We’ve just launched our highly anticipated 2024 Pearson School Report, which brings together over 12,000+ teacher, student and sector voices on education – the challenges, solutions in action, and opportunities for the future.
Every trust has a unique set of needs. That’s why we’ll work with you to create the best package of teaching, learning and training solutions for your schools, teachers and learners.
We’re thrilled to announce that we’re working to offer every GCSE English student the choice to sit their exams onscreen from summer 2025.
Building on the success of our onscreen GCSE and International GCSE exams to date, we’re excited to be opening up more ways for all students to best show what they know and can do in GCSE English Language, GCSE English Literature and GCSE English Language 2.0.
* Subject to Ofqual approval
For the first time, A level students can explore key questions around AI as part of a new learning pathway in our Pearson Edexcel Extended Project Qualification. With EPQ:AI, students can critically analyse and explore trending tools like Chat GPT and their outputs while gaining key skills for the future.
We’re drawing on our experience of delivering onscreen assessments in more than 115 countries to shape what’s next for GCSE, International GCSE and A level exams.
As well as already offering onscreen exams in selected subjects, we're working alongside the education community to harness technology where it can positively impact schools' and students' assessment experiences.
Generative AI brings into focus the importance of the most human skills, such as creativity and critical thinking.
Find out more about how we’re thinking about the impact of GenAI and AI literacy in education.
Personal and unfiltered, our Diversity Defined series shines a light on the perspectives of educators and experts from across the sector, exploring what diversity in education means and how it can be realised.
The series covers a range of topics including Disability, Identity, Varying Needs, Equity, Representation, Stereotypes, Inclusion, Teaching, and Youth. Each piece provides valuable insights and actionable steps to support diversity and inclusivity in education.
Our Sustainability and Climate Lead, Clare Cox, puts questions to leading environmentalists and educators in our Ask the Expert series, providing you with practical advice and tips on how to make your school more sustainable and eco-friendly.
The Wellbeing Zone is packed with free resources to support teachers, parents and young people with mental health and wellbeing – from advice on coping with anxiety and exam stress, to fun activities and mindfulness.
With assessment a key focus of school improvement plans for most primary schools this year, here are 8 questions to ask yourself to help you evaluate whether your assessment system is the best it could be.
Assessment has been the big issue this year, with the DfE encouraging schools to innovate and approach it with fresh eyes, free from the constraints of levels.
Well, that is the billion dollar question. The introduction to the materials states in no uncertain terms that schools and LAs must refer to them to ensure that their TA judgements are accurate and standardised across and between schools - which actually makes sense.
In September 2012, the Department for Education launched a consultation on plans to develop new qualifications for Key Stage 4. Here’s our response.
Pearson UK president Rod Bristow said:
“Pearson has argued that action is required to secure the public confidence in the strength and purpose of our education system, and ensure that we are being as ambitious as possible for all young people. This was further reinforced by our extensive consultation with teachers, students, parents and policy makers ‘Leading on Standards’.
“British schoolchildren must be confident that the qualifications they work so hard to achieve will enable them to go on and succeed in their lives. This requires a global perspective, a focus on the future and wide consultation to develop an exam system which is rigorous, inclusive and equips children with the kind of skills and aptitudes they will need in the modern world.
“Pearson are already working with an international panel of assessment experts, the teaching profession, employers and learners to develop English, Maths and Science qualifications which will motivate young people, adapt best practice from around the world, and help all young people to develop the knowledge and skills they need to compete with their peers globally.
“After a period of significant uncertainty, we welcome the clarity the Government has now given as to their intended approach to reform. It is vital that we now have an open and consultative process which helps formulate a clear plan for ensuring continuing improvement and investment in examinations over time.
“Over half a million pupils take core GCSE exams every year, and the process of replacing it needs to be carefully managed. Pearson are committed to being a partner in supporting schools and learners through any period of transition, and we are pleased to see that the timetable outlined reflects the need for an adequate period to prepare teachers and learners for any change.”
Here’s our statement in response to September 2012 press reports on the subject of GCSE English grade boundaries.
