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Renewed Framework Briefing for Senior Leaders

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Title: Renewed Framework Briefing for Senior Leaders


1
Renewed Framework Briefing for Senior Leaders
  • Excellent teaching gives children the life
    chances they deserve. Enjoyment is the birthright
    of every child. The most powerful mix is the one
    that brings the two together.

2
Renewed Framework Briefing for Senior Leaders
  • Tuesday 16th January 2007 1500 - 1700
  • Helen Radmore and Marilyn Jones
  • Anthony Evans and Peter McCarthy
  • Rebecca Stainsby and Paula Murray-Mower
  • http//www.standards.dfes.gov.uk/primaryframeworks

3
Todays Objectives and Outcomes
  • For Senior Leaders to have a good understanding
    of
  • the overall expected outcomes of the CPD
    programme
  • the rationale for the Renewed Framework, its
    structure and its expectations
  • the scope of the change, its timetables and the
    CPD opportunities and challenges
  • the implications for leaders and managers
  • how the Renewed Framework will support schools in
    addressing their priorities and hence raise
    standards and achievement for all.

4
Todays Programme
  • Background/key differences and key messages
  • Overview/demonstration of the Renewed Framework
  • Timelines/expectations
  • Support
  • Plenary/questions.

5
Background/Key Differencesand Key Messages
6
The Renewed Framework
  • DISCUSS . . .
  • As a school group, tell each other what you
    already know about the Renewed Framework, e.g.
  • what it looks like
  • how different it is to the current frameworks
  • the expected timescale for its implementation
  • why it was introduced
  • the implications for school
  • etc . .

7
Why It Has Been Renewed
  • Current strengths
  • Effective pedagogy
  • Excellence and Enjoyment
  • FLEXIBILITY- Fitness for purpose
  • Assessment for Learning
  • ICT
  • Raise expectations
  • Progression.

8
Main Generic Differences
  • Electronic version
  • Slimmed-down objectives adjusted to show
    progression more clearly
  • Clearer structure of objectives and strands for
    learning
  • One-stop shop for resources
  • Some raising of expectations so a steeper
    incline to allow more time for consolidation in
    Years 5 and 6
  • Greater emphasis on the review-plan-teach-practise
    -apply-review cycle
  • Longer planning/teaching sequences
  • Greater emphasis and recognition of the
    importance of Speaking and Listening in all
    aspects of Teaching and Learning.

9
Strengths to be Maintained
  • Opportunities for children to use practical and
    other resources
  • Pace and challenge
  • Good balance of immersion/scaffolding/independence
  • Importance of secure number bonds prior to and
    alongside times tables
  • Practice time - starters based on summative and
    day-to-day assessment (e.g.oral and mental
    starter rolling programme)
  • Connectionist approach
  • Delay of written methods and emphasis on mental
    calculation in mathematics.

10
What is Going Well/Less Well
  • DISCUSS . . .
  • What in your school is already going well/less
    well in
  • The use of the current frameworks
  • Literacy and Numeracy planning
  • Pupils standards and progress in Literacy and
    Numeracy (Excellence)
  • The curriculum and pedagogy tools/resources in
    Literacy and Numeracy (Enjoyment).

11
Overview/Demonstrationof the Renewed Framework
12
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13
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14
Key Changes in Literacy
  • Learning objectives are organised under twelve
    strands and show progression more clearly
  • Stronger emphasis on building learning over time
    and developing the teaching sequence
  • Explicit inclusion of speaking and listening
    objectives
  • Changes which reflect the recommendations from
    the Rose Review
  • Closer focus on assessment for learning
    throughout a unit of work
  • Timings of different parts of the lesson should
    fit the purposes of the intended focus for
    learning
  • Integration of ICT to improve teaching and
    learning in Literacy, including the use and
    production of multi-modal texts.

