National examination board still captured by Stonewall
Major education publisher and examination board, Pearson, and Stonewall, the LGBT pressure group, have maintained a long-standing partnership, which was established in 2017-2018 to create an LGBT-Inclusive Curriculum Guide for UK secondary schools, with Pearson acting as a founding partner and sponsor to help schools integrate LGBT themes into lessons. In an act of linguistic sabotage that has raised furious protests, Pearson has introduced ‘gender neutral’ pronouns into their European language GCSE specifications (course guides). The French specification (for example) specifically promotes Stonewall and signposts educators to one of their resources:
If you would like to find out more about an LGBTQ+ inclusive MFL curriculum, Stonewall provides further support in their ‘Creating an LGBTQ+ Inclusive Secondary Curriculum’ resource.
The new French specification (issue 1) for certification in September 2026 makes it clear that the exam board supports the ‘social transition’ of our children in schools:
Learning a new language allows students to talk about themselves and their lives, as well as learning about the lives and experiences of others. However, for trans and non-binary students, the use of gendered language can present specific challenges. Our assessments will:
- include the vocabulary for ‘trans’ and ‘non-binary’ on our vocabulary list (see Appendix 1: Vocabulary)
- recognise students’ use of non-binary or gender-neutral pronouns when describing themselves or others in the speaking and writing papers
- recognise students’ use of new adjectival endings according to their preferred way of identifying, or the use of gender-neutral pronouns with feminine or masculine agreement
- recognise students’ use of gender-neutral nouns, whether indicated by adding punctuation, asterisks or using alternative spellings
- equally credit students’ use of masculine, feminine or non-binary adjective agreements where used correctly and consistently
- equally credit students’ use of non-binary pronouns where used correctly and consistently
- be marked anonymously, without any examiner awareness of students’ gender.
Stonewall seems to have been so influential that the children will be introduced to ‘gender neutral pronouns’ in various languages, as demonstrated in a Pearson Edexcel video which teachers are signposted to in the GCSE French specification:
These are pronouns primarily introduced to suit the feelings of ‘trans gender’ children. This really is an extraordinary move by Pearson. It reveals a deeply troubling commitment to a far-left political agenda — one that makes the educational establishment the guardians of the rights of children. Furthermore, the fact that gender theory is embedded into this GCSE subject, demonstrates an alarming assumption that teachers, and not parents, are best placed to form the worldviews of children.
It has been reported that the former French Education Minister, Jean-Michel Blanquer, has described the inclusion of these ‘pronouns’ as ‘absurd’ on the basis that they are not even used in common French parlance. This fact alone demonstrates that the examination board, and by extension the educational establishment, perceives academic achievement to be subservient to children’s indoctrination in gender ideology.
This represents a troubling move by Pearson; they have staked their colours to the woke mast of ‘gender theory’ and appear committed to pushing our children along a dangerous path towards confusion and self-damage. Furthermore, their guidance may well go against the statutory Government guidance given in the most recent iteration of ‘Keeping Children safe in Education’ (KSCIE) which states:
- Schools and colleges should take a very careful approach in relation to social transition. The Cass Review acknowledged that there is a lack of good evidence on the long-term impact of social transition on young people, but it is clear that social transition should be viewed as an active intervention that may have significant effects on the child or young person in terms of their psychological functioning and longer-term outcomes. Primary schools should exercise particular caution, and we would expect support for full social transition to be agreed very rarely.
KCSIE urges extreme caution with sanctioning gender transitions in schools and so it is anachronistic that an examination board should support the idea so whole heartedly. The bottom line is that parents have a right to send their children to school safe in the knowledge that they will be taught standardised subjects such as French, Spanish and German, with a view to enabling them to speak to native speakers and pass exams, rather than being groomed by obsessive LGBT ideologues.
ParentPower Team
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