On this page you will find the 'Curriculum, pedagogy and assessment' section of the Problem-Solving Schools Charter. We have provided links to support material relevant to particular bullet points, as well as more general guidance below.
Charter statements
In our setting...
- We regularly embed non-standard problem-solving opportunities in our maths curriculum for all (Primary and Secondary) learners
- We ensure that problems, and classroom support, offer opportunities for all to experience both struggle and success
- We allocate time to developing learners' mathematical thinking and mathematical mindsets
- We use learners' responses to non-standard problems to inform next steps (Effective questioning podcast)
- We liaise with other subjects so that meaningful cross-curricular links can be made
General guidance
Models for Teaching Mathematics - Alan Wigley invites us to take a closer look at the curriculum we offer to learners of mathematics and whether it is the job of the teacher to make it easy for students.
Using NRICH Tasks Richly - the NRICH team outlines what you might expect to see in a classroom in which rich tasks are being used to develop students' mathematical thinking and foster their mathematical mindsets.
Dos and Don'ts of attainment grouping - guidance published by the Institute of Education at University College, London, which aims to improve existing practices in attainment grouping, and mixed attainment grouping, with regard to efficacy and equity.