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.
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.
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 argue the proposals penalise geography' success; that teaching costs, particularly from fieldwork, have been underestimated; and that HEFCE's approach rewards higher-fee institutions.
Our response welcomes the emphasis on fieldwork, and the potential for non-exam assessment to develop students' skills with longer-form research projects.
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.
Our response to this DCMS consultation argues for a broad understanding of cultural education, and encourages schools to use Learning Outside the Classroom to support this.
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.
Our response to this DfE consultation on HASLOC suggests clarifications and changes, and notes the Society's relevant experiences with BS 8848.
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.
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.
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