The breakdown below details the aspects of ECM that What is CA? will address, especially if adopted at school level. This could be used to support the writing of the school's Self-Evaluation Form or the School Improvement Plan.
The CA training encourages teachers to become more open-minded about student responses and methods, rather than focusing on one strategy to solve a problem. When the students feel that their opinions are valued and that even wrong answers are useful to learning, this makes them feel emotionally secure and cared for. Teachers often report that their students recognise this new approach and show an increased willingness to participate or 'have a go'.
I have tried to use the CAME approach in other areas of the curriculum, by giving children more time to think their ideas through and then as a class, we discuss these ideas. I feel children find their ideas are more valued. Year 1 Teacher, Tower Hamlets, London
When asked to describe CAME lessons, the words 'fun' and 'exciting' are those that spring to students' minds. CAME lessons often seem to offer something different in terms of mathematical learning to those students who find learning maths a challenge or find the National Strategy approach to maths limiting. Students who previously showed negative attitudes to maths, start to enjoy CAME and teachers feel this often transforms their attitudes to learning in maths generally.
The CAME programme has helped improve attitudes towards Maths. The children are now saying 'When can we do that again?' KS1 Coordinator, Islington, London
CAME has a research basis and a proven impact on students' learning in maths specifically and more generally. For detailed information about the impact of CAME on standards in maths and across the curriculum, please see the research section of the site.
Since I began delivering these activities, my lower ability children have become more and more confident. They were able to take this confidence into normal Maths lessons and are now making more progress. Year 2 teacher, Tower Hamlets, London
The collaborative nature of all the CAME activities promotes the development of positive behaviour, relationships and social skills. Students have to learn to share, to compromise, to work as a team, to encourage others to participate, to take on board other's ideas and to support the less able. Metacognition around relationships and successful group behaviours is encouraged from Foundation Stage on, as an integral part of the lessons. Schools and classrooms where CAME is taught consistently note its impact on behaviour and relationships generally.
I have noticed that where some children were reluctant and just watched at the beginning of the course they are now all willing to share their thoughts and are now much more able to give an opinion and talk through their ideas. At the beginning of the course the children were very happy to agree with one another but now we have differences of opinion and all children participating. They are all willing and able to listen to one another and take turns. KS1 Teacher, Bucks
CA lessons are specifically designed to be accessed at many different levels of mathematical understanding. This has a definite impact on the self-confidence of many low ability students, some of whom have already 'switched off' from maths. In fact, it is often not the most able mathematicians who shine in CAME lessons. Other students, whose problems solving and 'real' maths skills have previously not been demonstrated in the class often show themselves to be adept within CAME lessons. This discovery of 'hidden talents' can have a positive impact on the development of self-confidence for these students.
Children who lack confidence in the classroom, who do not take part in classroom discussions (maybe because they are restricted by language barriers) seem to come alive and thrive during Let's think activities. I thought they would find the activities difficult, but they are often better than the higher achieving children. KS2 EMA Coordinator, Islington, London
CAME not only has proven impact on mathematical development, but it focuses on using mathematics for real-life purposes that one might encounter in an employment context. In terms of life skills, its focus on collaboration and speaking and listening skills develops students into effective team players and communicators - these are work-place skills that employers often value more than subject specialist knowledge
The children are more able to listen and share ideas, and to work as a team as the CAME lessons have progressed. Year 1 Teacher, Tower Hamlets, London