication and
  division in all year groups

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Calculating

• FS early calculation
• Emphasis on mental calculation throughout years
• Progression from Y6 to Y7 emphasis on mental
  methods
• Increased emphasis on multiplication and
  division
• Progression in developing and refining written
  methods from Y3
• Increased expectation, especially around
  multiplication division
• Earlier introduction of calculator

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Discussion

• How can you ensure that staff in your school are
  aware of these changes in expectations?

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Teaching Subtraction

• 2 5 4
• 2 4 5
• 12 15 26 4
• 138 57 43

How confident would children in your school be at
answering such questions and what strategies
might they use?
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Teaching Subtraction
2 5 4 3 2 4 5 3 Can be reordered to
read 2 5 4 3
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Teaching Subtraction
12 15 26 4 12 26 15 4 19 138 57
43 138 100
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Discussion

• How can we help children to calculate
  efficiently, are there particular models and
  images that might be helpful?

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Number Line Images

• 33 14
• 119 87
• 3.29 1.59
• Find how much between 430 and 915

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Number line Images

• multiples of 10, 100, 1000.. are often used as
  landmark numbers
• same process when using decimal numbers
• time lines can be good models for solving time
  problems

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Number Line Images
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Using models and Images
Using the model you have been given, consider how
it might be used to teach subtraction. Is it
more suitable for a particular year group? Could
it be adapted to suit an older/younger year
group?
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Using models and Images
Which are currently being used in your
school? How is their use being adapted in
different year groups?
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Block A Counting, partitioning and calculating
Using and applying mathematics
Counting and understanding number
Calculating
Block B Securing number facts, understanding shape
Using and applying mathematics
Knowing and using number facts
Understanding shape
Block C Handling data and measures
Using and applying mathematics
Measuring
Handling data
Block D Calculating, measuring and
understanding shape
Using and applying mathematics
Calculating
Measuring
Understanding shape
Block E Securing number facts, relationships
and calculating
Using and applying mathematics
Counting and understanding number
Knowing and using number facts
Calculating
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Addition and subtraction facts
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Discussion

• Identify how the activity might be used to
  promote childrens problem-solving skills and
  strategies, and be adapted for use with different
  age groups

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Activity 2
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8

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Key messages

• Raising expectations
• Structure teaching and learning

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Renewing the Frameworks Day 1
Session 3 Teaching strategies
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5 Key themes

• Encourage flexibility
• Structure teaching and learning
• Raise expectations
• Make more effective use of assessment
• Broaden and strengthen pedagogy

• think about how we might describe teaching
• begin to develop a more enquiry-based approach
• teaching is informed by clear approaches and
  outcomes
• developing a shared understanding of pedagogy
• how we can expand the repertoire of teaching
  skills

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Describing a shape
Oblong

• A rectangle.
• Two lines of symmetry.
• Four sides, two equal and parallel pairs.
• Four right angles.
• Diagonals are equal and bisect each other.

Fold the sheet to make a square. Devise a
convincing argument that the shape you have
produced is a square.
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Some properties of a square

• Four equal sides.
• Four right angles.
• Four lines of symmetry.
• Diagonals cross at right angles.

Consider the language used to develop reasoning
and communication skills because, therefore,
so, must be
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Paper folding activity
Produce a convincing argument to show whether the
triangle you have made (indicated) is equilateral
or not. Consider how this exercise might be
developed to enhance learning
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Equilateral triangle a possible explanation

• The first fold provided a line of symmetry.
• The second fold created a line that was equal in
  length to the bottom edge. (2 sides are the same
  length).
• Since the centre line is a line of symmetry then
  the left side and right side are equal in length.
• All three sides are equal in length so the
  triangle is equilateral.

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Teaching approaches.

• What teaching approaches were used and how would
  you describe them to a colleague?

Which characteristics of the six approaches might
describe the teaching approaches in the two
activities?
A mixture of approaches interactive and
responsive to the subject.
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Messages.

• The activities established
• The need to have some shared language to describe
  and discuss teaching.
• That categories are not prescriptive or mutually
  exclusive.
• How to best engage colleagues in professional
  discussion on teaching and learning.
• How might such activities fit into a teaching
  sequence?
• How might such activities be developed through
  practice and application?

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Learning outcomes for children

• Acquiring knowledge.
• Acquiring skills.
• Acquiring concepts.
• Using and applying knowledge, skills and
  understanding.
• Exploring and enquiry.
• Reviewing, managing and extending learning.

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Comparisons

• The National Numeracy strategy
• Strong emphasis on direct teaching of the whole
  class in the main activity.
• Support given in independent group work.
• Teacher could work with and teach a particular
  group.

