The Renewed Frameworks

for Mathematics

Effective September 2008

 New curriculum aims from
QCA
 Motivating and engaging
 Gain relevant skills for education,
employment and life
 Assessment supports teaching
 Curriculum meets needs of learners
 Smooth progression
 Encourages access to higher
education
 New Frameworks have
common format.
 Importance statement: why it
matters
 Key Concepts: big ideas that
underpin each subject
 Key Processes: essential skills for
each subject
 Range and content: what to teach
 Curriculum opportunities
 Mathematics Key Concepts
 Competence:
 Apply suitable maths
 Communicate effectively
 Select appropriate tools and methods
 Mathematics Key Concepts
 Creativity
 Combine previous experiences to
construct new knowledge
 Use knowledge to solve new problems
 Pose questions and develop arguments
 Mathematics Key Concepts
 Applications and implications of
maths
 Know that maths is rigorous
 Know that maths is a tool
 Recognise historical and cultural roots of
maths
 Engage in maths as an interesting
activity
 Mathematics Key Concepts
 Critical Understanding
 Maths is abstract and therefore can be
used to model
 Recognise limitations and scope of
model
 Key Processes (what we’re all
calling MPAs or Mathematical
Processes and Applications)
 Representing
 Analysing
 Use mathematical reasoning
 Use appropriate mathematical processes
 Interpret and Evaluate
 Communicate and reflect
 Range and Content
(Still called ATs but new names)
 MPA (AT1)
 Number and Algebra (AT2)
 Geometry and Measures (AT3)
 Statistics (AT4)
 Curriculum Opportunities
 Opportunities to enhance and enrich
learning, including making links with
other subjects and the wider
curriculum.
 Quick Summary
Is what students have to know
No
different?
Is the new curriculum at odds with
what we want students to achieve No
from maths?
Is it prescriptive about how
No
concepts have to be taught?
Does it provide opportunities for
teachers to deliver content in the Yes
way they want?
 Cause for anxiety
 Understandable that anxiety creeps
in – students still have to know all
the things that they used to have to
know but there is the expectation
that there will be a real change in the
emphasis of how maths is taught –
one which will develop students into
learners who can use their maths to
solve problems. So how do we fit it
all in?
Why it makes me feel Why it makes me feel
ok anxious
It is in tune with why I I think I have got to be
teach maths and what doing it all now.
I love about maths.

Don’t panic. It is expected that the changes in the emphasis of teaching will
be introduced during 2008 and 2009 to Y7 (Y8 might be a good idea too) and
that this will continue as they move through years 8 and 9.
 2008/09 2009/10 2010/11

new KS3
Y7

old or new
Y8 new KS3
KS3

old or new
Y9 new KS3
KS3

Functional skills GCSE 1

Y10 and/or GCSE 2
 Starting points for the new
curriculum
 Every child matters agenda
 Enjoy and achieve: creativity, solutions
 Be healthy: numeric data
 Stay safe: understand risk
 Economic well-being: interpreting
 Make a positive contribution:
empowered to contribute by being
logical
 Starting points for the new
curriculum
 Personal Learning and Thinking Skills:
 Independent enquirers
 Creative thinkers
 Team workers
 Self managers
 Effective participators
 Reflective learners
 Assessment
 New diploma process will assess these
skills (first 5 piloted from Sept 2008)
 Functional skills are integral part of this,
qualifications in own right also.
 APP resources for maths awaited in Spring
(trialling in Foundation subjects now)
 In the classroom and at other “non-
statutory” times schools are encouraged
to develop a range of approaches that can
be used to develop learning.
 How it might look in the
classroom
 Still seeing students making progress
in their learning
 Some lessons might be very
explicitly about developing the MPA
skills
 Some lessons might develop these
skills implicitly, it might be a good
idea to make these explicit later!
 MPAs
• Representing
– Recognise problem as one that can apply maths to, breaking it
down & using appropriate words, symbols and diagrams
• Analysing (Reasoning)
– Generalising, logical working, explaining reasoning, taking
feedback and adapting approach.
• Analysing (Mathematical processes)
– Doing the maths by appropriate and accurate means
• Interpreting and evaluating
– Relate finding to original context, justify methods and
conclusions and compare approaches.
• Communicating and reflecting
– Effectively communicate own results, recognise other equivalent
approaches.

•Some descriptions seem to overlap to me – don’t think it really matters.

 4 possible models for the inclusion of an MPA rich task into a unit of work

Level of
Start of task End of task
risk

A Teach the syllabus and the mathematical content required for the NC in the main part. Introduce some
Low
elements of MPA into teaching through specifically aiming at a particular objective or skill set in part of a
lesson.

MPA rich starter Re-visit the initial

to make learners prompt and ask
aware of context students if they are
B and necessity for
Teach the syllabus and content required for the unit of work.
now better equipped Low/ Med
learning to approach the
upcoming skills. problem

Deliver an MPA 'Rich' Task which

will draw on the skills learnt enabling
the students to apply their new
C Teach the syllabus and content required for the unit of work knowledge. Assess students Med/ High
learning by observing the
conversation and approaches used
to engage with the activities

•Deliver an extended MPA 'Rich' Task covering a range of skills and knowledge.
D •Stop students and teach as problems and gaps in knowledge arise High

Mathematical
MPA rich activity
content lesson
 Key web references for
information
 There are two main sources to refer to: www.curriculum.qca.org.uk and
www.standards.dcsf.gov.uk as detailed below.

 http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/mathematics/index.aspx
(page for KS3 and KS4 PoS) then on right hand side there is a box to click on for: How
mathematics links to
 Aims (this is key aims of learning maths)
 Personal development (this is how maths contributes to the five ECM aims)
 PLTS (this is how maths contributes to the six PLTS headings)
 Functional skills (links Functional skills to KS3 PoS)
 http://curriculum.qca.org.uk/key-stages-3-and-4/skills/plts/index.aspx (click on Download PLTS
Framework for overview of PLTS non subject specific)
 http://curriculum.qca.org.uk/key-stages-3-and-4/personaldevelopment/index.aspx (brief overview of
ECM aims)
 http://www.standards.dcsf.gov.uk/secondary/framework/maths/fwsm particularly the 5 sections from
the left hand side under Framework for Secondary Mathematics include:
 Overview: gives summary of the 5 strands. Can then link to Overview which shows each AT split into Y7 to 11 and
Extension
 Framework learning objectives: General information and link to APP assessment guidelines which is a 2 page
levelling grid
 Introduction to Learning Objectives: The “Revision to objectives in y7, 8 and 9” links to AT for KS3 PoS breaking
down each AT into levels. The “Objectives in Y10 and 11” gives info on making 2 levels progress in KS4 and on
right hand side gives link to Key Process Maps i.e. the PDF spider documents for the MPAs.
 Supplement of examples: click on AT to get document showing supplement of examples (old Framework folder I
believe)
 Mathematics Learning Objectives: in the main body the “maths overview and learning objectives” gives