Unlocking.
Learning.
Power.
Our Vision & Approach
At More Than Academic, we believe in world class education for all.
We know that to achieve this, we need to adopt world-class methods and techniques from around the world using the latest evidence-based research to direct us.
This strategy is not only used in the area of education; when aiming for excellence and success in art, sport, music, science or just generally improving our lives and developing skills and training, we use the latest data and knowledge to enhance our experience and improve results.
Unfortunately, our current education system makes it difficult for even the most committed and innovative teachers to implement any meaningful change in the methods that are used.
That is why we work with the schools and departments to not only bring these new, innovative methods to the students but to provide a greater understanding to teachers within the school on a new, more efficient way of teaching.
We know that this will not only aid them provide an easier learning experience but to have life-changing effects on the students they are so dedicated to helping.
How it works
The effects of lacking understanding in Numeracy may be the number one factor in students failing in Maths related subjects. However, the anxiety surrounding this has led to some students being unable to engage with school at all.
Our Numeracy Intervention Program unlocks the potential of students, delivered by passionate and inspiring teachers, using evidence-based strategies and engaging resources.
We communicate directly with the parents enabling us to build an understanding and provide a line of communication for the parents on the progress of their child.
We have taken the innovative approach of working alongside the Maths Department, in school, each week, over a term. This ensures the program is sustainable beyond the time we are there.
This is a partnership between the school, the Maths Department, the families, and ourselves. We have had the time and responsibility to research, learn and develop the resources, removing that burden from the teachers.
The result is a genuinely inspiring experience, delivering remarkable results for both students and schools.
Group tutoring
We have found that there are definite advantages of working in a group setting. As friendly as our tutors are, pupils can feel under pressure working in a one-to-one environment. We teach our students in small groups of up to four that allows pupils to learn from each other and creates the perfect balance between, space, thinking time and support.
ANY AGE AT ANY STAGE
ALL CIRCUMSTANCES CONSIDERED
UNLIMITED LEARNING
THERE’S MORE TO LEARNING THAN ACADEMIC ABILITY
We have a passion for education and believe that everyone should have access to a great education and a pleasant learning experience.
That’s why we work in partnership with charities in Malawi, supporting young people through education.
In our time working with these foundations and other local Scottish causes, we discovered some key lessons that shaped how we teach our students and how we would like the traditional schooling system to change.
We found that regardless if you build a first-class educational facility with top line resources, if the students have bigger concerns in their day to day lives, education will not be a priority.
In order to learn effectively, you need to have the mental freedom to focus on it.
This is why we teach valuable life skills that help not only your learning experience, but your ability to cope with everyday challenges. We believe in the power of a positive mindset and the effects this can have on your education and it’s something that we incorporate into our teaching, and hope to bring to the wider education system in time.
FIND A TUTOR
If you have any more questions that we haven’t answered here, please don’t hesitate to get in touch.
The Centre follows the school calendar. This promotes the continuity between school and the extra support been given at the centre. The centre runs in ten, four-week blocks and is shut during October break, Christmas, Easter and Summer.
Yes.
All of our tutors are full-time teachers in local schools. They have gone through an interview stage and have been selected due to their passion and expertise.
They just have to bring themselves. Although students are welcome to bring along any jotters, notes and exercises that they are currently working on, it is not required. The centre is adequately resourced with textbooks, worksheets and practical activities as well as access to online platforms and resource websites, to cater for all levels of Maths and all types of learners.
No. You do not have to purchase any additional materials. On arrival, the student will receive a welcome pack. This contains a folder, a jotter, stationery and a calculator. They will also receive log in details to online subscriptions that have everything required to practice for their exams including past papers, topic-specific worksheets and study programs.
Wherever your child is starting from, whether in primary or in their final year of Secondary, we can support and improve their maths, build confidence and enjoyment in the subject and enable them to be successful. It is your decision as to when you seek extra support or challenge for your child. At More Than Academic, we will be there to support you when you do.
Yes. A number of our students have additional support needs including dyscalculia and autism. Amongst other resources, we purchase diagnostic programs to identify specific areas of challenge for pupils with dyscalculia and use a wide variety of concrete manipulatives to help support our autistic students. As each autistic student has individual needs, we work closely with parents to ensure that the support we are providing is the most beneficial to the student.
If you have any more questions that we haven’t answered here, please don’t hesitate to get in touch.
Our strategies are informed by evidence-based research. It is paramount then, that we measure the impact of our program with transparency and clarity also. That is why each program begins with a diagnostic questionnaire, gathering data from both an academic and well-being perspective. The questions are based on SNSA common question types, as well as skills where gaps in understanding have led to the ever-present comment,in both the National 5 and Higher course reports, of:
‘performance in number skills was disappointing’
A similar questionnaire is given on the completion of the course, measuring the impact on retention, retrieval, and fluency. We also gather feedback from students, teachers and parents, on the impact, beyond the academic factor, of the program.
The sessions are delivered in small groups of up to five students. This maximises teacher to student contact, increases the speed of intervention, and improves the level of quality feedback given.
The positive feedback and testimonials from parents and carers have been a huge source of inspiration. We Communicate directly with families, enabling us to build an understanding relationship, which helps provide a line of positive communication on the progress of the child.
The success of the program relies on us getting this partnership correct. We appreciate that we have the opportunity to research, create and adapt resources, without the time demands facing the maths department. It is about working alongside and supporting the staff; providing innovation and additionality to their efforts. With weekly updates on the progress of the students, being just one of the ways in which we do this.
There are many well-intentioned individuals and companies who are passionate about improving the attainment and life chances of the young people in our education system. The content of their workshops are engaging and inspiring.
However, the challenge lies in their sustainability. Without the continual practice of skills, fluency and confidence cannot be maintained.
The result is students find themselves reverting to inaccurate and inefficient methods as well as limiting beliefs and expectations.
The ten week program allows us to earn the trust of the students, integrate strategies and techniques over a term, and maximise the opportunity for the long term benefit of the strategies to be recognised.
