A Level and AS geography consultation on conditions and guidance

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.

Developing new GCSE, A level and AS qualifications for first teaching in 2016

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.

Completing GCSE, AS and A Level Reform Consultation

We welcome Ofqual proposals to discontinue some courses, and strongly opposes a proposed regulatory framework to let exam boards develop core subject content.

New A Level regulatory requirements

Our response welcomes the emphasis on fieldwork, and the potential for non-exam assessment to develop students' skills with longer-form research projects.

GCSE reform consultation (Ofqual)

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.

Proposals for the Reform of A Levels in England

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.

Ofqual controlled assessment review

Our response notes that feedback from teachers suggests less teaching time, as well as noting "unanimous support" for fieldwork

Diploma in Humanities and Social Science

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

Draft GCSE Subject Criteria for Geography

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.