Pearson Schools Blog

In this blog, Lizzie Jones, Programme Manager of the Young Voices Programme at National Literacy Trust, shares why oracy is so important for the future of GCSE English. 

The latest PISA (Programme for International Student Assessment) findings give us plenty to think about. Average maths performance across OECD countries has fallen by the equivalent of just over a year of learning since 2015. In Scotland, almost one in three pupils did not reach the baseline level of mathematical proficiency.

We were delighted to welcome English leads from Multi Academy Trusts across the country last month to discuss the future of GCSE English.

Whilst the hottest day of the year meant a quick change from in-person to online, the session was packed full of insightful conversations around the challenges and opportunities facing GCSE English in the months and years ahead. 

What happens when a teenager finishes a great book? If they’re lucky, they find another. But for too many, that’s where the story ends. They hit a wall. In fact, when we surveyed more than 1,000 students aged 13–16* about their reading habits, "I can’t find a book I like" was one of the biggest barriers to reading.

It’s not a capability issue. Students are confident readers (scoring themselves an average of 3.5 out of 5). It’s a connection issue.

Earlier this year, we launched This is Lit, a new book club designed to celebrate the best of 21st-century literature during The National Year of Reading 2026. Alongside the launch, we explored what makes today's teenagers tick when it comes to books. What we found provides a different perspective on how we think about student disengagement.

Schools across the country are helping students think critically, connect ideas and apply what they know. In an AI-driven world, these skills matter more than ever. With this in mind, AI Awareness Day gives schools a way to build AI literacy: “to know AI, question it, and use it wisely”.  

Following the release of the Curriculum and Assessment Review in November, we held a roundtable at the Royal Society of Chemistry to discuss what the review means for science and the realities of turning its ambitions into classroom practice. 

Over a year in the making, the Curriculum & Assessment Review (CAR) has landed, but you may not have had time to digest it yet! What does it tell us about the future state of GCSE Science?

As we welcome in the New Year,  we’re looking back at what students, tutors and sector leaders told us about post-16 English and maths - and what this means for the year ahead.

Through Resit Rethink, Let’s Talk English, the Pearson School Report, national forums and our summer roundtable, we heard directly from thousands of students and practitioners across secondary and further education.

Here are 10 things you told us in 2025:

Across the world, students are increasingly curious about immersive technology,¹ and advances in AI are making it easier to bring these environments to life in the classroom.² But does this progress mean it’s time to fast-track virtual reality and similar tools into everyday teaching and learning?

The latest research shows that immersive experiences can enhance learning, but a ‘more immersive’ learning experience doesn’t automatically mean it’s more effective. As we see every day, it’s teachers’ choices of what will work best for their students that make the difference, from selecting well-designed experiences, to using them to support every learning journey.