Degree Classification: Transparent, Consistent and Fair academic Standards

In our response to the QAA consultation, we do not support the idea of an external advisor on academic standards, and note that proposed classification descriptors should be related to Subject Benchmark Statements.

Purpose and quality of education in England

An inquiry on the purposes and evaluation of education in England. Our response advocates for geography's role in developing skills, supports geography's inclusion in the EBacc, and expresses concern over shortage of specialist teachers.

A Level and AS geography consultation on conditions and guidance

We do not support the separation of AS and A level geography, or external assessment (as opposed to moderation) of of non-exam assessment. We welcome the 80:20 balance of assessment proposed.

New A levels: subject content consultation

We state that the revised A level content is not approproate and duplicates new GCSE content, but welcome the reintroduction of internally-assessed coursework

Reformed GCSE and A Level Subject Content

Our response welcomes the revised content, and suggests some changes to wording. However, we encourage more emphasis on developing quantitative and geo-spatial data skills.

New A Level regulatory requirements

Our response welcomes the emphasis on fieldwork, and the potential for non-exam assessment to develop students' skills with longer-form research projects.

GCSE reform consultation (Ofqual)

In response to the Ofqual consultation, we argue for the continuation of the Ebac, and recommend more opportunities for extended writing, maths and statistics work in GCSE geography. We also express concern over lower grades generally awarded to early entry students in 2013.

Reformed GCSE subject content consultation

Our response welcomes a clearer progression in content and framework from Key Stage 1 - 3 to GCSE. We also suggest formalising requirements for quantitative skills in geography, and the use of short annual fieldwork returns.

Secondary School Accountability Consultation

Our response expresses concern that the "measure of 8" perfomance measure within the EBac does not necessarily include a humanities subject

Reform of the National Curriculum in England

A consultation on proposed changes to the National Curriculum. Our response comments on proposed changes, welcomes some aspects of the curriculum, and advocates for parity with history

Reform to Key Stage 4 Qualifications

A consultation on changes to KS4 examination. Our response advocates a common grading structure, external marking, fieldwork, and independently-run CPD for teachers

Proposals for the Reform of A Levels in England

Our response advocates for the inclusion of coursework and consistent fieldwork across each cohort. We also support comparability of demand and content in different specifications.

Ofqual controlled assessment review

Our response notes that feedback from teachers suggests less teaching time, as well as noting "unanimous support" for fieldwork

Qualifications for 14 to 16 year-olds and Performance Tables

Our response, to proposed changes to qualifications for students from 14-16, agreed that most students should study an "academic core", and that issues of equivalence between academic and vocation qualifications should be addressed.

Practical experiments in school science lessons and science field trips

We argue that that fieldwork should remain a compulsory part of a statutory geography curriculum and highlight the Society's activities in support of fieldwork.

Rose Review: Historical, Social and Geographical Understanding Programme of Learning

In our response to the programme of learning aspect of the Rose Review, we call for greater emphasis on spatial understanding, and a closer balance between human and physical geography.

Education Outside the Classroom Manifesto

Our response to the DfE notes that geography is not mentioned in the consultation document, despite at the time being the only subject with statutory reference to the provision of fieldwork in school. It also advocates for substantive commitments to fieldwork.