The history and geography teams at Pearson are dedicated to inspiring and developing historians and geographers of the future.
We encourage learners to develop the skills they need to understand and interrogate the world around them, so that they become well-rounded global citizens of tomorrow, leading to positive outcomes for their future careers.
As the 26th United Nations Climate Change Conference of the Parties (COP26) takes place in Glasgow (31 Oct to 12 Nov 2021), it is increasingly evident that how we respond to climate change is one of the major challenges facing the world today. Many students might be wondering how they can respond to this important challenge.
One way is for them to engage in meaningful project activities that relate to the challenges that we face with climate change. The Pearson Edexcel Level 3 Extended Project Qualification (EPQ) provides one setting for such engagement.
As you begin to plan for geography fieldtrips once again, in the local area or further afield, Eco-Schools Manager at Keep Britain Tidy, Lee Wray-Davies shares some useful tips for planning a greener fieldtrip.
Read Top tips for planning a greener fieldtrip (PDF | 2.3 MB)
As life begins to return to normal after a period of unrivalled disruption, you might be starting to plan fieldtrips with your students once again.
With World Environment Day falling on Saturday 5 June, it seems fitting to think about the term 'compassionate fieldwork' and how your students might feel about returning to the field.
At the Geography Association online conference in April 2021 we held an online discussion about compassionate fieldwork. The panel discussed what the term 'compassionate fieldwork' means, ideas for carrying out compassionate fieldwork, diversity and inclusion in fieldwork, the role of technology in making fieldwork more inclusive and accessible, and more.
The panel discussion at the Geography Association online conference included:
To celebrate World Environment Day (Saturday 5 June 2021), we are highlighting the work of some inspirational young people who are playing their part to help protect our planet and are affecting change beyond the classroom. With projects ranging from tackling plastic pollution to raising awareness of nature reserves and designated wildlife sites, these young people are determined to make a positive difference. We have created a series of posters, which we hope will encourage your students to get involved.
We’d love to see what your students are doing to protect the planet.
Please share your photos with us on Twitter by tagging @Edexcel_Geog and using #GenerationRestoration and #WorldEnvironmentDay.
Fieldwork is an important aspect of geography and helps develop an array of useful life skills. Fieldwork can be challenging, informative, sometimes messy but often a lot of fun. It allows students to explore issues and questions in a real-world context and to question their own findings. It nurtures analytical and critical thinking and helps to build resilience.
Take a look at our fieldwork videos and explore our free resources to help develop the skills you will need when you have the opportunity to go back out in the field.
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.
