At Pearson, we are always trying to gain feedback from teaching experts across the nation in order to drive further improvements and developments. It's now more important than ever, that we aim to fully understand and support both teachers and learners by providing solutions and delivering what is really needed.
Hear from a couple of schools as they share their personal journeys and useful insight into how the Entry Level Certificates can provide a stepping stone to GCSE success.
All of our products and services are developed along with our educational experts, and have the rigour and attention to detail that we know customers expect of us.
We also recognise that these products need to work in the real world - our customers are using our products each and every day to support their own best practice.
Schools from all over the UK tell us about their experience of teaching with Pearson, from the ways in which Exploring Science is helping some schools to provide a broad and balanced science curriculum from KS3 to GCSE, to the way Science Bug is helping to spark imagination, fuel curiosity and nurture inspired and confident young scientists at Primary level.
As part of our commitment to providing you with the best switch experience, we asked centres who have recently switched to us for GCSE to describe their reasons for switching, the barriers they faced, and the level of support they received.
Continuing our focus this month on all aspects of sustainability, from menu evaluations to energy-saving initiatives, Clare Cox, Sustainability Lead at Pearson, shares with Education Today some of the steps schools are taking to become more sustainable, and collates key tips and advice from leading voices across the sector.
Featuring this month in Education Today is Becki Huth, the Sustainability and Forest School Lead at Cutteslowe Primary School, which is part of the Riverside Learning Trust in Oxford. She tells us about the wide-ranging sustainability initiatives that have been implemented at her school and the surprising impact they have had on both the pupils and the school community.
Q: What are some of the underlying causes or factors that contribute to maths anxiety in students in your opinion?
For teachers, a key part of our roles is sharing our love for our subject and inspiring the new generation, yet we’re faced with many students struggling with maths anxiety. Although causes vary from student to student, there do seem to be some common trends.
Key considerations include attitudes towards maths at home, in the classroom and on social media. For example, how do their teachers and families respond to making mistakes in maths? It’s also important to consider the mathematical experiences of students at home and in the classroom; is the focus on numbers and recall or exploration and discovery?