The Primary Framework for Literacy and Mathematics Essay

The Primary Framework for Literacy and Mathematics - Essay Example 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 l eadership 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 th ey 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

Krafts Marketing and Sales Strategy Assignment Example | Topics and Well Written Essays - 1000 words

Krafts Marketing and Sales Strategy - Assignment Example Kraft’s respond to the macro-environment of China is through research of the different demography of Chinese consumers, their capacity to purchase, and their eating patterns.   This led Kraft to reinvent the traditional Oreo cookies to Chinese style cookies; from cookie form to wafer and lesser sweet, the packaging and the content of the package (wherein the original content is 14 Oreos which costs 72 cents reduced to fewer pieces of Oreos and costs only 29 cents), and the Chinese style Oreo can withstand the extreme climate of both Northern and Southern region of China.   In the micro-environment, Kraft responded in dealing with the management team, wherein all the members of the management team were replace by entrepreneurial team of local Chinese managers thus, creating positive output of introducing Oreo to Chinese consumers.   Kraft also outsourced marketing teams, in the form of students to become ambassadors of Oreo wherein, the job of these local students is to c ampaign the Oreo to 300,000 consumers cents reduced to fewer.   These ambassadors also campaigned the Oreo through basketball wherein, introducing the Oreo being dunked in the milk.This type of strategy also helped Kraft to be responsive to global environment’s opportunities.   They also studied the eating habits and preferences of different countries and were able to produce Kraft products according to the preferences of the consumers in different countries.  ... Kraft considered other alternatives to make Chinese consumers patronize Oreo cookies. OREOS AND MILK, CHINESE STYLE 4 Discussion In 1996, Kraft Foods introduced Oreo cookies in China in the form of the original top-selling Oreo cookies of the U.S. However, even a lot of marketing effort has been done, the sales of the Oreo cookies in China remained flat. This statement is supported with my aforementioned discussion in the research. The study is limited to Kraft Food and its marketing strategy in selling Oreo cookies in China. Kraft’s respond to the macro-environment of China is through research of the different demography of Chinese consumers, their capacity to purchase, and their eating patterns. This led Kraft to reinvent the traditional Oreo cookies to Chinese style cookies; from cookie form to wafer and lesser sweet, the packaging and the content of the package (wherein the original content is 14 Oreos which costs 72 cents reduced to fewer pieces of Oreos and costs only 29 cents), and the Chinese style Oreo can withstand the extreme climate of both Northern and Southern region of China. In the micro-environment, Kraft responded in dealing with the management team, wherein all the members of the management team were replace by entrepreneurial team of local Chinese managers thus, creating positive output of introducing Oreo to Chinese consumers. Kraft also outsourced marketing teams, in the form of students to become ambassadors of Oreo wherein, the job of these local students is to campaign the Oreo to 300,000 consumers. These ambassadors also campaigned the Oreo through basketball wherein, introducing the Oreo being dunked in the milk. This type of strategy also helped Kraft to be responsive to global environment’s

General Electric Crotonville ampus Case Study Example | Topics and Well Written Essays - 1250 words

General Electric Crotonville ampus - Case Study Example In recent years, GE has embraced organisational management with a program such as the one they are sponsoring firms to come up with efficient and clean energy for America. Q2. GE management innovation where it centralized its decision-making in the 1950’s drew towards a classical management approach and adaptation of the six-sigma approach to management drew a lot on behavioural management theory. In a bid to increase their efficiency and output, GE has adopted a contingency perspective where they approach issues from different angles, they have used techniques such as six sigma to ensure all departments operate at their optimal level; in addition, they have a training facility to train their employees in order to increase their output. Q3. GE has been successful in integrating the management science in its operation due to training of their employees especially in management, the training made sure that the employees were already operating near optimal points therefore it was much easier for them to implement management science approaches such as the six sigma Q4. Developing new leaders is the key to sustainable growth according to GE. Leaders who are passionate about giving their clients the best, who know their products and market well, as well as being innovative. In view of this, general electric has set up a training facility in Crotonville where about 9000 of its employees are trained on leadership annually in order to improve their leadership skills. Q5. GE’s Crotonville Leadership campus General Electric Crotonville campus otherwise known as John F Welch leadership development centre was founded in 1956 as the first corporate school in the world. It is located at the hamlet of Crotonville in New York and hosts about 10,000 employees of General Electric every year, these employees range from entry-level employees to the top management of the firm globally where they learn a lot in leadership (Durett 26). The Crotonville campus offers a wid e range of courses for their clients that include leadership courses for new managers focusing on development, business impact and external focus, customer programs including executive briefing, change management and integration. Other courses are executive courses in leadership, innovation, strategy and manager development and critical skill such as presentation, hiring, team building and project management. In addition to offering the management leadership courses, General Electric Crotonville campus encourages intercultural and interracial interactions between its employees with the courses having more than half of the population coming from outside the United States of America. Other affinity groups of Crotonville campus also offer opportunities that encourage diversity for instance the ‘leading and learning’ summit that is hosted by GE women’s network invites more than 150 women to interact where more than two thirds are customers and suppliers of General El ectric. In order to reach their global leaders and customers in the whole world, General Electric has spread the Crotonville experience to the rest of the world with special global courses in the various parts that include sharing best experiences in Asia. Others include management development in Europe, learning in Abu Dhabi where General Electric has collaborated with Mubadala Development Company, growing teamwork in Asia and on the ground in Africa (Stefanovich 64) The structure at the General Electric