15
Key Changes in Numeracy
  • Simplified structure made up of learning
    objectives in seven strands
  • Smoothing of progression across all years
  • Clear emphasis on mental calculation
  • An increased expectation in objectives to support
    the teaching of calculations e.g. number facts,
    times-tables
  • Progression in written calculation is clarified
  • A stronger structure to Using and Applying
    Mathematics
  • Sharper use of assessment tools throughout the
    learning process
  • Greater emphasis on Speaking and Listening skills
    to support the development of mathematical
    understanding.

16
Organisation of the 7 Strandsinto Teaching
Blocks
Block A Counting, partitioning and calculating 2
2 2 weeks
Using and applying mathematics
Counting and understanding number
Calculating
Block B Securing number facts, Understanding
shape 3 3 3 weeks
Using and applying mathematics
Knowing and using number facts
Understanding shape
Block C Handling data and measures 2 2 2
weeks
Using and applying mathematics
Measuring
Handling data
Using and applying mathematics
Block D Calculating, measuring and
understanding shape 2 2 2 weeks
Calculating
Measuring
Understanding shape
Block E Securing number facts, calculation and
relationships 3 3 3 weeks
Using and applying mathematics
Counting and understanding number
Knowing and using number facts
Calculating
17
The Teaching and Learning Cycle
  • Over a 2 or 3 week unit, different structures
    of the following sequence should be employed
  • Review
  • Teach
  • Practise
  • Apply
  • Review

18
Trial Planning Group Feedback
  • Ten Literacy and ten Numeracy Subject Leaders
    supported colleagues in one year group in
    trialling the planning and teaching from the
    Renewed Framework.
  • Literacy
  • Numeracy

19
Implementing the Renewed Framework
  • DISCUSS . . .
  • The likely key messages and issues for your
    school in planning, familiarity and confidence
    with the Renewed Framework.

20
Timelines/Expectations
21
Timeline of the Big Picture
  • Head Teacher Launch (Oct. 06)
  • 20 schools piloting planning (Nov./Dec. 06)
  • Senior Leaders Briefing (16.01.07).
  • LA-based Subject Leaders Day 1 (07.03.07)
  • School-based CPD including Subject Leaders gap
    tasks and Professional Development Meetings
    (PDMs) 1 and 2 (Day 2)
  • LA-based Subject Leaders Day 3 (18.06.07)
  • School based CPD including Subject Leaders gap
    tasks and PDM 3 (Day 4)
  • LA-based Subject Leaders Day 5 (date T.B.C.)
  • Schools continued CPD including PDM 4.
  • Fully implemented with all staff fully trained,
    familiar and confident with renewed frameworks
    (Sept. 08).

22
CPD Themes/Options
  • Maths
  • Calculations
  • Using and Applying Mathematics
  • Under-performing groups
  • Literacy
  • Communication, language and literacy
  • Improving writing
  • Enhancing literacy
  • Under performing pupils

23
Phases
  • Phase 1 Preparation
  • Phase 2 - Progression and Pedagogy
  • Phase 3 - Review and Evaluation

24
Example School
  • Following a review of priorities in Literacy
    and Numeracy, the school identified that the two
    themes most appropriate for them were Writing
    and Using and Applying Mathematics.
  • Summer 07
  • PDM 1 An introduction to the Renewed Framework
    with a Literacy focus plus immersion sessions/ICT
    up-skilling
  • PDM 2 Improving Writing
  • Additional immersion sessions/ICT up-skilling.
  • Autumn 07
  • PDM 3 Improving Writing
  • PDM 4 Review with Literacy plus immersion
    sessions/ ICT up-skilling.

25
Example School contd..
  • Spring 08
  • PDM 1 An introduction to the Renewed Framework
    for Numeracy plus immersion sessions/ICT
    up-skilling
  • PDM 2 Using and Applying Mathematics
  • Additional immersion sessions/ICT up-skilling.
  • Summer 08
  • PDM 3 Using and Applying mathematics
  • PDM 4 with a Numeracy focus plus immersion
    sessions/ICT up-skilling.

