Let’s Think and Vanguard Learning Trust

The Let's Think Forum and Vanguard Learning Trust (VLT) have agreed a partnership to promote the Let’s Think programmes and provide high quality, effective professional development.

Following the success of Let's Think in English courses in the previous two years the project is expanding to offer introductory Let's Think English, maths and science courses and a LTE lead practitioner course from September 2020. 

Please contact: for further information. 

Let’s Think in Lockdown

It started as a way of connecting three generations of a family in lockdown.  Leah Crawford, Let’s Think in English Tutor, has been conducting ‘lessons’ with her extended family, aged 10-79 via video conference calls.  Can it work?  Can it last?  Will the teenagers vote with their feet?  Is there more we can learn from Let’s Think in Lockdown?   Read about the experience on Leah’s blog and look forward to new instalments each week!

CAME needs you!

Have you used or do you use the CAME lessons and approach? Have you developed your own CAME lessons? Do you think CAME is an important part of your pupils mathematical diet in KS3? Do you support others to use CAME? Do you have questions or want to find out more about CAME?

If you answered yes to any of the above then please get in touch with Alan Edmiston on 

We are seeking to develop a CAME network to support secondary teachers who use CAME.  The network will be a way to access the materials, updates and new lessons, building upon the work of Mundher Adhami, David Johnson and Michael Shayer. It will be a place to come to share ideas, research, seek advice and support whatever your level of interest.  The network will support you to work collaboratively to develop the thinking of your pupils and the practice of your teachers.

Please get in touch with Alan if you would like to be involved and particularly if you are willing to be consulted on the shape and structure of the network

Research and Reading

Let’s Think Maths: a replication study

This recent paper presents the effects of a Cognitive Acceleration programme in Mathematics on Tongan students’ achievements, motivation and self-regulation.   The author adapted the program materials to the Tongan educational context and provided support to participating teachers for eight months.

The study employed a quasi-experimental design with 219 Year 8 students as the experimental group and 119 Year 8 students as the comparison group. There were a significant differences in the mean scores between the pre-test and post-test, indicating that learning mathematics under the CAME program had a positive effect on levels of students’ self-regulation, motivation and mathematics achievement.

Students also reported changes to the ways they learn mathematics:
"Compared to the students from the comparison group, the experimental group students had lower pre-test scores in the NRT1 and SALE, but after the CAME intervention, they showed great improvement in their academic performance and attitudes."

Finau, T., Treagust, D.F., Won, M. and Chandrasegaran, A.L., 2018. Effects of a Mathematics Cognitive Acceleration Program on student achievement and motivationInternational Journal of Science and Mathematics Education16(1), pp.183-202.

Catching up after school closure: the need for cognitive stimulation

What will be the impact of lockdown on students’ learning, and how might we go about catching students back up.  This piece by Laurie Smith from King’s College, explores the challenges and potential solutions, considering how Let’s Think or Cognitive Acceleration approaches might help students and schools.

Let’s Think and metacognition

Dr Shirley Larkin and Dr Helen Lewis published a short article exploring how Let's Think activities could be used by early years teachers to facilitate metacognition and self-regulated learning (SRL). The article presented evidence including coded transcripts of children undertaking the activities. The article detailed how in the early years of primary school, task design can facilitate or hinder the development of metacognition and SRL, and highlighted the crucial role that the teacher played in this.

The article appeared online in the January 2020 edition of the Chartered College of Teachers journal Impact

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