Camden Learning Case Studies

Permanent URI for this collection

https://hdl.handle.net/20.500.14069/276

As part of its Professional Development provision, Camden Learning has been collecting and sharing case studies of practice since 2014. These case studies include contextual information about the educational setting; a description of the rationale, target learners, and success criteria; details of inquiries or innovations; and evidence of outcomes and impact.

The case studies are a means of sharing effective practice and other teachers are encouraged to draw on them in their own work. Case studies are often accompanied by other materials such as learning resources, presentations and information for learners, parents and carers, and other teachers.

The case study reports and other materials in this Camtree connection are also available at https://camdenlearning.org.uk/case-studies/ where they can be downloaded as PDF documents or viewed as web pages.

The structured abstracts and keywords associated with each case study have been added by Camtree; the structured abstract was generated using OpenAI's GPT-3.5-Turbo Large Language Model (LLM) prior to checking and uploading.

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Now showing 1 - 5 of 46
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    Personal Finance Education for schools: Welcome to the Town of Edith Neville
    (2015)
    Aim: The main aim of the development work was to give children a first-hand learning experience of basic concepts about work, money, and how the economy works, such as taxes, gross and net salary, and how to make value decisions. Methods: The participants were children aged from Early Years to Year 6 who learned about personal finance, enterprise, the value of money, and making value decisions. They also donated money to a Nepal charity. The school used resources from the Personal Finance Education Group and their own budget to create a two-day 'Town' experience. Children learned about money management, critical consumerism, risks, emotions, and the value of money. They also learned about enterprise and making decisions. Findings: The main findings are that children have developed an appreciation of the economy, the value of money, and the importance of making sensible decisions when it comes to spending and saving. They have also learned about enterprise and budgeting. Implications: The findings suggest that personal finance education has been successful in teaching children about taxes, salaries, and budgeting. They have also learned to make value decisions and evaluate their own decisions, as evidenced by their donations to the Nepal charity.
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    Effective learning and teaching in the Early Years
    (2015)
    Aim: The main aim of the development work was to use research on the characteristics of effective learning and teaching to improve early years practice across Camden settings, resulting in better outcomes for target children and increased confidence in practitioners. Methods: Methods used included lesson study, observation, discussion, planning, environment analysis, study sessions, and review sessions. Findings: The main findings are that children have made good progress, becoming more confident, self-directed, and willing to take risks. Practitioners have developed their skills and confidence in using a wider range of pedagogical strategies. Implications: Practitioners reported increased confidence in their own ability to use the characteristics of effective learning and this in turn meant that the children were more independent, engaged and motivated.
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    How scaffolds can effectively support children in their development of spoken reasoning in maths
    (2016) Pearson, Chloe
    Aims: The main aim is to develop children's ability to articulate their reasoning in maths through the use of scaffolds, language support, and modelling of writing techniques. Methods: The participants in this development work were the maths coordinator, year 5 class, and other adults who work within the class. The focus was on improving children's ability to articulate their reasoning in maths. Methods used include pre-planned scaffolds, Number Talks, oral rehearsal, emphasis on process over solution, modelled and shared writing techniques, Dear Chloe's, and pink and green marking. Findings: Scaffolds developed spoken reasoning in maths, resulting in improved attitudes, confidence and quality of talk and written reflections. Implications: The findings suggest that scaffolds can effectively support children in developing their spoken reasoning in maths, leading to improved attitudes, confidence, and quality of talk and written reflections.
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    Embedding formative assessment through a Teacher Learning Community
    (2016) Shevlin, Tracey
    Aim: The main aim was to improve the quality of feedback by using a Teacher Learning Community to embed formative assessment in order to help pupils take more ownership of their learning. Methods: The participants in the Teacher Learning Community were teachers from the school who trialled different formative assessment approaches and strategies in their lessons to assess pupils. They shared ideas and resources to embed formative assessment in their practice. Methods used include mini-whiteboards, exit tickets, post-its, lolly sticks, traffic lights, success criteria, green pens, highlighters, and SMARTs. Teachers use these to assess pupils formatively and adapt their teaching within lessons. Findings: The findings suggest that the use of formative assessment strategies has had a positive impact on pupil learning and teaching. Pupils are more engaged and taking ownership of their learning, while teachers are adapting their teaching to meet the needs of learners and providing more effective feedback. Implications: The Teacher Learning Community has had a positive impact on pupil learning and teaching, with pupils taking more ownership of their learning and teachers having the confidence to adapt their teaching.
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    Camden Cultural Commissioning Model
    (2014) Patrick, Victoria
    Aim: The main aim of the Camden Cultural Commissioning Model is to facilitate partnerships between schools and creative organisations to develop innovative projects that support school improvement priorities. Methods: 19 schools and colleges, 21 creative and cultural organisations, 11 school partners, 11 creative partners, and 550 young people have participated in the model. Methods used included surveys, focus groups, quantitative data, interviews, learning walks, mentoring training, CPD opportunities, and partner meetings. Findings: The Camden Cultural Commissioning Model enabled schools and creative and cultural organisations to develop a range of new partnerships, resulting in young people benefiting from creative projects. Implications: The findings suggest that the Camden Cultural Commissioning Model has been effective in enabling schools and cultural partners to develop innovative projects that support school improvement priorities, and has provided teachers with CPD opportunities and knowledge exchange opportunities.