A spokesperson for Pearson said:
“The letters which have been leaked to the press today reflect a moment in time during extensive discussions with the regulator this summer. Following these we went on to make a decision on grade boundaries for English GCSE, which we consider fair to learners and which we stand by as right.
“We understand that the ongoing debate is unsettling to students and we want to give reassurance that we have done everything in our power to represent their interests.
“In setting grade boundaries, our responsibilities are two-fold. First, to maintain standards year-on-year for our qualifications, so that similar candidate performance is rewarded comparably over time. Second, to work with Ofqual and other awarding organisations to ensure a nationally-maintained standard, so that students of different cohorts and different awarding organisations are treated comparably.
“We have been consistent in stating that grade boundaries for Edexcel GCSE English this year were the subject of lengthy discussion both with Ofqual and the other awarding organisations. With the introduction of new specifications, all awarding organisations needed to make changes to their January boundaries for June to ensure standards were maintained year on year. We also considered reissuing grades for students who took units in January.
“The letters which have emerged in the press and have been discussed in select committee today are part of that discussion.
“At the time these letters were issued, other awarding organisations had already taken decisions on changes to their grade boundaries and had those decisions accepted by Ofqual. Given the relatively small number of students who take English with Edexcel, the grade boundary decisions of other awarding organisations have a larger impact on national results than our own.
“We felt that the original grade boundary changes suggested by Ofqual, based on prediction data and the decisions of other awarding organisations, would not enable us to adequately reflect student work in their grades. After extensive discussion with Ofqual we agreed a June grade boundary which took account of our concerns to recognise the candidate performance our examiners observed. This reported results slightly above original Ofqual predictions.
“We are therefore satisfied that the final grade boundary we set for June enabled us to fairly reward learners as well as uphold the standard of the GCSE.
“The letters which have emerged in the press give a partial picture of the discussions between Edexcel and Ofqual. We therefore feel it is important to publish the full set of letters in order to give a full picture of what was agreed.”
At Pearson, we’re launching a higher education college - becoming the first FTSE 100 company to directly deliver degrees in the UK.
The college is seeking to recruit the brightest and most entrepreneurial students and equip them with the knowledge and skills employers seek.
The college has worked with a range of businesses to design a unique style of business degree. The Pearson Business and Enterprise degree course will focus on preparing students for the world of business and has been developed in conjunction with BT, Cisco, the Peter Jones Foundation and Atos. Students will graduate with a BSc (Hons) degree validated by Royal Holloway and Bedford New College, part of the University of London. Students will study in a corporate environment at Pearson’s offices in London or Manchester and also take part in a residential at Royal Holloway’s campus. The degree includes a guaranteed internship programme and a company-based mentor for every student.
Pearson College is currently recruiting a small cohort of pioneers to start in September, ready for the main launch in September 2013. Applicants will undergo an Oxbridge style assessment day which includes an interview and aptitude test. While standard entry requirements are ABB at A-Level (or equivalent), the college is using the assessment day to consider students with potential, looking at their ability and motivation, and not just their previous academic success.
Tuition fees are set at £6,500 per year for the three year programme. Pearson is offering ‘Performance Scholarships’ to cover the course fees for the very brightest.
The Pearson Business degree is flexible and students have the choice of three routes, enabling them to choose the one that best fits their lifestyle. The traditional three year mode follows the same yearly pattern as traditional universities; alternatively students can choose to accelerate over the summer and complete in only two years; and finally students can combine work and study and complete in only four years.
Commenting, Roxanne Stockwell, Managing Director, Pearson College, said:
“Given its academic publishing heritage and over 150 years of commercial experience, Pearson is uniquely placed to develop and deliver degrees that combine a solid academic foundation with meeting business and employer needs.
“Our degrees are designed by business, delivered with business, for students who are serious about succeeding in business.
“We have a network of blue chip industry relationships, many of whom are working with us on the design and delivery of our degree programmes. This gives us an inherent understanding of the modern business environment and employer needs. Our degrees will therefore embed professional work experience, business skills and etiquette, with significant and relevant input from our industry partners.”
