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DfES Primary Frameworks
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10 Key Differences

Raised expectations – There is a distinct upward shift in expectations, for example in knowledge of number facts in Y3/4 and use of calculators in Y4.

Phonics– New guidance relating to the teaching of phonics and early reading in response to the Rose Review promotes accelerated progression in phonics in Early Years and Key Stage 1 through 6 language phases.

An electronic version– The electronic format allows teachers to link quickly to a wide range of teaching and learning resources. All teachers will need to adjust to electronic working.

A clearer structure for mathematics and literacy– There is an identified structure of objectives and strands of learning in both mathematics and literacy. Progression is set out clearly for each year group. The strands relate directly to the previous frameworks and to the programmes of study in the National Curriculum.

Slimmed-down objectives– The objectives in the earlier frameworks have been slimmed down. These give a clearer sense of the important areas of mathematics and literacy that need to be taught to children each year, and  make it easier to identify pupils’ progression in learning.

Support with planning, teaching and assessment – The objectives are divided into blocks and units of work (2 to 3 weeks of work for mathematics, 3 to 4 weeks of literacy) to support the planning/teaching/review cycle. Clear exemplifications of key areas of learning help teachers to understand what objectives look like in real, practical terms, as well as setting out the pre-requisite skills that children need to bring to units of learning. The interactive planning tool provides a comprehensive cut & paste facility to aid planning.

Developing learning over time – There is a stronger emphasis on building on learning over time and developing the teaching sequence within both literacy and mathematics.

Greater freedom to use assessment to influence planning – Exemplification is provided. However, there is a clear expectation that teachers will use effective day to day assessment for learning to adjust planning in order to suit the learning needs of pupils. This, in turn, will move them to, and beyond, age related expectations. Learning intentions and success criteria continue to be key in the planning process.

Flexibility– Teachers have greater flexibility around the order in which blocks of work are covered. This allows for cross curricular links to be made. There are links to science, key aspects of learning and speaking and listening.  There is less prescription around pedagogy, and encouragement for teachers to adapt their own strategies to fit the purpose and intention of the learning experience/lesson.

Speaking and Listening – Four strands of learning for speaking and listening are embedded within the literacy element of the framework; speaking, listening and responding, group discussion and interaction, and drama. Links are made to speaking and listening within mathematics.