Historians and geographers of the future

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. 

Top tips for planning a greener fieldtrip

As you plan for geography fieldtrips, 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)

Real Geographers series. Find out more.

Real Geographers series

Studying geography can lead to some exciting and varied careers. Our new Real Geographers series features some real-life geographers who share their love of geography and passion for their job. Find out why studying geography can lead to some exciting future careers.
Real Geographers series. Find out more.

Real Historians series

Studying history can lead to a wide variety of careers. In Our Real Historians series we feature some real-life historians who share their love of history, why history is important, and how their education led to an exciting and interesting career.

Geographers of the future

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.

Develop your fieldwork skills

Pre-Fieldwork Planning: tips for planning a successful field trip

Recent news and blog posts

See all news See all blogs

  • No time to say “we don’t have time” when it comes to diversity in literature

    Jessica Tacon, second in charge of the English Department at City of London Academy Highgate Hill and member of NATE’s (National Association for the Teaching of English) ‘Reviewing Literature’ working group, explores why to improve diversity and inclusion in UK schools, time must be given to successfully plan, implement, and maintain change.

    Knee-jerk: “a quick reaction that does not allow you time to consider something carefully”

    When a topic or issue becomes very present in the public eye (often despite having always been of paramount importance, as is the case with genuine diversity and inclusion in education) or it begins to feel more urgent, there can be pressure to actively resist or even just to react.

  • Our educators must be equipped to effect real change

    Alison Tarrant is the Chief Executive at the School Library Association and a dedicated school librarian passionate about the ever evolving nature of libraries.

    It is unusual for challenge to be at the heart of a teacher’s reading experience, but for school library staff, this is the routine state of play. School library staff aim to build a collection to support learning and personal development; with resources not entering by ‘default’. Instead, each item has to justify its place as part of the library collection.

Useful links