We’re thrilled to be attending the ASCL Annual Conference.
The Curriculum and Assessment Review gives us and the wider sector the opportunity to share our views on how curriculum and assessment can bring together a love of learning with fundamental knowledge and skills.Ìý
Thousands of students are already taking our ÃÛÌÒapp Edexcel GCSE and International GCSE exams onscreen, and more options are available every year.
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The ÃÛÌÒapp School Report provides an in-depth, independent look at the education system, from the people who work at its core – and is the latest step in our mission to collaborate, listen and learn from each other to drive forward positive change.
Learn more about the work we're doing with educators, young people and experts to drive new innovations, inspire digital confidence, unlock new opportunities, and support schools and colleges.
Continuing our focus this month on all aspects of sustainability, from menu evaluations to energy-saving initiatives, Clare Cox, Sustainability Lead at ÃÛÌÒapp, 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?Ìý
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.Ìý
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?