Welcome to the Camtree Digital Library
The Camtree Digital Library publishes peer-reviewed research reports produced by educators from around the world. Library content is freely available to all readers.
Camtree supports educators to reflect on their practice and conduct research to improve learning in their own contexts and organisations, through its website at https://www.camtree.org. Camtree is based at Hughes Hall, University of Cambridge.
Recent Submissions
Item Finders keepers? Exploring reasoning and respectful challenge in museum-based dialogue with primary students(2025)Context: The Fitzwilliam Museum aims to foster independent, inquiry-based learning through experience of art and artefacts. The museum engages numerous school students annually, providing educational sessions designed to enhance their learning experiences within the museum context. This study involved collaboration with local primary schools to refine discussion methods that foster dialogue among young learners, emphasizing reasoning and respectful disagreement while exploring themes linked to ancient cultures. Aims: The primary aim was to develop strategies that enhance dialogue among students by promoting reasoning, comparison, and contrasting of ideas related to ancient Egyptian and Greek artefacts. The goal was to encourage students to examine complex ethical considerations concerning provenance and the ownership of cultural artefacts, fostering an environment that supports shared ownership of opinions. Methods: The study focused on Year 3 and 4 students visiting the museum for sessions centred on ancient Egypt and Greece. Educators employed the T-SEDA self-audit framework of dialogue, utilizing structured group discussions without direct intervention from facilitators. Students were provided prompts to encourage reasoning and reflection on their ideas, which facilitated deeper discussions. Discussions were documented through transcription of audio recordings and facilitator observations to analyse students' engagement and reasoning processes. Findings: Analysis revealed that students actively engaged in reasoning and respectfully challenged each other's opinions during discussions. While a lack of formal baseline data limited quantitative insights, qualitative observations indicated students increasingly expressed diverse viewpoints. The physical museum environment influenced student engagement, with more open spaces promoting richer conversations. However, some organizational challenges arose, such as dominant voices within groups and external interventions disrupting dialogue. Implications: Insights from the inquiry indicate that structured dialogue can enhance student engagement in challenging discussions about artefacts, aiding their ability to articulate differing opinions. Educators may consider adapting elements of the T-SEDA model in their own practices, reinforcing the importance of student-led dialogue while being aware of environmental influences and the dynamics of group discussions. The study highlights the value of collaborative practice and reflection among educators in fostering meaningful learning experiences.Item Transition: For young children with autism(2025)Context: The study examines the transition process for young children with autism, specifically within the context of a mainstream primary school. It highlights the significance of understanding the multi-faceted nature of transition, which can be seen as moving in, moving through, and moving on, to effectively address the inclusion of children with special educational needs and disabilities (ISEND). Aims: The primary aim of the research is to investigate how the theory of transition can serve as a framework for planning the educational journey of young children with autism. By exploring the different stages of transition, the study seeks to enhance the understanding and implementation of effective transition strategies tailored for this demographic. Methods: The research adopts an action research approach, which involves cycles of planning, acting, observing, and reflecting. The study is divided into two cycles, each focusing on incremental refinements of the research question and methodologies based on previous findings. Ethical consent was obtained from participants to ensure anonymity in the data presentation. Findings: The pupil responded positively to structured activities, including visual aids and one-to-one sessions. These interventions helped the child express concerns, build relationships, and feel safe in the new environment. The transition was smooth, and the pupil demonstrated increased confidence and engagement. The study also highlighted the importance of early planning, parental involvement, and staff collaboration. Implications: The insights generated from this research may inform practitioners about the relevance of structured transition frameworks in supporting young children with autism. Other educators might consider exploring similar frameworks for planning transitions, as the study illustrates the potential benefits of carefully planned approaches tailored to individual needs. The systematic analysis could encourage further exploration and adaptation of transition practices in various educational contexts for children with special educational needs and disabilities.Item PMLD Life Skills: Dual coding(2025)Context: The study focusses on enhancing the educational experiences of children with Special Educational Needs and Disabilities (SEND) through a specific lesson study. Conducted in a school with a focus on Inclusion and Special Educational Needs and Disability (ISEND), the study aimed to develop life skills in pupils who have profound and multiple learning disabilities (PMLD). The emphasis was placed on using dual coding - the combining of verbal and visual instructions to facilitate learning key tasks. Aims: The primary aim of the study was to determine effective strategies for teaching life