Support for all

Be it through engaging students in literature, developing early language skills or bringing creativity back into the classroom, we're 100% committed to supporting teachers and students.

Supporting every learning journey

Schools across the UK have told us they’re navigating the impact of COVID-19 on education by focusing on building students’ knowledge, skills, confidence and wellbeing in readiness for their next steps.

As each learning journey is different, we offer a wide range of tools, resources and support you can use at every stage.

Explore additional resources to support you with Literacy and English teaching and learning.

 Support beyond Pearson

Recent news and blog posts

  • Grime Opera: A Musical Synthesis

    A False Binary 

    Grime is a style of British rap music that emerged from the UK Garage scene during the early 2000s. The genre is defined by complex syncopated raps over fast beats, initially made famous by a generation of East London artists such as Wiley and Dizzie Rascal, and more recently, revived by the likes of Stormzy, who became the first British black solo artist to headline Glastonbury in 2019. On paper, Grime is perhaps not the natural bedfellow of Classical music. Grime Opera strives to challenge this assumption, uniting young people from a diverse range of backgrounds in pursuit of an authentic musical experience.  

  • Are we missing a trick in primary assessment? with Jean Gross CBE

    What gets measured tends to get done. In primary schools this means a curriculum driven largely by English and maths.

    But perhaps assessment needs to help us look below the surface of these headline measures. Why? Consider these research findings:

    • Children with poor language at age five are six times less likely to reach the expected standard in literacy at age 11 than those with good language, and 11 times less likely to reach the expected standard in maths.
    • Children’s reading ability is dependent on their oral language skills – their vocabulary and language structures. The contribution of spoken language skills to reading is not confined to reading comprehension; it also predicts how easily they will learn phonics.