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.
For support material linked to the other sections of the Charter, see our Problem-Solving Schools Resources for Professional Development page.
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.
The fundamental problem with teaching problem solving - Colin Foster offers guidance on how we might teach learners to solve problems in a way that supports their development as problem solvers in the long term.
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.