skills, specifically making toast, to improve the independence of students with SEND. The research also sought to establish a solid pedagogic foundation for these teaching strategies while investigating the transference of learned skills to contexts beyond the school environment. Methods: The lesson study was structured over several weeks. In the initial weeks, a team was formed to identify pupils and agree on the study's focus following an analysis of the school's primary needs. Subsequent weeks involved observational assessments of students, debriefing sessions to analyse findings, and iterative lesson planning, culminating in the completion of observations and conclusion of findings by week six. Findings: The findings indicated that providing explicit verbal and visual instructions facilitated the incorporation of information into students' long-term memory. Pupils showed significant responsiveness to clear instructions and structured learning tasks, resulting in greater independence in completing life skills tasks. Implications: The study exemplifies the role of structured pedagogical frameworks combined with dual coding in supporting children with SEND. Other educators may learn from the effectiveness of task-oriented and visual instructional methods in enhancing skill retention. Additionally, the research suggests that implementing lesson studies as a professional development strategy could yield insights into child learning progression and serve as an intervention when student progress stalls. The potential for skills learnt at school to be translatable to home environments remains an avenue for further exploration.Item Adaptive Teaching: Peer support(2025)Context: The lesson study aimed to explore the use of peer support as a means to help students remain focused during lessons within a mainstream secondary school setting. The study involved planning and implementation phases over several weeks, incorporating ethical considerations for data publication. Aims: The main objective of the lesson study was to evaluate the efficacy of focus cards used in peer support pairings among students with and without special educational needs and disabilities (SEND). The study sought to determine the optimal pairing of students to maximise the effectiveness of these tools. Methods: The research was conducted through a series of structured lesson observations and follow-up discussions, involving a team of educators in designated roles. The process included selecting students, conducting observations across multiple lessons, and discussing outcomes based on the implementation of focus cards. Adaptations were made, such as changing student pairings, to assess varying levels of success. Findings: Observations revealed a mixed response to the use of focus cards. Successful outcomes were observed in some pairings, such as with a Year 10 student receiving effective support from a peer; however, negative interactions were noted in other pairings, where dynamics led to distractions rather than focus. The effectiveness of focus cards depended significantly on the careful selection of peers and, in some cases, the introduction of rewards to reinforce positive behaviours. Implications: The findings suggest that while peer support and focus cards can be beneficial in managing student concentration, the selection of appropriate pairings is critical. The study highlights that the implementation of such strategies may require time for integration into classroom routines and underscores the importance of considering individual student needs. Moreover, positive social interactions may develop through peer support, fostering self-awareness and self-regulation in students with focus challenges. The insights gained may offer valuable considerations for educators seeking to enhance student engagement and the effectiveness of peer-supported learning.Item PSHE: Using technology to support group work skills(2025)Context: This Lesson Study was conducted in a mainstream primary school and focused on supporting children with autism to develop group work and social interaction skills. The study explored the use of Cosmo Explore, an interactive learning technology, to facilitate collaboration and turn-taking among Key Stage 2 (age 7-11). Aims: The research aimed to investigate how technology can encourage positive social interactions for children with autism. Specifically, it sought to determine whether Cosmo Explore could support pupils in developing turn-taking, sharing, and collaborative behaviours in both small and larger group settings. Methods: The study followed a three-cycle Lesson Study approach. Two pupils with EHCPs participated in structured sessions using Cosmo Explore. In each cycle, the level of group interaction increased - from paired work to small group collaboration. Teachers observed without intervening, allowing for authentic, child-led learning. Pupil voice was gathered after each session to inform planning and reflection. Findings: Both pupils demonstrated improved group work skills. Pupil A developed turn-taking behaviours and contributed without dominating. Pupil B showed increased willingness to collaborate, though he found larger group settings more challenging. Teachers noted the value of stepping back to observe genuine interactions and highlighted the importance of pupil voice in shaping future planning. Implications: Insights from this study highlight the potential of integrating technology like Cosmo Explore to promote inclusivity in group work settings. The findings suggest that effective lesson planning should incorporate student feedback to address the diverse needs of learners, particularly in enhancing participation among students with Autism. The exploration of different methodologies and tools indicates that future applications can be tailored to encourage collaborative skills and bolster educational outcomes for all students.
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