Subject content for digital Functional Skills qualifications

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.

National Data Strategy

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.

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.

Geospatial Commission: Call For Evidence

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.

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.

Draft code of practice for statistics

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.

 

 

Mayor of London draft Transport Strategy

We highlight how geography and GI can enable more efficient transport networks

ONS approach to measuring and reporting SDGs in the UK

A consultation on measuring and reporting the SDGs. Our response emphasises the importance of GI to evaluating SDG progress

National Transport Strategy (Scotland)

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.

Building our industrial strategy

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.

Teaching Excellence Framework Technical Consultation

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.

Research Excellence Framework Review

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.

Implementing the English Baccalaureate

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.

Fulfilling our potential: teaching excellence, social mobility and student choice

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

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.

 

 

2021 Census: initial view on content for England and Wales

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.

Representation in advance of the 18 July 2015 Budget

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

Nurse Review of Research Councils

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.

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.

National curriculum review: new programmes of study and attainment targets from September 2014

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.

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 EBacc 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

Science and Society

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.

Education in London

Our response to this inquiry into school education in London advocates for supporting the Ebac and encouraging an understanding of geography

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.

Consultation on Cultural Education

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.

Green Paper on a common strategic framework for future EU research and innovation funding

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

National Curriculum Review

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.

Policy options for geographic information from Ordnance Survey

Our response welcomes the proposed release of certain OS datasets, and argues for sustained long-term funding for OS and MasterMap.

Health and Safety of Learning Outside the Classroom (HASLOC)

Our response to this DfE consultation on HASLOC suggests clarifications and changes, and notes the Society's relevant experiences with BS 8848.

Building support for development

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

 

Enhancing the impact of social research on policy

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.

Independent Rose Review of Primary Curriculum

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.

A vision for science and society

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.

Evidence submitted to the Primary Review (Rose Review)

Our evidence submission advocates for the role of geography in education, and the timetabled provision of geography in primary schools.

Draft Geography KS3 National Curriculum

Our response welcomes the proposed greater flexibility for teachers in choosing case studies, and the inclusion of fieldwork and GIS in geographical education.

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.

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