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 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)
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.
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 focuses on many aspects of comparability – including student performance across paper and digital exams.
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.
