Developing Thinking and Problem Solving

Developing Thinking and Problem Solving

Developing Thinking and Problem Solving

This area of the curriculum supports learners in developing their ability to think, reason, enquire, and solve problems. For most learners on Pathways 1 and 2, this learning broadly aligns with what is traditionally known as Mathematics and Science.

For some learners on Pathways 2 and 3, learning is not delivered as discrete subjects. Instead, thinking and problem‑solving skills are taught through practical, real‑life experiences that draw on mathematical and scientific understanding and are directly linked to everyday life, independence, and functional skills.

The focus across all pathways is on helping learners apply their understanding in meaningful contexts, supporting them to explore, question, and make sense of the world around them.

Mathematics.
The Mathematics curriculum strand for learners on Pathways 1 and 2 aims to provide pupils with both mathematical knowledge and practical skills for life.

Mathematical Knowledge.
Learners will develop understanding in the following areas, taught through concrete, visual, and practical approaches:

  •  Number and Place Value.
  •  Knowing number names and number order.
  •  Understanding the concepts of quantity, including ‘one’ and ‘many’.
  •  Using ordinal numbers.
  •  Applying number understanding in real‑life situations such as shopping, handling money, and counting objects.
  •  Addition and Subtraction.
  •  Grouping and combining objects.
  •  Adding to and taking away from groups.
  •  Understanding and using key terms such as more, less, and total.
  •  Fractions, Multiplication, and Division.
  •  Sharing and dividing objects fairly.
  •  Understanding key concepts such as half and quarter.
  •  Early multiplication through repeated grouping.
  •  Statistics.
  •  Recognising similarities and differences.
  •  Understanding that people and objects can be different.
  •  Collecting information about people and objects.
  •  Presenting information through simple charts, pictograms, and graphs.

 

Mathematics Skills for Life.
In addition to knowledge‑based learning, the curriculum also develops practical skills, including:

  •  Problem‑solving using numbers to support everyday tasks such as shopping, cooking, and time awareness.
  •  Building self‑confidence, self‑awareness, and self‑esteem when making mathematical decisions.
  •  Developing fine and gross motor skills through the use of tools, equipment, and larger physical spaces.
  •  Physical exploration to support spatial awareness and directional language.
  •  Functional skills, including mathematics, communication, and independent living skills.
  •  Creative decision‑making and making choices.
  •  Organising and planning daily routines where mathematics is involved, such as timetables and personal schedules.

 

Impact and Progress in Mathematics.
Progress and achievement are measured through a range of assessment tools, including:

  •  B Squared small‑steps tracking.
  •  Unit assessments.
  •  Progress towards IEP and EHCP targets and outcomes.
  •  Increased confidence and independence in real‑life mathematical situations.
  •  AQA Unit Awards achieved.
  •  Key Stage assessments, where appropriate.

 

Science and the Natural World.
The Science curriculum strand for learners on Pathways 1 and 2 is designed to nurture curiosity and an understanding of the world through exploration and meaningful experiences.

Learning is delivered through:

  •   A hands‑on approach, allowing pupils to explore materials, objects, and the natural environment.
  •   A supported “hands‑off” approach, where appropriate, to encourage independence, safe risk‑taking, and decision‑making within a secure    and supportive environment.

 

Scientific Knowledge and Understanding.
Learners will be supported to explore key scientific concepts, including:

  •  Seasonal Changes.
  •  Animals, including Humans.
  •  Living Things and their Habitats.
  •  Plants, including trees, bulbs and seeds, flowering plants, and vegetables.
  •  Forces, explored through movement, push and pull, and everyday experiences.
  •  Electricity, introduced through practical exploration of switches and everyday electrical items, where appropriate.

Science learning is closely linked to real‑life experiences, sensory exploration, and the development of curiosity, observation, and cause‑and‑effect understanding.