The JPD bar modelling group has focused in on representing number relationships in years 1 and 2 and we have split into sub-groups to do some research and team teaching in each other’s schools. Our aim is to produce guidance based on real lessons for teachers in Y1 and Y2. Our next whole group meeting is at Torriano on Thursday 28th April, where we will pull together our findings. For further information, contact Natalie Stevenson

Bar Modelling JPD Group 2015-16

Natalie Stevenson spent a very thought provoking afternoon at Brecknock with Monica and colleagues this term developing an approach to bar modelling as a tool to be used throughout the school. They decided to set up a JPD group to research this very en vogue area of maths!

Eleanor Palmer is hosting the first meeting on Thursday 19th November 2015 at 4pm . Quite a few maths coordinators have signed up already and all are welcome. Email Natalie to book your place.

Our Joint Practice Development Group will meet half-termly and work together to research this area of teaching practice. It might involve setting up cross-school lesson study, trying out lessons and doing active research in your own schools, or working with focus groups of children to see what works etc. The time commitment is realistic: 1-2 hours each half term to meet after school, and then ideas to be tried out back at school.

We always aim to produce something useful at the end of a JPD year, which goes to all Camden schools. Previously, our maths JPDs produced booklets giving advice about how to be secure in maths at KS1, and how to develop reasoning. Being part of a JPD group is also fantastic for your professional development and career progression, as well as a nice networking opportunity.



Progression to Mastery in Mathematics

We ran this JPD group over the course of 2014-15 to create something that is useful for teachers, especially less experienced teachers, of progression through each strand of maths so they can readily dial back to pre-requisite knowledge.


JPD Groups 2013-14 and Research Publications

In 2013-14 teachers from across the alliance took part in three JPD Groups:

1. ‘Life without levels in maths’ – Led by Natalie Stevenson. The group researched together ways to put reasoning at the heart of our teaching. We found key ways in which to open up number and calculation lessons and deepen children’s thinking and created starting points for teachers to improve their questioning. We’re now using our document in our schools and spreading great practice. Our publication Developing Reasoning was published in September 2014. For more details and/or a copy of the full Question Stem document please contact Sarah Ewins.

2. ‘Securing 2B in Mathematics at the end of KS1’ – led by Anna McGrory and Kate Frood. During the academic year 2013-14, a group of Key Stage 1 and Foundation Stage teachers from across the Alliance met, several times after school, to look at how we could secure more 2Bs – strong, secure , end of KeyStage 1 attainment – in mathematics. Discussions in meetings led to trialling changes and ideas and shifting practice back in school. This Securing 2B document summarises our conclusions. Importantly, at the end of the project, all teachers reported a marked increase in pupils’ fluency, enjoyment and ability to make connections.

3. ‘How can we teach Grammar more effectively’ – led by Louise Wykes (assisted by Nancy Cumming)  and focused on 3 areas:

(a) Getting the balance right between intrinsic (i.e. teaching grammar through high quality literature) and extrinsic (i.e. stand alone activities, games) methods

(b) Developing materials for teachers to teach grammar most effectively in line with the new Curriculum

(c) Making the learning of grammar more concrete: using the interactive whiteboard less!

The group carried out partner observations across schools to observe each other ‘doing something different’ and tried out a wider range of strategies to teach grammar in context. Research culminated in a publication which is currently being finalised. The book will help Camden teachers deliver the new grammar curriculum.

“Camden Early Years Learning Cluster”

Year 2 2014-15 – Building on the success of last year and using National College EYFS Hub funding, Bernadette Duffy and Helen Holgate are leading a lesson study project using the Characteristics of Effective Learning. There were a total of 12 settings – schools, children’s centres and PVIs.  Based on data analysis participants are in the process of planning a cycle of three lessons studies in each setting – each time building on the results of the lesson and focusing on using the characteristics of learning to raise achievement in a particular focus area.

Year 1 2013-14 – The Camden Partnership for Educational Excellence funded the first phase of this highly successful project. The project aimed to improve outcomes both for children and adults by supporting early years practitioners in the effective implementation of the recently revised Early Years Foundation Stage Framework [EYFS]. Specific objectives being to:

  • Increase practitioners’ understanding of and confidence in using the Characteristics of effective learning.
  • Enhance early years practitioners’ teaching skills particularly in promoting children’s creating and thinking critically.
  • Develop a sustainable model of practitioner development and partnership which will support children’s learning, particularly those in disadvantaged groups.

In July 2014 and again in July 2015 – the group shared learning and outcomes.  Participants had made significant changes in their practice and had increased confidence levels in using the characteristics of effective learning.  For full project details contact Bernadette Duffy or 020 7520 0385.