26
ICT
  • Current Infrastructure- can it cope?
  • Online Framework- can staff access and plan?
  • Links with discrete ICT- can they be made?
  • ICT use, Learning objectives- which comes first?
  • Skills and confidence- what are the CPD needs?
  • Some suggestions

27
ICT- software suggestions
  • IWB/ Whiteboard software
  • Winzip- to unpack some of the online packages
  • Office- Microsoft or Open office- to WordPro and
    run spreadsheets
  • QuickTime Windows Media Player- to view video
    clips
  • Typing Tutor- e.g. 2Type
  • Presentation software for Multimodal
    storytelling- PowerPoint or 2create
  • Photostory3- a free download for creating
    subtitled slideshows
  • And dont forget .. Digital cameras e.g. Digi-
    Blue

28
Your School
  • DISCUSS . . .
  • Your understanding of the three phases
  • Your preliminary thoughts on preferred themes
  • How this will align with other school priorities
  • ICT issues.

29
Support and Publications
30
LA Support
  • Breaking-down/aligning/simplifying/tailoring
  • Mediating national messages and materials
  • Providing additional support and guidance
    materials
  • Local planning trial
  • Key events this year and ongoing tailored events
    in Literacy, Numeracy and ICT over the next year
  • Supply Cover (10 days per school)
  • Minimum of half-day support in every school (by
    the end of Summer 08).

31
Contents of the Headteacher Booklet
  • Foreword
  • Section A - Introduction and Principles
  • Section B - What the Renewed Primary Framework
    offers to schools
  • Section C - Diagram to show the suggested process
    for implementing the Primary Framework in
    Literacy and Mathematics
  • Section D - A brief overview of support for
    school-based meetings
  • Section E - How to secure high-quality teaching
    and learning of phonics
  • Section F - Contents of the Subject Leader
    Handbook

32
Contents of theSubject Leader Handbook (DVD)
  • Introduction
  • Headteacher Booklet
  • Implementing the Primary Framework
  • Implementing the Rose Report recommendations
  • Tools to support leadership management
  • Short video sequences of learning teaching

33
Tools to Support Leadershipand Management
  • Introductory guides learning and teaching in the
    primary years
  • Senior leadership team initial audit tool
  • School self-evaluation grid literacy toolkit
  • School self-evaluation grid mathematics toolkit
  • Web links for Primary National Strategy
    self-evaluation toolkits
  • School self-evaluation grid Assessment for
    Learning
  • Tracking pupil progress case study tools and
    materials
  • Contents of units in Excellence and Enjoyment
    learning and teaching in the primary years
  • Additional papers learning and teaching

34
Plenary/Questions
35
Todays Objectives and Outcomes
  • For Senior Leaders to have a good understanding
    of
  • the overall expected outcomes
  • the rationale for the Renewed Framework, its
    structure and its expectations
  • the scope of the change, its timetables and the
    CPD opportunities and challenges
  • the implications for leaders and managers
  • how the Renewed Framework will support schools in
    addressing their priorities and hence raise
    standards and achievement for all.

36
Our Key Messages
  • Its a renewal not a wholesale change or
    revolution in the 3 Rs
  • It will require significant time for key leaders
    and teachers
  • Its not just a Framework its a CPD package
  • Its a tool rather than an initiative
  • It will require careful leadership and management
    so that staff dont feel overwhelmed - especially
    in Literacy with concurrent changes in Early
    Reading
  • It places high demands on ICT skills and
    hardware
  • Whilst partly daunting, it is also very exciting
    and is generating lots of enthusiasm from
    teachers and pupils
  • It will demand increased professionalism and
    teacher choices.

37
Plenary Review
  • DISCUSS . . .
  • Three key messages on the theme of Whats in it
    for us and the children? that you, as a team,
    are going to take back to school tomorrow.
  • Question time
  • SLT Meeting
  • Planning for management of change
  • Planning the range of CPD and how you are going
    to bring
  • capacity to that
  • Planning for quality assurance and monitoring and
    evaluating.

Please return the questionnaire to us by
Monday 19th February 2007
38
Renewed Framework Briefing for Senior Leaders
  • Excellent teaching gives children the life
    chances they deserve. Enjoyment is the birthright
    of every child. The most powerful mix is the one
    that brings the two together.
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