We believe all young people should feel represented and included in their learning. Find out how we are supporting representation in schools.
Pearson colleagues and teachers discuss their most influential diverse role models. The answers they gave were a continued celebration of diversity and shared experiences.
We’ve pulled together Alison’s top tips on how to promote diversity and inclusion in the classroom, which includes Anti–Racial Literacy, helpful resources and more.
Discover Laila’s top tips for promoting LGBTIQA+ Inclusion in the classroom, which features a brief history of LGBTIQA+, a glossary of terms and more.
Recognising one of history's forgotten heroes, despite being regarded by some as the UK’s equivalent of Dr Martin Luther King Jnr for remarkable contributions to racial equality.
Shining a light on the complete and often complicated history behind the growth of languages, we partnered with leading language educators and leaders to address 'Diversifying the MFL curriculum'.
Explore perspectives of educators and experts in our unfiltered series, revealing what diversity means and how to achieve it.
We worked with The Black Curriculum to address racial inequality in classrooms, and help increase Black British history being taught in schools.
As part of our continued commitment to diversity and inclusion, we added four new performance texts to ensure that the choice for teachers is broader and more representative.
Built on a foundation of inclusivity, accessibility and transparency, we’ve created qualifications that take a student-centred approach and cater to the needs of all learners.
We hope to encourage schools to make the switch to a more diverse English Literature curriculum through the Lit in Colour Pioneers Programme.
We’ve added a new Migration topic (Migrants in Britain, c800-present and Notting Hill, c1948-c1970) to our current Pearson Edexcel GCSE (9-1) History specification.
We've listened to feedback around our content, and as a result, have amended a small number of geographical terms in our GCSE Geography specifications to improve the curriculum experience for students and make it more inclusive.
As part of our commitment to continuous improvement of assessment, we have taken steps to refine our papers to improve the examination experience for all students. Here are some of the steps we have taken to make our papers more accessible and inclusive.
We believe that exams should be a fair and accurate reflection of students’ performance – regardless of whether an exam is taken onscreen or on paper.
That’s why our research programme not only focuses on comparability of student performance, but also explores if and how marking may compare between paper and digital exams formats.
We believe that all students should be able to best show what they know and can do in exams – regardless of whether those exams are taken onscreen or on paper, and irrespective of each student’s unique background, ability or needs.
That’s why we’ve been using a range of methods to research how different learners with special educational needs and disabilities (SEND) experience digital assessments. The findings can help us better understand if, where, and how technology can enhance accessibility and inclusion in exams.
Two teachers share their stories of how they’re tackling the digital divide in their schools.
