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.

Implementing the English Baccalaureate

A consultation on increasing uptake of EBacc subjects to 90%. Our response requests more frequent information on subject uptake, raises concerns around shortages of specialist staff at KS3, and highlights the need to sustain fieldwork as a GCSE course component.

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.

Developing new GCSE, A level and AS qualifications for first teaching in 2016

In our response to Ofqual, we agree with exam assessment at AS level, providing fieldwork must also be undertaken, and welcomes the 20% non-exam requirement for A level assessment.

Completing GCSE, AS and A Level Reform Consultation

We welcome Ofqual proposals to discontinue some courses, and strongly opposes a proposed regulatory framework to let exam boards develop core subject content.

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.

National curriculum review: new programmes of study and attainment targets from September 2014

Our response suggests specific changes to the geography curriculum wording, and highlights areas of connection between geography and other subjects. It also cautions against introducing time pressure on foundation subjects including geography.

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 EBacc 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

Education in London

Our response to this inquiry into school education in London advocates for supporting the Ebac and encouraging an understanding of geography

Higher Education in STEM subjects

A call for evidence on higher education in STEM subjects, particularly the supply of students. Our response reiterates that geography is a part-STEM subject which offers

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.

National Curriculum Review

Our response calls for greater emphasis on fundamental knowledge, understanding and skills, and advocates for subject-specialist staff and later implementation of streaming into vocational or academic pathways.

Inquiry on the English Baccalaureate

Our response welcomes the inclusion of geography as an EBacc subject, and predicts that inclusion will increase uptake of geography in schools. It also highlights the role of the Society in providing professional development and implementing the Action Plan for Geography

Learning Outside the Classroom

Our written evidence advocates that fieldwork, as LOTC, should be part of every pupil’s education. We also convey feedback from teachers on changes to fieldwork provision.

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.

Independent Rose Review of Primary Curriculum

Our response to the review of the curriculum advocates for the explicit inclusion of geography in named areas of understanding, and of geographical knowledge in the curriculum.

Diploma in Humanities and Social Science

Our response made suggestions refining some terms and definitions, and argued that specific subjects including geography could take a "coordinating role” within the implementation and teaching of topics

Evidence submitted to the Primary Review (Rose Review)

Our evidence submission advocates for the role of geography in education, and the timetabled provision of geography in primary schools.

Inquiry into the National Curriculum

Our response emphasises the role of geography as an independent but highly-connected discipline, and advocates for subject expertise and greater time made available in the teaching of geography.

Draft Geography KS3 National Curriculum

Our response welcomes the proposed greater flexibility for teachers in choosing case studies, and the inclusion of fieldwork and GIS in geographical education.

Draft GCSE Subject Criteria for Geography

Our response expresses concerns about overlap between the KS3 programme and A Level/GCSE criteria, especially where KS3 requirements are more demanding. It also advocates for a broader approach to fieldwork assessment.

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.