With an aim to raise standards, there is naturally an aim to heighten expectations — ensuring that children are genuinely involved in their learning will support this goal. The renewed framework aims to deliver a curriculum that is both extensive and varied, with particular emphasis on developing collaborative skills.
As well as reading and writing, pupils should have the opportunity to speak, listen and discuss — activities that will be fundamental to their learning. To incorporate this into a mathematics lesson involves exploring outside the traditional boundaries. One way of achieving this is by using ICT solutions with problem-solving activities that require discussion and teamwork.
In conclusion… Teachers do feel frustrated by the framework being renewed, as Ruth points out. In addition, it contained a wealth of extremely helpful examples which teachers could access when they were unsure of how to approach the teaching of a particular strand of maths, such as cumulative frequency. However, while the changes to the Primary Strategy Framework for Numeracy may seem fundamental, there is a great deal of crossover between it and the previous framework.
The time-consuming challenge for teachers is finding where the crossover is and then using existing materials alongside new materials. The government does not expect teachers to start again, but wants them to build on success and make further improvements.
But, as we have seen with the Renewed Primary Framework for Literacy, this is easier said than done! Renewed Primary Framework for Mathematics. Kath Donovan looks at the Renewed Primary Framework for Mathematics Introduction The introduction of the Renewed Primary Framework for Mathematics brought with it concerns from teachers that all of their current planning would have to be renewed from scratch. The Renewed Framework for Mathematics The Renewed Framework for Mathematics centres around five main themes which include: encouraging flexibility a more structured teaching and learning programme more effective use of assessment raising expectations broadening and strengthening the pedagogy.
The new objectives for mathematics are organised in seven core strands. The strands are: using and applying mathematics counting and understanding number knowing and using number facts calculating understanding shape measuring handling data. The blocks are: Block A: Counting, partitioning and calculating. Block B: Securing number facts, understanding shape. Block C: Handling data and measures. Block D: Calculating, measuring and understanding shape. Block E: Securing number facts, relationships and calculating.
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No more training has been forthcoming and now it is too late! The advisers seem to be unsure about what is new in the framework and what has changed or been replaced from the old one. However, both statements cannot be correct and many advisers seem to be carrying on giving exactly the same advice they did before the renewed framework came out.
As per usual, it seems that training to support new initiatives from the government is patchy to say the least and teachers are essentially expected to work everything out for themselves.
Documentation As ever, the documentation that the government has produced is overly complex, and has come out in several stages. The book we were all given way back last year only had part of the framework in. According to the government, assessment and planning was going to be easy as there was an online tool that teachers could all access and use.
Now, as we all know, this government has an appalling track record with new software and, true to form, this one is no different.
Four of the strands are concerned with speaking and listening, three with reading and five with writing. All the literacy is supposed to be taught through these 12 strands. Just to help further!
These phases run across the strands, the year groups and the objectives, apparently. One of the first things I realised when initially reading the renewed framework was that, although a much slimmer document than the previous one, it really is even smaller, as all the objectives are repeated. They are presented once by strand, and then again by year. Unless you are in the Reception Year, which has disappeared in a puff of smoke! The renewed framework goes straight from the Early Years to Year 1.
So for example, in Year 1, there are four units for narrative, five for non-fiction, and three for poetry. Each unit has a heading, and a recommended time scale.
Finding the framework OK, still with it so far? Next I looked for these units to see what was in them.
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