Summary
School context:
Sutton High Sports College is a mixed 11-18 Comprehensive School. At present there are 1337 pupils on roll. The school has an admissions limit of 239 per year and for the last six years has been over subscribed. The school is popular within its clearly defined catchment area which consists of a mix of private housing and council property. Until recently the Sutton community was dominated by the mining industry but the decline in the coal industry has seen a shift in the employment base of the area.
What was it like before the work and why was the work undertaken?
It was noticed by some of the mathematics teachers that able pupils could be taught to use mathematics without any real conceptual understanding. For example year 11 could use algorithms without having gone through the thinking processes that start with simple cause and effect, develop inference and causal reasoning and eventually move onto correlational thinking. If year 11 could not solve a problem they had no opinions or to listen to the opinion of others, but were much more likely to label themselves as stupid and give up before a rational approach could be undertaken.
The difficulty was that although the National Curriculum gave both staff and pupils access to the content of the material to be studied it did not direct the context for learning in a manner that allowed pupils to explore and experience new concepts at their own pace. Pupils did not really understand the mathematics because of the dichotomy between the teaching styles they were receiving and the learning styles that best suited them.
CAME was considered to give a framework that would allow our pupils to synthesize their knowledge, to solve problems and to challenge their own mental models. CAME is a series of 30 lessons delivered fortnightly during years 7 and 8. The lessons are taken from Thinking Maths published by Heinemann. We deliver CAME to the top 3 sets out of 5 in each year during their normal maths lessons. Staff meet once fortnightly to run through lessons coming up and to reflect upon previous lessons. This process has been vital to the successful running of the project.
The name CAME stands for Cognitive Acceleration of Mathematics Education. Its aim is to utilize discussion based tasks in lower school where children have the opportunity to make rapid development. The tasks are aimed at developing children’s conceptual thinking rather than the mechanics of doing the maths. They differ from open ended investigations in that each lesson has a specific concept to develop. The activities generate group and whole class discussion which is an alternative to written individual work with a big emphasis on how did you get your answer rather than what is the answer.
From comments made during parents evenings, discussions with pupils and small scale surveys the response to these lessons has been very positive. Many pupils enjoy having their say. The emphasis on “how did you get your answer” is less threatening than “is your answer correct?” and hence motivation in the classroom has been improved.
What was planned?
In the 1980’s, the Cognitive Acceleration in Science Education project was developed at Kings’ College, London. The CAME project was subsequently developed. Both encourage the development of Thinking Skills in secondary pupils between the ages of eleven and fourteen. They consist of materials that provide lessons that are taught quite separately from existing schemes of work being undertaken. The lessons, which are taught over two years, have been credited with raising the GCSE pass rate by up to 20% in participating schools – a remarkable improvement. Pupils are helped to build upon existing understanding and collectively explore concepts through a variety of activities and discussions. Reflection and review can be used in plenary sessions to help establish and consolidate the learning although the main emphasis is to get pupils to formulate their own opinions and to engage more deeply with the subject under discussion.
What was done and when?
The pupils targeted were in the top three sets of years 7 and 8. They were given a CAME lesson once a fortnight during one of their usual Mathematics lessons. The lessons were taken from the Thinking Maths programme. 12 lessons were completed during the first year.
Two staff were given 5 days training throughout the year and all staff involved attended fortnightly meetings. These meetings were essential for reflective evaluation of previous lessons and to discuss forthcoming lessons. A tutor from Keele university came in and demonstrated lessons so that all staff could gain an insight into the differences in approach of CAME and mathematics lessons.
Examples of pupils completed worksheets are attached.
What has been the impact?
Staff noted the following underwritten points of as being noteworthy improvements/ difference when comparing CAME lessons to others:
√ Pupils were able to contribute regardless of their ability
√ Pupils exhibited improved thinking skills, showing an improved ability to question and to justify choices
√ Pupils were allowed the freedom to express themselves other than on paper.
√ CAME lessons raised the profile of speaking and listening.
√ It encouraged pupils to think and to discriminate clearly.
√ There was an increase in pupil’s attention and their ability to listen improved.
√ Pupils begin to consider other opinions in their peer group
√ Pupils further developed their social skills by working in a team – recognising that individuals played differing, but nonetheless important, roles.
√ Pupils showed more satisfaction and enjoyment during CAME lessons, actively requesting more of them
√ Pupils felt in control of their own learning.
√ CAME enabled students to consider the consequences of their ideas and to recognise inconsistencies/ contradictions in what they have said.
√ CAME helped pupils develop the confidence to challenge their own ideas.
√ Pupils formulated their own ideas by supporting them in the belief that there is no “ right” answer but that it is up to them to get the best answer possible.
√ Staff found that the CAME framework was positive and supportive.
√ Staff saw an improvement in pupils engaging with the topic and this resulted in fewer pupils being off-task and resulted in less discipline problems.
√ CAME was useful for staff development as it provided a great source for discussion of how we learn Mathematics.
What has been learnt and next steps?
Provision has had a positive impact; some of the largest gains being seen in the improved confidence, self-esteem and inter-personal skills of their pupils. This newfound confidence allows the pupils to explore different avenues of thought without the fear of failure. It is anticipated that they will be able to transfer these skills to other lessons and that a corresponding rise in GCSE attainment will result.
Staff had some initial reservations but having observed improvements in the way pupils’ think their self-esteem and behaviour they were keen to do more. The willingness of staff to take new ideas on board and to give up their time for training and then to prepare lessons is crucial to the success of the provision.
The next steps are to ensure that we consolidate the successes of this year by delivering CAME lessons to years 7, 8 and 9. This will necessitate continued funding to enable a future visit from a CAME tutor and more staff to be trained. It is also envisaged that schemes of work will be adapted to include cross-references to CAME activities to help reinforce and extend opportunities for cognitive learning.
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