• The renewal of the framework
• Provides opportunities to appraise the teaching
  and learning of mathematics.
• The aim is clear about how different teaching
  approaches might promote learning.
• Purposes of learning need to be defined clearly.
• Encourages fitness for purpose pedagogy.

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Discussion

• How would you adopt and adapt the resources and
  the teaching approaches in your classroom?
• Which teaching approaches do you think are well
  embedded in the teaching of mathematics in your
  school? See blue handout 3.1
• How could you share these resources and teaching
  approaches with colleagues in your school?

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Reflect on

• How the mathematics curriculum in the school
  impacts on teaching and learning.
• Any key internal or external factors that
  influence the quality of mathematics teaching and
  learning in their school.
• Any partnership arrangement within the school
  that can be used to provide coaching or mentoring
  support to participants and colleagues.

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Opportunities

• The programme should be seen as an opportunity
  to
• Be involved in a longer term CPD programme that
  supports own professional development as a
  teacher and leader in the school.
• Stimulate and lead an informed discussion on pace
  of learning, progression in mathematics and
  fitness-for-purpose pedagogy.

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Renewing the Frameworks Day 1
Session 4 Implementing PDM
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Professional Development Meetings
PDM1 Introduction to the Framework PDM2 Pace and
Progression PDM3 Pedagogy PDM4 Review and
evaluation
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5 Key themes

• Encourage flexibility
• Structure teaching and learning
• Raise expectations
• Make more effective use of assessment
• Broaden and strengthen pedagogy

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Calculating Pathway

• PDM2 Support materials address
• Strengthening pace and progression in
  calculation
• Strengthening pace and progression in
  subtraction
• Strengthening pace and progression in
  multiplication
• Strengthening pace and progression in division
• One PDM3
• Strengthening pedagogy in calculation

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U and A/Underachieving groups Pathways
One PDM2 One PDM3 However the materials used to
support Calculation PDMs may be of use to
planning these PDMs
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Leading a PDM

• What are the elements that need to be in place
  for a professional development meeting to be
  successful?

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Leading a PDM

• Time to plan
• Clear understanding of school priorities
• Commitment of staff and senior leaders
• Meeting is well led
• Contributions are valued
• Clear actions coming out of meeting
• Follow up tasks are purposeful
• Staff are supported
• Actions are monitored by leadership team

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Leading a PDM

• Quickly skim through Handout 4.2
• Next steps
• All classes use a Unit from same block to
  assist discussion both about using the renewed
  Framework and progression of the specific subject
  matter

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Pace and Progression PDM2

• Provides more detail than PDM1 as PDM1 is a joint
  meeting and has to be planned with literacy
  colleagues
• Designed to support schools with particular
  issues and these may require slightly different
  approaches and solutions
• Includes more material than it may be possible to
  include in a single PDM and will require thought
  and careful planning to ensure the key points are
  given sufficient attention in the meeting
• Follows a structure that is common to all PDM 2s
• Incorporates a whole-school action research
  follow-up task that can be adjusted as required
  to address the particular focus of the school

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Leading PDM2

• Whole school commitment
• Clear understanding of pace and progression
• Subject Leader responsibility
• Whole school actions
• Target group of children to be selected
• Leadership Team support
• Tasks in PDM2 feed into PDM3

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Target children and tasks

• Focus - based on analysis of data
• A small group of children to be selected
• The choice of the group must reflect the schools
  focus
• The progress of this group will be monitored
  closely
• Questions in PDM2 for staff to give their group
• SL role to monitor this action research

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Discussion

• What are the key messages you want to share with
  colleagues when planning and running PDM1 and
  PDM2?
• How do PDM1 and PDM2 link? What would you need to
  do within and between meetings to make these
  links?
• How might you tailor these meetings to fit your
  school context?
• How will you ensure staff are clear about and
  committed to the actions they take after the
  meetings?

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Tasks for Day 2

• Become familiar with the electronic framework
• Prepare for PDM1 and PDM2
• Monitor the use of the agreed Unit from the
  framework
• Carry out the reading of the Guidance Papers
• Monitor the identification of the groups of
  children
• Undertake some first-hand experience of the
  action research that is taking place in each
  class after PDM2

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Reflection and key messages

• Take the lead in developing and supporting the
  school
• learning community
• Tailor the meetings to support the schools
  priority for
• improvement in Maths
• Make the PDMs a significant part of the schools
  continued
• professional development
• Record, reflect on and monitor agreed actions
  arising from
• each meeting
• Gain an overview of the progress being made and
  the implications
• for your school on the teaching and learning of
  Mathematics
• and the achievement of your children