the primary framework for mathematics

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The Primary Framework for Mathematics

Day 3Planning

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Where are we now?Discuss in small groups:• Since the last training session, what

progress have you made on disseminating the training materials?

• Have you:- Updated staff on the role of the

calculator?- Explored the progression in calculation

with all staff?- Made any changes with regards to

calculators and calculation?- Anything else?

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Objectives

• To support leadership and management of mathematics in stimulating and maintaining improvements in standards.

• To link the use of the renewed framework to school improvement.

• To engage participants in the planning process advocated in the renewed framework.

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Where are you now?

• In terms of planning from the renewed framework, where are you now?

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Raised expectations

• Look at the core learning document.• Identify the key changes in each

year group?• What are the implications for your

school?• How are you going to address this?

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Core messages

• Background• Planning the learning journey• Assess and review• Unit outcomes• Lesson objectives• Thought process

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Resources within the renewed framework

• Mathematical Challenges for Able Pupils Key Stages 1 and 2

• Intervention programmes - Springboard- Supporting children with gaps in their

mathematical understanding (Wave 3)• Teaching notesLibrary Mathematics Planning

documents Teaching notes Year 3

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ICT resources

• ITPs• Spreadsheets• IWB files

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Implications re resources

• How familiar are you with the range of resources available within the framework?

• How familiar are your staff with the resources?

• What are the implications for CPD within your school?

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The Interactive Planning Tool (IPT)

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Planning templates

• Look at a range of planning templates.

• In your groups, discuss the pros and cons of each.

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Essential guide

• Background reading• Planning

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Using and applying mathematics

Knowing and using number facts

Counting and understanding number

Calculating

Understanding shape

Measuring

Handling data

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Block ACounting,

partitioning and

calculating

Block BSecuring numberfacts,

understandingshape

Block CHandling data and measures

Block DCalculating,

measuring andunderstanding

shape

Block ESecuring numberfacts,

relationshipsand calculating

Progression and links between strands, blocks and units

© Crown copyright 2006

Block ACounting,

partitioning and calculating

Block BSecuring number

facts, understandingshape

Block CHandling

data and measures

Block DCalculating,

measuring and understanding

shape

Block ESecuring number

facts, relationshipsand calculating

Using and applying mathematics

Counting and understanding number

Calculating

Using and applying mathematics

Knowing and using number facts

Understanding shape

Using and applying mathematics

Measuring

Handling data

Using and applying mathematics

Using and applying mathematics

Calculating

Measuring

Counting and understanding number

Knowing and using number facts

Calculating

Understanding shape

© Crown copyright 2006

Hands on task

• Work in Year groups.• Plan a block for your Year

group/class/set.• Use the resources available to help

you.• Can incorporate any more creative

activities?• Can you link objectives?

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Implications

• What might the planning look like?• What might assess and review look

like?• What are the key messages to take

back to school to share with staff?

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Gap Task

• To share the messages of today with staff.

• Try planning a block of work and using it with your class. Be prepared to give feedback at final day CPD.