The Primary Framework for Literacy and Mathematics Essay

The Primary Framework for Literacy and math - Essay ExampleThese variations are built upon evaluation and research carried out since the late 1990s. The changes include 1. Extending it to the graduation exercise of funded education, to create greater coherence and continuity within and between stages of care and education 2. Creating a clearer entrap of learning objectives to support teachers and practitioners in readiness for approach in literacy and math, to help raise the attainment of on the whole children, personalise learning and secure intervention for those children who need it 3. Bringing an increased sense of drive and caprice to literacy and mathematics through the primary phase, involving some scaling up of expectations and a greater focus upon planning for progression through a education sequence over an extended unit of work top two or three weeks 4. Supporting schools and settings in implementing the recommendations of the Rose report through the provision of high-quality teaching of phonics and early reading 5. Supporting improved leadership and management of literacy and mathematics to stimulate and improve standards but 6. Reducing workload and foster professional dialogue on how to use the Framework flexibly to resonate the needs of the children. 7. Introducing a new, electronic format which allows for customised planning, teaching and assessment, with the ability to link quickly to a ample cast off of teaching and learning resourcefulnesss available through the Primary National Strategy. (DfES, 2006) The Primary Framework for literacy and mathematics differs from the 1998 Framework in that it involves an electronic version with simplified learning objectives. The electronic Framework provides a resource that will be added to and expanded, as well as providing additional materials and support and as the Framework contrive develops. This may include any necessary revisions to the Early Years elements, and the simplified learnin g objectives that give a broader overview of the literacy curriculum in the primary phase. The learning objectives of the simulation are aligned to 12 strands that demonstrate progression in each of the strands. The 12 strands also create a direct link to the Early cultivation Goals and aspects of English inside the National Curriculum. If the learning objectives are covered, this will enable the pupils to reach the desired Communication, words and Literacy goals, and ensure that the appropriate National Curriculum levels are accomplished for the Key Stages. The strands of this framework include babble and listening for a wide range of purposes in different contexts, Reading and writing for a range of purposes on paper and on screen Word recognition, Understanding and interpreting texts, creating and shaping texts, organisation and structuring of text, zesty and responding to text, Sentence structure and punctuation, Word Structure, spelling and Presentation. (DfES, 2006) This f ramework also involves the Literacy Hour within which Pupils have free-and-easy literacy lessons where they are taught the knowledge, skills and understanding set out in the National Curriculum for English. The guidance in the regenerate Framework still places emphasis on properly directed, carefully planned, purposeful learning and teaching. Initially, the context of the literacy framework required adequate attention to be given to how the lessons are organised and structured. The real challenge