Is CAME an inclusive approach? What about SEN/ EAL/ G&T students?

Analyses of the conceptual demands of different mathematical topics suggest that the Numeracy Strategy often overestimates what can be assumed to be children's knowledge, but at the same time it actually underestimates what children can become capable of with adequate leading teaching. Consequently lesson plans can often be narrowly focused in terms of reasoning levels: they overestimate children's prior understanding and knowledge, and underestimate potential further understanding. In their early observations of CA lessons many teachers say they linger on things 'all children should already know' and also 'go well beyond most children'.

In a CA lesson, successive episodes demand gradually rising levels of thinking, starting from a relatively low 'floor' at the start of the lesson to a relatively high 'ceiling' at the end. The levels of difficulty of the 'floor' and 'ceiling' can be adjusted in different classes to ensure that the children are challenged a little beyond their current capability.

The original research into What is CA? showed raised attainment for all students within the cohort, regardless of their starting point in terms of ability.

SEN Students:

The low entry point of the lessons allows children of all levels to participate in the initial discussions and activities. Many teachers note that because there is less focus on an 'answer', less able children feel less vulnerable and more willing to have a go. The collaborative groupwork also encourages low ability students to participate, by removing the need to produce a piece of work from each individual.

The lessons give 'low ability' children a chance to shine. Year 2 Teacher, Tower Hamlets, London

Teachers also note that although less able children often appear to understand less of the mathematics as the lesson progresses and becomes more cognitively challenging, they do not lose their concentration and focus. Although they feel unable to contribute to the discussion, they seem to still be processing this learning, especially as it is delivered through children's own language and not that of the expert-teacher.

EAL Students:

The practical activities really work well for my groups of EAL and SEN children. They are able to show me their understanding of a concept by manipulating the resources, rather than having to explain verbally, which they find difficult. KS1 EAL/SEN Teacher, Islington, London

CAME lessons exhibit many of the features of 'good' EAL teaching and learning because they:

are context embedded and cognitively challenging (see research section);
involve EAL learners working alongside peers with proficient English language skills;
use speaking and listening strategies such as talk partners and collaborative learning;
focus on oracy and visual representation, rather than reading and writing as a way to demonstrate understanding;
encourage students to give extended and detailed oral contributions to explain their thinking and reasoning;
encourage participation by all, rather than just the most able.

Gifted and Talented Students:

Teachers and schools need to provide appropriate cognitive stimulation for highly intelligent children, for without such stimulation it is quite likely that they will become bored, alienated and turned off school. A key feature of all CA activities is that the lesson contexts allow different children at different levels of development each - by good classroom management - to be taken to the limit of their Zones of Proximal Development.

Research evidence shows a correlation between metacognitive skills (the development of which is a key aspect of CA lessons) and giftedness. However, it is not clear whether it is their higher ability that allows gifted children to reflect on their thinking, or whether reflecting on their thinking enables them to learn better, and thus achieve more. CA lessons operate on the principle that greater awareness of self as learner and self in relation to a particular task will enable these children to realise the gaps in their knowledge and give them the strategies to seek out the information necessary to fill these gaps. This is likely to lead to more self-knowledge and positive feelings of being able to affect their own learning, thus developing more metacognitive awareness and skills.

cognitive acceleration

DEVELOPING CHILDREN'S THINKING