The Department for Education sought views on whether proposed subject content will develop the digital skills needed for work and everyday life. Our response focused on the further development of spatial literacy and the use of digital map apps and websites.
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.
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.
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 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.
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 EBacc 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 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.
Our response to this DfE consultation on HASLOC suggests clarifications and changes, and notes the Society's relevant experiences with BS 8848.
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.
Our evidence submission advocates for the role of geography in education, and the timetabled provision of geography in primary schools.
Our response welcomes the proposed greater flexibility for teachers in choosing case studies, and the inclusion of fieldwork and GIS in geographical education.
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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