We support the aims of TEF but express concern that its metrics (including student satisfaction and employment outcomes) do not capture teaching excellence and do not explore nuances in localised provision.
Our response notes that draft standards do not sufficiently recognise important geographical digital skills and privacy issues around geospatial data.
We welcome the review and strongly support the proposal for a strengthened early career content framework and CPD. We also advocate for a two-year induction period.
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.
Our response emphasises the importance of subject-specific knowledge, pedagogy, skills and community engagement.
Our response to the DfE consultation outlines the Society's CPD work with teachers, and encourages support for sustained CPD throughout teachers' careers.
We state that the revised A level content is not approproate and duplicates new GCSE content, but welcome the reintroduction of internally-assessed coursework
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.
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.
Our response expresses concern that the "measure of 8" perfomance measure within the EBac does not necessarily include a humanities subject
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
A consultation on changes to KS4 examination. Our response advocates a common grading structure, external marking, fieldwork, and independently-run CPD for teachers
Our response to the DfE consultation on careers guidance provision welcomes the prospect of extending guidance to 12-12 year olds, and 16-18 year olds.
Response submitted 2012
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.
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.
Our response evaluates the 1+3 model in general, and highlights inflexible quota allocations and limited options for quantitative training as discipline-specific issues.
Our response to this Department for Education and Skills (now-DfE) consultation evaluates the meaning and role of metrics in RAE2008 assessments
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