Broadly speaking, mainstream schooling is a good fit for one third of students, is manageable for another third of students, but fails to meet the needs of the remaining third of students.

 

We're here to help!

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In the United Kingdom and in countries across the globe, education has become excessively, even damagingly, focused on nothing more than passing an exam. This hollow obsession and tendency to "teach-to-test" is unhealthy, and crucially it is driving national education in the wrong direction.

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Here at Gill Learning, we can see a real hole in the grass-roots delivery of Maths and Physics in British schools, and ‘delivery’ is the key word: much of the content is fair, but the curriculum fails to express why Maths and Physics are so useful, so beautiful, and the vital importance of intrigue has been long forgotten... We'd love to be able to do away with the system entirely, but for now it's the game students have to play. Nevertheless, these ideas greatly influence our teaching. Learning Maths - and indeed any other subject - can be fun and engaging: we will help you to pass an exam, but along the way our students learn much more than just how to get good grades.

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Our focus in both tutorials and our on-demand courses is to teach you how to think about a problem and its solution; we teach our students to think like a practising Physicist, Engineer or Mathematician. The modern world of work and research demands good problem solving skills and the confidence to fathom out problems even when the solution isn't simple. We teach our students to first be really good at the core skills that underpin the subject; rock solid foundations not only serve to boost confidence, but crucially they make learning the rest of the content much easier and more fulfilling, all with fewer feelings of frustration and more feelings of accomplishment!

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We aim for an organic growth in our students' skills and understanding. Whether in a tutorial or following one of our on-demand courses, our students set the pace. Even when faced with syllabus and time pressures, you are ALWAYS better to complete less of a prescribed course well, than you are to race to the end by force-feeding your memory cells at a rate than outstrips your ability to fully assimilate the information and ideas.

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In short, our 'teaching ethos' is in fact a 'learning ethos': a focus on understanding, not just 'knowing'; a focus on learning, not just 'memorising'; and ultimately, a focus on our world and our students role within it - and not just on their exams!