The Revised Frameworks

Lighting the Spark

Or

Fanning the Flames

The Big Picture

• Excellence and Enjoyment

• Every Child Matters- so what does level 4 mean?

• Coherence- making sense of learning and cohesion- “We are all unified in our purpose…”

• Exploiting every opportunity for learning

It’s your school- it’s your curriculum

• School leaders as system leaders

• Networking the learning- sustaining the networks-

• Creativity at the heart- “the pulse of learning”- but with the tools of analysis and communication

Fan the Flames!There is no contradiction

• Creativity• Joy in learning• Thematic coherence• Kids who achieve!• Optimistic Teachers• A broad, rich and

exciting curriculum• A Healthy School

• Focused teaching and learning

• Excellent literacy and mathematics provision

• High levels of performance

• Confident children thriving in KS3 and beyond

Changes to the frameworks

• An electronic version• A clearer structure for mathematics and literacy• Slimmed-down number of objectives, adjusted to

show progression more clearly• A focus on learning, rather than teaching,

objectives• More help with planning, teaching and

assessment

Mathematics – six key changes

• Introduced 7 strands, fewer objectives

• Medium term planning model with units of work of 2 or 3 weeks to secure learning

• Given mental calculation higher status and clarified progression in written calculation

• Given using and applying higher profile

• Provided sharper assessment tools

• End of year expectations

Literacy – five key changes

• Organised learning objectives under twelve strands

• Explicit inclusion of speaking and listening objectives within the renewed framework

• Stronger emphasis on building learning over time and developing the teaching sequence

• Adjustment of expectations particularly around the learning and teaching of phonics• Closer focus on assessment for learning during, and at the end of, units of work

Five key areas that schools are encouraged to consider

• Encouraging flexibility in the organisation of the curriculum and the structure of literacy and mathematics lessons

• Structuring learning over sequences of lessons as well as within lessons

• Raising expectations for all children, especially those at greatest risk of underachievement

Five key areas that schools are encouraged to consider

• More effective use of assessment to inform and direct teaching and learning

• Broadening and strengthening teaching to

include a clearer focus on inclusion, the use of ICT, speaking, listening and learning, and on

developing links with literacy and maths

across the curriculum

CPD Networks

Selected on

• Geography - 3 areas

• Characteristics – mixed or single age classes

• Numbers – effective training groups

CPD Networks

PSLN activities• Shared training events• Consultant and AST support• Meetings of Head teachers and of Subject

Leaders• Visits to other schools• Joint visits to exemplars of good practice

CPD Networks

Evaluation

• See handout

Funding

• £10,000 per network

• Opportunity for flexibility

CPD Networks

Organisation and management

• 2 Network co-ordinators from different schools

• Network co-ordinator training

• Facilitator

• Preliminary event

Pack for schools:Booklet for headteachers

• Suggestions for an initial Leadership Team meeting• PDMs (Professional Development Meetings) on making use of

the renewed frameworks

– PDM 1 Preparation for using renewed frameworks– PDM 2 Progression in literacy

PDM 2 Progression in mathematics– PDM 3 Pedagogy in literacy

PDM 3 Pedagogy in mathematics– PDM 4 Planning next steps and monitoring progress

• Prompts for heads and others to monitor and evaluate progress

Structure of the Professional Development Meetings (PDM)

Suggested 1 hour school based PDM• Review and reflect on progress so far

(10 minutes)

• Focused input eg: Ensuring appropriate pace and progression or pedagogy within an identified strand of mathematics or literacy for focus group of children (40 minutes)

• Next steps (10 minutes)

• Generic and specific materials for each of literacy and mathematics subject leaders to lead the effective use of the renewed framework in their schools, including PDMs and suggestions for follow-up work

• Additional materials drawn from the CPD programme ‘Implementing the renewed frameworks’

These could be used by all subject leaders, including

those not participating in the LA CPD programme

‘Implementing the renewed frameworks’

Pack for schools:Subject leader handbook CD ROM

CPD programmes - literacy

There are four suggested CPD programmes to further support implementation of the renewed framework in literacy:

• Communication, language and literacy• Improving writing• Enhancing literacy • Under-performing groups of children

Having identified priorities, schools can then access CPD:• In networks ie with schools with the same needs/issues• Centrally, then school-based

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PDM 1 PDMs 2 PDMs 3

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School based

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PDMs 4

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PDM3

School based

SLT Evaluation

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Continuing professional development Continuing professional development

Autumn 06/ spring ‘07 Autumn 06/ spring ‘07 Spring 07/ summer ‘07

Post Rose Review SupportCommunication, Language and Literacy

Development (CLLD)• Audits for schools and non-maintained settings

• Funding for CPD within allocation for renewed frameworks

• Links with ‘Implementing the renewed frameworks’ CPD module

• Interim materials to support schools using

Playing with Sounds post Rose

CPD programme - mathematics

There is one programme for ‘Implementing the

renewed framework’ for mathematics.

In the programme there is guidance for LAs on how

they might focus on one of these themes:• Calculation

• Using and applying mathematics

• Another strand on which schools decide they need to focus

• Under-performing groups of children

School-based daysImportant that SMTs recognise that:

• These days form an essential part of the programme and should be part of the school’s CPD planning

• Release need not be whole days

• Activities could include:

- Tracking children in different classes- Working with colleagues in school or across their network- Preparing for PDM session- Reporting on progress to SLT- Subject related tasks

CPD programme ‘Implementing the renewed frameworks’ (DRAFT)

LA-based Introduction to renewed frameworks – head and subject leaders

School-based SLT meeting to identify priorities and focus group of children and PDM1

LA-based Day 1: Progression. Prepare for PDM 2 School-based Day 2 and PDM 2LA-based Day 3: Pedagogy. Prepare for PDM 3School-based Day 4 and PDM 3LA-based Day 5: Planning next steps, reviewing and

evaluating pupil progress, prepare for PDM 4School-based PDM 4

Ensuring impact on pupil learning Identify strand and focus group of children

Where are the children now?

How are we going

to get them

there?

What are the barriers?

Where should

they be?

Monitoring implementation

Evaluating impact

SLT Establish and agree priorities

PDMs 2

Progression

PDMs 3

Pedagogy

PDM 1

Preparation and setting the vision

PDM 4

Review and evaluation

Continual professional development