TEST ACTIVITY 1 TASK A There are two national frameworks: 1. The Primary Framework for Literacy and Mathematics 2. The Frameworks for Secondary English and Mathematics The Primary Framework for Literacy and Mathematics The Primary Framework for literacy and mathematics, which replaced the National Literacy Strategy Framework for Teaching YR to f6 (1998) in October 2006 applies to students within the age of 3 and 11…
These variations are built upon evaluation and research carried out since the late 1990s. The changes include: 1. Extending it to the beginning of funded education, to create greater coherence and continuity within and between stages of care and education 2. Creating a clearer set of learning objectives to support teachers and practitioners in planning for progression in literacy and mathematics, to help raise the attainment of all children, personalise learning and secure intervention for those children who need it 3. Bringing an increased sense of drive and momentum to literacy and mathematics through the primary phase, involving some scaling up of expectations and a greater focus upon planning for progression through a teaching sequence over an extended unit of work covering 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 further 6. Reducing workload and foster professional dialogue on how to use the Framework flexibly to meet 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 wide range of teaching and learning resources 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 project develops. This may include any necessary revisions to the Early Years elements, and the simplified learning objectives that give a broader overview of the literacy curriculum in the primary phase. The learning objectives of the framework are aligned to 12 strands that demonstrate progression in each of the strands. The 12 strands also create a direct link to the Early Learning 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, Language and Literacy goals, and ensure that the appropriate National Curriculum levels are accomplished for the Key Stages. The strands of this framework include Speak 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, Engaging and responding to text, Sentence structure and punctuation, Word Structure, spelling and Presentation. (DfES, 2006) This framework also involves the Literacy Hour within which Pupils have daily literacy lessons where they are taught the knowledge, skills and understanding set out in the National Curriculum for English. The guidance in the renewed 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 ...
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But a fifth of 11-year-old pupils, particularly boys, still fail to reach the expected level for English. Schools Minister Jacqui Smith said the government would be addressing the need to help pupils who were falling behind. Even though the number not reaching the expected literacy levels has been slowly falling over recent years, the inspectors warn of the impact on secondary schools” (BBC News, 2005).
As each day goes by, we do mathematics both consciously and unconsciously. Right from cockcrow to sunset, one is likely to read the time, adjust the clock, but an item, sort out objects, transact business, read the calendar, write a date, check the speedometer, change TV channel and so several other activities that involve mathematics both directly and indirectly.
Talk for reading and writing Use of talk for reading and writing is a process meant to make the students, enjoy writing and find it satisfying and stimulating their creativity, read widely and comprehend the characteristics of good writing, understand the various genres and types of texts, learn writing from reading, speak the mind out by appropriately and meaningfully addressing the audience, learn to construct and shape the ideas, learn to plan writing, learn to reflect upon the work with an intention to improve it, and take others’ criticisms positively and respond to them adequately.
Reading in particular denotes the basic component of literacy. Text being the main constituent of communications particularly written communication, reading is a primary skill and thus readers need to be nurtured and developed. Teachers on the other hand need sound grounding in literacy theory thereby enabling them to impart practice of reading to students most coherently.
The objective of the National Literacy Framework is to promote literacy by providing guidelines for teachers on the teaching of reading from reception to year 6. This document serves as a reference point for teachers and leads them to understand what to expect of their charges and to better facilitate the reading process.
In this paper, we will investigate what is currently known about this problem.
Warings Problem was proven for all k by Hilbert in 1909 (Ellison 1971), with the Hilbert-Waring Theorem. Prior to that, the problem was solved in the
Mathematics is a science dealing with quantitative entities, using the logic of shape, numbers and its arrangement. It is a subject that transcends sociological, moral, cultural, and economic barriers. In a multi ethnic learning environment, students of mathematics may come to academic institutions from a wide range of cultural background.