Ready-to-Learn: A ‘restorative practice’ approach to behaviour management
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Oliver Omotto tells a story of how Greensteds International School’s approach to transforming student behaviour.
Read moreOur reception/early years resources for 3 to 5-year-olds are aligned to the latest education practices and designed to meet the needs of today’s global learners. Whether you’re following the British curriculum or an international curriculum, such as iPrimary, they will ensure you and your students have the support you need for planning, teaching, learning and assessment.
The Pearson Edexcel iPrimary Reception/Early Years curricula is a 2-year programme for children aged 3 to 5. The programme helps teachers understand the level that children should be working at and how learning progresses over time. Research has shown that effective education at this age ensure students are prepared to progress with the skills they need to engage with the world around them.
This Early Year/Reception programme was launched in 2020 following research on best practice for the age group and market needs, as well as teacher expertise.
Try out iPrimary Early Years/Reception with sample lesson plans for English, World Around Us and Maths.
We know how important it is for you to choose the right curriculum and ensure it's successfully implemented so your students start on the right path to thier future success.
There are 6 activity books available in this illustrated series to inspire and match what children are learning in class - by year, term and week.
There are 6 activity books available in this illustrated series to inspire and match what children are learning in class - by year, term and week.
Our reception/Early Years curriculum has been mapped to Power Maths Reception.
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Oliver Omotto tells a story of how Greensteds International School’s approach to transforming student behaviour.
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Pearson believes that the breadth of choice in humanities is important, given the wide range of different international contexts where International GCSE teaching and learning takes place. We know that many International GCSE learners will ultimately want to take A-levels in subjects such as Economics or Business Studies, with rigorous assessment objectives – which means they need middle-school study opportunities which build in progression. But not all international students want to choose Geography or History as their International GCSE subjects – so how else can our future economists and business-people develop the skills they need?
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