Student-centred qualifications. For every future.
Curriculum reform is creating significant change across GCSEs and A levels. Following the publication of the Curriculum and Assessment Review, schools need clarity on what’s changing, what it means for students and how to plan with confidence. We’re here to help you navigate that change.
As reform evolves, we’re committed to giving you more than reassurance. We’ll provide clear, practical support you can act on—and qualifications designed to help students progress with confidence. You can expect to have:
So you can move forward with confidence, and support every student to succeed, progress and prepare for their future.
At Pearson, we see reform as an opportunity to develop qualifications that are relevant, empowering and fair, helping every student build confidence, make progress and prepare for what comes next. Alongside teachers, we’ve developed these guiding principles to underpin our new, reformed qualifications.
Qualifications that connect learning to the real world and reflect the students in your classroom, with inclusive content, meaningful contexts and the right balance of knowledge and skills.
Qualifications that build confidence, deepen understanding and support every student’s potential—helping them grow in capability as well as achievement.
Qualifications that work for all students—and for you—with clear assessment, accessible design and support that helps reduce unnecessary workload.
When you think of the future of AI in education, what images come to your mind? Visions of screens? Robotics and circuitry? I wonder if your first thought includes any people; the close and crucial relationships between leaders and pupils, educators, communities and employers that shape the world around us.
If the past year has taught us anything, it’s that enabling learning for primary children through digital technology is hard without preparation. Schools that had invested in pedagogy, technology and partnerships have ridden the storms of lockdowns better and with less disruption.
Primary teachers have been amazingly adaptable and creative in their solutions. So much is normally built into the physical spaces and human interactions on top of the formal curriculum, that moving to online resources to deliver the curriculum while maintaining relationships with the children was a big ask.
As we find a way out of lockdown and the 21/22 academic year comes into view this is a good time to explore how to make digital provision a more natural part of school life by integrating the best aspects of our lockdown experiences.
In late 2020, a flurry of electrifying poems swept in to be judged for Pearson’s poetry competition on the subject of ‘Belonging’. Inspired by Imtiaz Dharker’s whirlwind exploration of confused identity, In Wales, Wanting To Be Italian (PDF, 211KB), and influenced by pieces from Pearson’s GCSE collection Belonging, British students from Years 9, 10 and 11 submitted a broad selection of brilliant verse.
Stay informed as reform progresses. Sign up for updates to receive the latest guidance, key milestones and subject-specific information. If you'd like to discuss what curriculum and assessment reform could mean for your school or college, our team is here to help.
