Back in 2020, we published the Diversity and Inclusion in Schools report, one of our most impactful and widely viewed resources.
Now, as we approach the five-year milestone, we’re excited to launch the next report in the series.
It's our time to celebrate the incredible impact educators make every day. Enter an inspiring colleague or team for the 2025 Pearson National Teaching Awards today!
Tune into BBC One’s The One Show from 25 - 29 November and see firsthand the impact winning an award could have on your community as the 2024 Gold Winners are revealed.
ActiveHub is the next step in digital teaching and learning, bringing together assessment, rich data insights and next generation independent intervention practice to give you the tools you need to help your students reach their full potential. Driven by insights, ActiveHub provides everything on one platform for a powerful online learning experience, anytime, anywhere.
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.
Our flagship report draws on the views of over 6,000 students, teachers, employers and experts to shape recommendations on how we shape the future of qualifications and assessment in England for 14–19-year-olds.
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.
Over the past few months, we have been working with educators and organisations to drive forward fundamental change to design education in schools.
Starting with an ambitous call to action for the future of design education, we have since collaborated with teachers, industry partners and organisations to evolve our thinking, and have recently shared our vision for a curriculum focused towards Responsible Design and Innovation.
On the 12 December 2024, the DfE published the outcome of their review of post-16 qualification reform.
The aim of the review was to determine which qualifications will be funded for 16-19 learners in England for the 2025/26 academic year.
These sessions are for centres in England and will focus on the impact of Government reforms on post 16 qualifications and funding.
Attendees will hear our latest updates in response to Government's announcement (scheduled for December) after the pause and review and have the opportunity to ask questions.
We are pleased to announce that funding has been approved for the New BTEC Level 3 qualifications that we submitted in July 2023 as part of the Post-16 Level 3 vocational qualification reform.
The 12 new qualifications are across Science, ICT and Computing, Construction, Early Years, Health and Social Care and Engineering.
The new, 2024 Pearson Edexcel GCSE French, German and Spanish Qualifications are here! Our qualifications focus on building communication confidence and cultural understanding from a foundation of strong vocabulary knowledge to broaden students’ perspectives and opportunities.
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 proud to be leading the way in diversifying the English curriculum.
A truly diverse curriculum is about more than just the texts on a specification. Which is why, for the past three years, we’ve been working with schools, publishers, and academics to make a real difference.
Our work in classrooms and education communities across the country is underpinned by three core beliefs. These beliefs lay the foundations for not only what we have already done in supporting schools with successfully diversifying the curriculum, but what we’ll continue to do.
We believe that all students should be able to best show what they know and can do in exams – regardless of whether the exam is taken onscreen or on paper.
That’s why we’re continuously researching and gathering feedback to better understand and inform how we can enhance accessibility and inclusion in exams – including through text styling and formatting.
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.
Policy Watch is a regular policy briefing and updating service that keeps everyone up to date with the latest developments in the world of education. It is presented in a simple, accessible format through weekly updates, monthly summaries and associated papers and presentations.
It's been a busy week with the long awaited publication of the government's response on its Lifelong Loan Entitlement and the announcement of delays to three new T Levels (see top stories).
This week also saw the Industry and Regulators Lords Committee held the first session of their inquiry into the work of the Office for Students (OfS). Peers heard from Dame Nicola Dandridge (former Chief Executive of the OfS), and Sir Michael Barber (its former Chair), about the establishment, role and remit of the OfS, and its relationships with government and HE institutions. Another further session is set for Tuesday 14 March, with ex-Ministers, Charles Clarke and Lord Johnson of Marylebone.
This week saw the second reading of the Lifelong Learning (Higher Education Fee Limits) Bill in the House of Commons. MPs from across the house pressed Government for further detail on the proposals, with Gillian Keegan and Robert Halfon assuring them that detail on the policy and the mechanism of the bill would be published before report stage. Representing Labour, Matt Western said the Opposition are prepared to support the Minister throughout the bill’s passage.
This week saw the publication of various statistics, guidance, and reports, including ESFA guidance on Early Career Framework reforms. The Education and Skills Funding Agency published the latest guidance for schools and local authorities on funding to support the national roll-out of the early career framework (ECF) reforms.
