The original Frameworks for teaching literacy and mathematics, which were introduced in the late 1990s, have contributed significantly towards raising standards and supporting improvements in teaching and learning in our primary schools. Through a combination of greater guidance and continuing professional development (CPD) for teachers, the quality of teaching and consequently the quality of learning and achievement of children in literacy and in mathematics has improved. The National Strategies have continued to build their support for teachers through developing materials and resources that complement the Framework for teaching literacy and mathematics in response to independent evaluation of what is working and of what is needed to support further improvement.

Standards in English and mathematics have risen significantly since the introduction of the Framework but challenges remain. Nearly a quarter of 11-year-olds are still not confidently attaining level 4 or above in mathematics by the time they leave primary school and more still needs to be done to improve standards in writing. To ensure that all our children achieve well and develop the skills to read, write and calculate with confidence and competence, there is a need to personalise further the use of guidance in the original Framework.

Much has changed in education since the launch of the original Framework for teaching literacy and mathematics. The Foundation Stage was developed and became the first stage of the National Curriculum. Technology and its use in teaching and learning have developed significantly. Much has been learned from further research into children's learning, including longitudinal studies into the lasting effects of early education. There have been developments within the National Curriculum along with a move towards greater personalisation. Every child matters set a clear focus on improving five outcomes for children, with a clear continuation of the drive towards improved standards. Developments in the area of early reading as a response to research and the publication of the Rose Report: Independent review of the teaching of early reading in 2006 have similarly signalled the need to take stock and to look afresh at children's learning and support for teaching. Work is in hand to develop a new statutory framework for children's learning and development from birth to five: the Early Years Foundation Stage (EYFS). The time is therefore right to renew the original Frameworks in order to encapsulate the developments that have taken place over the last eight years.

We want teaching to be of the highest quality and to engage children in learning that secures the achievement of high standards for all children.

Changes to the original Framework

The changes contained in the renewed Primary Framework for literacy and mathematics reflect national policy developments and are built upon research and evaluation undertaken since the late 1990s. There has been widespread consultation on the content of the Framework, and changes that have been incorporated include:

• extend it to the beginning of funded education, to create greater coherence and continuity within and between stages of care and education

• create a clearer set of outcomes 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

• bring 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

• support schools and settings in implementing the recommendations of the Rose Report through the provision of high-quality teaching of phonics and early reading

• support improved leadership and management of literacy and mathematics to stimulate and improve standards further

• reduce workload and foster professional dialogue on how to use the Framework flexibly to meet the needs of children through focused CPD

• introduce 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.

Framework format, organisation and structure

Format:

This electronic version of the Framework provides more help with planning, teaching and assessment.

The electronic and interactive structure to the Framework helps to:

• Provide direct links to a wealth of useful materials which will help in planning teaching and children's learning.

• Provide a clearer picture of progression in core aspects of literacy and mathematics, including the development of early reading within the EYFS and supporting whole-school curriculum targets which identify key steps in learning that children need to secure if they are to make progress and achieve appropriately high standards throughout the primary phase.

• Improve access to guidance that will support the teaching of specific ideas that children may find difficult, with greater control on how much or how little of this guidance to use, depending on the context and needs facing teacher and practitioners.

• Clarify and support the significant development in the teaching of early reading, in the teaching of phonics, and in the implementation of the 'simple view of reading'.

• Support assessment and its effective use.

• Support the development of longer-term planning of teaching sequences that build learning over time.

• Integrate provision for speaking and listening strands to promote children's learning in literacy and mathematics.

• Offer significant support on how the key aspects of learning in the teaching of literacy and mathematics can be applied across the curriculum.

• Place greater emphasis on the use of ICT to support learning and teaching in literacy and mathematics.

Organisation and structure:

The Framework is organised into strands (12 for literacy and 7 for mathematics). These relate directly to the Early Learning Goals and to the National Curriculum Orders for English and mathematics at Key Stage 1 and Key Stage 2. The construction of the Framework around strands provides a useful vehicle for highlighting some of the specific aspects of literacy and mathematics that some children find difficult to learn. The slimmed-down objectives give a clearer sense of the important aspects of literacy and mathematics that children need to learn.

