Case Studies

Type

Schools

Wake up, Shake up! An active start to the school day

by Rachael Moss

Key Points

  • Improve punctuality in your school;
  • Enable children to start the day feeling energised and ready to learn;
  • Increase the amount of physical activity in your school without impacting curriculum time.
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Camden Cultural Commissioning Project: GCSE Art at Camden Centre for Learning

by Ashley Summercorn

Key Points

  • Central St Martin’s College of Art works with CCfL students
  • Practical outcome in terms of GCSE course work, as well as wider learning experiences
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Moving into compact methods of calculation – procedure versus conceptual understanding.

by Kate Frood

Key Points

  • Compact methods sooner?
  • Procedure versus conceptual understanding
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Music in the Curriculum

by Katie Butler

Key Points

  • A whole school term-long project with song at its heart
  • Each year-group’s song is the starting-point for the term’s curriculum – culminating in performance
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KS3 New Arrivals Induction Programme

by Joanna De Regibus

Key Points

  • Students new to English and the UK are provided with an understanding of what to expect in each curriculum area
  • This outcome-driven course introduces the various teaching and learning styles they will encounter in the classroom
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Student co-planners

by Joy Morgan

Key Points

  • A student leadership initiative to co-plan lessons with teachers
  • In four years, 200 teachers from London schools have co-planned with students
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Singing from the same song sheet

by Joy Morgan

Key Points

  • A bespoke vision of outstanding Parli teaching, outstanding Parli learning and ‘perfect’ Parli parenting
  • Shared throughout the whole school community and integrated into every aspect of Parli life
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Personal Finance Education for schools: Welcome to the Town of Edith Neville

by

Key Points

  • A hands on, interactive way of deveoloping your pupils’ Personal Finance Education?
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Effective learning and teaching in the Early Years

by

Key Points

  • Camden Early Years Learning Cluster improved children’s progress/attainment
  • Practitioners’ expertise facilitated setting-to-setting support and improvement in practitioner knowledge/skills
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Leadership and Management – from good to outstanding

by Rob Earrey

Key Points

  • The actions we took to move leadership and management from good to outstanding
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