Renewed Framework Briefing for Senior Leaders

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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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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
  

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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.

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Todays Programme

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

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Background/Key Differencesand Key Messages
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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 . .

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Why It Has Been Renewed

• Current strengths
• Effective pedagogy
• Excellence and Enjoyment
• FLEXIBILITY- Fitness for purpose
• Assessment for Learning
• ICT
• Raise expectations
• Progression.

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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.

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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.

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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).

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Overview/Demonstrationof the Renewed Framework
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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.

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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.

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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
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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

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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

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Implementing the Renewed Framework

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

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Timelines/Expectations
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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).

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CPD Themes/Options

• Maths
• Calculations
• Using and Applying Mathematics
• Under-performing groups

• Literacy
• Communication, language and literacy
• Improving writing
• Enhancing literacy
• Under performing pupils

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Phases

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

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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.

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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.

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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

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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

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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.

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Support and Publications
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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).

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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

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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

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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

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Plenary/Questions
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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.

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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.

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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
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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.