We know learning doesn’t end in the classroom. Our qualifications open up a world of experiences for students and help develop them as individuals who are prepared and excited for the future.
This summer, we spoke to business and enterprise students about how the knowledge, skills and passion they acquired in their learning helped develop them as individuals – and how their new skills have been applied beyond the classroom.
One group of talented Pearson Edexcel (9-1) GCSE Business students tell us how this qualification offered them the opportunity to take part in an exciting national challenge.
Will King, a Level 3 Business & Enterprise student, shared his own inspiring story about how the skills he developed during his course have taken him on a unique journey.
It’s no secret that exercise is linked to mental wellbeing. In our blog post, we discuss how PE and Sport helps to develop well-rounded individuals with healthy minds and bodies, resilience in the face of unexpected challenges and skills they will need in their future.
Maths is more than numbers—it’s a gateway to understanding the world, solving problems, and unlocking future opportunities. Yet for many students, teachers, and even parents, maths can be a source of stress and fear. At Pearson, we believe that maths anxiety shouldn’t stand in the way of learning. That’s why we’ve launched a campaign to support confidence in maths across the UK.
By Dr JT Welsch, University of York
When Bob Dylan won the Nobel Prize for Literature in 2016, the awarding committee said it was ‘for having created new poetic expressions within the great American song tradition.’ In the official press announcement, they added: ‘He can be read and should be read, and is a great poet in the English tradition.’ It’s one thing to describe song lyrics as ‘poetic’ – a vague descriptor we apply to many creative forms. It’s another thing to call someone who is primarily a songwriter a ‘poet’ while awarding them the world’s most prestigious prize for ‘literature’.
Following the release of the government’s Post-16 Education and Skills White Paper, which acknowledges the urgent need to rethink how GCSE resits can better support students, we're reflecting on the insights gathered through our Resit Rethink campaign to date.
Earlier this year, we spoke with 1000 college students and 1000 college tutors to understand what’s working - and what isn’t - in GCSE English and maths resits.
The findings are clear: resits have the potential to support progress but the current model doesn’t always students up to succeed.