cognitive acceleration
DEVELOPING CHILDREN'S THINKING
CAME in the curriculum
The CAME lessons are designed to be taught once a fortnight. Many teachers begin by using them as discreet lessons, and not by trying to link them in to schemes of work for Maths. However, once teachers become more familiar with the materials, they do begin to 'fit' them into Maths topics in the medium term planning. Because the lessons rely on the teacher listening to and observing students tackling the problems, teachers find that they make ideal assessment opportunities, either for the beginning or the end of a unit of work or topic in Maths. Once teachers become confident teachers of CAME lessons, they often begin to adapt the approach within their daily teaching, across subject areas, and to write their own lessons.
The effect of the CAME approach to teaching is now part of all my lessons (i.e. questioning, challenging the pupils). It helps me to produce lessons that my children enjoy. Secondary CAME teacher
The Let's Think and CAME series help teachers assess information processing, reasoning and enquiry skills from the Early Years Foundation Stage Curriculum, the Renewed Primary Framework for Literacy and Mathematics and the Secondary Framework for Mathematics. Several specific curriculum maps have been developed to enable this.
- For research into the effect size of CAME interventions on students' ability in Maths and other curriculum areas, please visit our research page.
Further FAQs:
- Is CAME just 'problem solving' Maths (AT1)?
- How does CAME develop oracy skills?
- Is CAME the same as collaborative learning?
- How does CAME fit our use of APP (Assessing Pupil Progress)?
- Does CAME fit into the Every Child Matters agenda?
- Is CAME an inclusive approach? What about EAL/ G&T/ SEN?
- Does CAME support Assessment for Learning?
- How can ICT be used in CAME lessons?