The objectives are presented in two ways: firstly, by year or stage, as structured in the previous Framework; then, in response to requests to make progression clearer, the objectives are also presented across the strands showing the specific progression in learning through each strand. The learning objectives cover the Foundation Stage to Year 6. Foundation Stage elements mirror the relevant sections in the EYFS and the objectives are referenced to the Early Learning Goals. Objectives also show Year 6 progression into Year 7. The structure and presentation of the objectives have been organised in ways that help teachers and practitioners manage their planning and assessment, recognising that within any one class, there will be a range of ability with some working beyond the level of the majority and some working below that level. The presentation of objectives in this electronic Framework enables you to follow the progression in learning both before and beyond the objectives in each year group. The organisation and range of objectives are designed to help teachers and practitioners plan across the primary age range, and to support planning for mixed-age classes and those with a broad range of ability. The Year 6 progression to Year 7 identifies aspects of mathematics and literacy that extend and challenge Year 6 children's learning.

More about the Early Years Foundation Stage (EYFS)

The Childcare Act 2006 provides the underpinning legislation for a single quality framework for children from birth to five (the EYFS). The EYFS and the renewed literacy and mathematics Framework provide integrated advice to practitioners about supporting children's care, learning and development from birth to five. The EYFS will be statutory from 2008. Until then, practitioners and teachers should continue to plan and assess on the basis of the Curriculum guidance for the Foundation Stage (QCA/00/587) and undertake observational assessment at the end of the stage in line with the Foundation Stage Profile with an awareness of how to move towards implementing the EYFS in September 2008.

In order to support practitioners in developing continuity for children, particularly between the Foundation Stage and Year 1, the relevant sections of the EYFS and literacy and mathematics Framework mirror each other. Practitioners will also continue to find useful support for children's continuity in learning in the approaches outlined in Continuing the learning journey (QCA 2005).

Six areas of learning

It is important to note that all six areas of learning in the Foundation Stage are interrelated and approaches to learning and teaching in the Foundation Stage must match the development and age of the learner. The curriculum planned for the child will be shaped by the principles in the Curriculum guidance for the Foundation Stage and the particular needs of individuals and different groups of children, considering each child as an individual.

The six areas of learning represent an integrated structure for supporting the developing curiosity, enjoyment of learning and achievement of young children.

Personal, social and emotional development concerns children's emotional well-being, developing respect for others, and building social skills and a positive disposition to learn. Communication, language and literacy depend on learning and being competent in a number of key skills, together with having the confidence, opportunity, encouragement, support and disposition to use them.

Problem solving, reasoning and numeracy is one of the EYFS areas of learning and development. This area of learning is embedded in the mathematics section of the Framework to maintain continuity once the EYFS is implemented. It involves children building an understanding of problem solving, reasoning and numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. Mathematical development depends on becoming confident and competent in learning and using key skills. This area of learning includes seeking patterns, making connections, recognising relationships, working with numbers, shapes, space and measures, counting, sorting and matching. The development of mathematical understanding should include the use of stories, songs, games and imaginative play.

In developing a knowledge and understanding of the world, children are developing the crucial knowledge, skills and understanding that help them to make sense of the world in which they live. This forms the foundation for later work in science, design and technology, history, geography, and information and communication technology (ICT). The physical development of babies and young children is inseparable from all other aspects of development because they learn through being active and interactive. They use all their senses to learn about the world around them and make connections between new information and what they already know. Physical development is about improving skills of coordination, control, manipulation and movement. Creativity is fundamental to successful learning. Being creative enables babies and young children to make connections between one area of learning and another. They need opportunities to explore and share their thoughts, ideas and feelings through a variety of art, mathematics, design and technology, music, movement, dance and imaginative and role-play activities.

It is important that the learning experiences provided for young children in the Foundation Stage provide sufficient opportunity for exploration and a good balance between practitioner-led and child initiated activity. As practitioners plan learning experiences for young children, it is essential that full account is taken of the links that can be created across the areas of learning to ensure that such experiences contribute to the broad and holistic learning and development.

