Our response to this QAA consultation welcomes the revised guidance and specific competencies, and argues that geospatial and environmental data skills should be given greater attention.
Our response to this OfS consultation expresses concern about proposed approaches to assessing student outcomes, in particular the use of graduate earnings.
The Society supports Ofqual’s proposals for the inclusion of fieldwork and the completion of students’ NEAs for A Level geography in 2021. However, the Society fundamentally disagrees with Ofqual’s proposal to remove fieldwork from the assessment of GCSE geography in 2021.
The Society shares common cause with the purpose behind the proposal for a new GCSE in Natural History and the aim that more young people should be offered the opportunity to engage with nature. However, the Society believes that the current proposals are too broadly written and create significant and unproductive overlap with other subjects including geography.
We strongly support the introduction of a ‘quality of education’ judgement and the publication of Ofsted subject reviews. We also comment on the wording of Intent, Implementation and Impact statements.
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.
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.
We welcome Ofqual proposals to discontinue some courses, and strongly opposes a proposed regulatory framework to let exam boards develop core subject content.
Our response welcomes the emphasis on fieldwork, and the potential for non-exam assessment to develop students' skills with longer-form research projects.
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.
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.
Our response notes that feedback from teachers suggests less teaching time, as well as noting "unanimous support" for fieldwork
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
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.
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