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Talking about mathematics: details
In LS the focus of the meetings changed from sharing tasks to discussing the kinds of learning afforded by tasks, how to 'tweak' them, what issues of understanding to focus on, how language might be used and in what order things could be done. This change had come about by the realisation at the end of year 7 that there had been too much focus on tasks, expecting them to somehow 'deliver' learning, and not enough on the learning activity that was generated.
In FH the meetings changed from being directed by the HoD, with her offering the mathematical tasks, to a more collegial approach in which tasks were offered by a wider range of teachers. This reflected growing confidence among new teachers and the growth of shared planning.
In SP there was also growth in the confidence and knowledge of new teachers, and responsibility for curriculum development shifted away from the HoD. Simultaneously there was a strengthening of collegial discussion about using and 'coping with' demands from SMT.
All schools, therefore, ended up with meetings being mainly about sharing ideas for teaching, critiquing them, discussing their implications and suggesting adaptations and associated pedagogy. All departments also continued these discussions informally at other times, but LS had no separate maths staffroom in which to do this2.
