Independent Review of the Teaching Excellence and Student Outcomes Framework (TEF)

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.

Improving adult basic digital skills

Our response notes that draft standards do not sufficiently recognise important geographical digital skills and privacy issues around geospatial data.

Strengthening QTS and improving career progression for teachers

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.

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.

Response to the Independent Working Group on a Core ITT Framework

Our response emphasises the importance of subject-specific knowledge, pedagogy, skills and community engagement.

A standard for teachers' professional development

Our response to the DfE consultation outlines the Society's CPD work with teachers, and encourages support for sustained CPD throughout teachers' careers.

 

 

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.

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

Consultation on careers guidance for schools, sixth form colleges and further education institutions

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

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.

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.

1+3 model for postgraduate funding

Our response evaluates the 1+3 model in general, and highlights inflexible quota allocations and limited options for quantitative training as discipline-specific issues.

Reform of higher education research assessment and funding

Our response to this Department for Education and Skills (now-DfE) consultation evaluates the meaning and role of metrics in RAE2008 assessments