The Primary Framework for literacy and mathematics provides guidance for children all the way through schools and settings from Foundation Stage to Year 6, and shows progression into Year 7. Practitioners in schools and settings will be working with both the EYFS and this Framework - in order to plan for transition and continuity it is important that Year 1 teachers are familiar with the EYFS.

The EYFS and the literacy and mathematics Framework have been developed alongside each other, with relevant sections mirroring each other. Schools and settings will find that the guidance provided in the literacy and mathematics Framework for the Foundation Stage matches the sections in the EYFS on communication, language and literacy and problem solving, reasoning and numeracy.

• The objectives for the Foundation Stage in the Primary Framework for literacy and mathematics are the same as the bullet points in the latter parts of 'Development matters' in 40-60 months (DfES 2002) for communication, language and literacy and problem solving, reasoning and numeracy.
• The objectives for the end of the Foundation Stage in the literacy section of the renewed Framework are the Early Learning Goals for communication, language and literacy, and in mathematics they are the Early Learning Goals for problem solving, reasoning and numeracy.
• The learning objectives highlighted in bold within the Foundation Stage for both literacy and mathematics form the Early Learning Goals, with the other objectives in the literacy and mathematics Framework aiming to provide more detailed steps in learning, including additional bullets taken from the stepping stones in the Curriculum guidance for the Foundation Stage.

One of the key principles underpinning the development of the renewed Primary Framework for literacy and mathematics has been to ensure that the messages and guidance for Foundation Stage practitioners are consistent between the EYFS and the Framework in order that practitioners are not given mixed messages or forced to make choices between available guidance that may appear inconsistent. The integration of advice on early reading following significant developments taking place and incorporated into the Primary Framework will be reflected in the EYFS, building upon the principles outlined in the Rose Report.

Accessing and implementing the renewed Primary Framework

This electronic Framework provides a resource that will be added to and expanded with additional support and material as the Framework project develops over the coming year. This will include any necessary revisions to the Early Years elements following the EYFS consultation.

Local Authorities are supporting schools and settings with the effective implementation of the Framework for literacy and mathematics through briefings for headteachers, specific training programmes for school staff with responsibility for leading improvements in literacy and mathematics, and through specific support on the teaching of early reading and implementing the recommendations of the Rose Report. This support has already started and will be further developed across the 2006-07 academic year. The introduction of the EYFS will similarly be supported with support and training.

Action for schools and settings

In beginning to implement the renewed Framework, schools and settings are recommended to:

• Review their current work in communication, language, literacy and mathematics; check their data in these areas; identify priorities in each area; address major weaknesses and then revise their implementation as they go, maintaining the focus upon using the Framework to help raise achievement and improve standards.
• Become familiar with the navigation and guidance offered by this electronic Framework.
• Use elements of the renewed Framework, including material and planning units that reflect the priorities arising from the review
• Incorporate the outcomes of the considered and searching reviews of the effectiveness of their current work in communication, language, literacy, and in mathematics (or problem solving, reasoning and numeracy, as mathematical development will be called within the EYFS) into improvement planning with an appropriately paced implementation of the renewed Framework to tackle the issues that have arisen.
• Set out a calendar to tackle the issues highlighted.

In general, the vast majority of schools and settings are likely to be making extensive use of the renewed Framework at some stage during this academic year. The Framework is designed to support teachers and practitioners in raising achievement and there is, therefore, an urgency in ensuring that teachers and practitioners are fully confident in its use and that implementation is secure. The renewed Framework for literacy and mathematics forms a significant development which builds upon the learning and development that has taken place since the original Framework for teaching literacy and mathematics were introduced in 1998 and 1999. Although there are good ideas and structures within the original Framework, the renewal marks an important step and brings new impetus and new structures that are a significant development rather than a repackaging of guidance that is already in place. Changes in the structure and content of objectives, learning and core guidance are significant and schools and settings are encouraged to understand the changes and to move towards implementation of the renewed Framework for literacy and mathematics rather than to rely upon the original Frameworks. Although there are links with the original Framework for teaching literacy and mathematics on this electronic version of the renewed Framework, these links are to help with the smooth transition for schools using one system as they move towards another.