We highlight examples and resources from our work supporting geography education, skills and professional development for the Capacity and Education strategic pathway of the UN-GGIM's Integrated Geospatial Information Framework (IGIF). We encourage local action plans to draw upon the resources and expertise of professional and subject bodies and their members
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.
In our reponse to the DCMS consultation, we identify examples and opportunities for geospatial data use, advocate for geospatial training, and raise issues around personal privacy.
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.
Our evidence to the Cabinet Office focuses on the role of geography in delivering geospatial and broader geographical skills. We highlight a need to support subject specialist staff and relevant GI training in schools and HE.
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.
Our response to the UK Statistics Authority's draft code of practice for statistics notes the essential role of geography in linking and contextualising datasets.
We highlight how geography and GI can enable more efficient transport networks
A consultation on measuring and reporting the SDGs. Our response emphasises the importance of GI to evaluating SDG progress
Our joint response with the AGI notes that geography determines transport and that locational intelligence can improve transport networks. It also includes a range of evidence on transport use and sustainability.
Our response to the green paper on industrial strategy pays particular attention to the role of social sciences in developing skills, and the need for a geographical/spatial basis to regional development planning.
Our response to the BEIS consultation on TEF emphasises the importance and interconnection of teaching and research and supports the use of qualitative metrics for a more effective TEF.
A call for evidence on the REF as part of Lord Stern's independent review. Our response stresses that current metrics, and definitions of output and impact, do not adequately assess research, particularly in interdisciplinary contexts.
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.
We caution that TEF metrics must appropriately recognise issues around equality and access, and should be better defined and communicated. We support the focus on teaching quality
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.
Our response to the consultation on topics for the 2021 Census in England and Wales explains how census data is used by geographers, and the importance of consistency in census definitions.
Our representation for the 2015 budget advocates for social science funding, highlights the role of geography, and supports the recommendations of the AcSS ‘Business of People’ report that call for real-terms increases and ring-fencing of the Science budget
Our response argues for investment in innovation, and both disciplinary and interdisciplinary research. We also express strong support for dual funding via Funding Councils and Research Councils.
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 follow-up consultation on "A Vision for Science and Society" by the Department for Business, Innovation and Skills (now Business, Energy and Industrial Strategy). Our response argues that geography should be recognised more widely as a part-STEM discipline.
Our response to this inquiry into school education in London advocates for supporting the Ebac and encouraging an understanding of geography
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 this DCMS consultation argues for a broad understanding of cultural education, and encourages schools to use Learning Outside the Classroom to support this.
Our response to the European Commission Green Paper on EU research funding advocates for embedding geographical approaches in future research goals, and the simplification of funding and performance measures
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 welcomes the proposed release of certain OS datasets, and argues for sustained long-term funding for OS and MasterMap.
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 DfID's consultation draws attention to the role of the Society in building knowledge and understanding on global issues.
Response submitted 2009
Our response offers examples of how the Society's work can support interaction between policymakers and researchers, and suggests approaches that can enable interdisciplinary cooperation.
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 response to the initial DIUS proposals encourages greater engagement from policymakers, publics and researchers, which can be facilitated by learned societies. It also advocates for greater recognition of the breadth of 'science', the role of public engagement, and the value of policy-relevant research.
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 to this Department for Education and Skills (now-DfE) consultation evaluates the meaning and role of metrics in RAE2008 assessments
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