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 recommend the inclusion of subject bodies as key information providers and highlight the Society's provision of subject choice advice.
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 highlight the importance of geospatial technologies and geographical data to the UK's economy, and, in relation to this, the role of geography and geographers in future industrial development
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.
An inquiry on the purposes and evaluation of education in England. Our response advocates for geography's role in developing skills, supports geography's inclusion in the EBacc, and expresses concern over shortage of specialist teachers.
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.
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.
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.
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.
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 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.
In our response to The Prince's Teaching Institute we criticise overlap between the proposed role of the College of Teaching, and the work and role of Learned Societies - particularly in the areas of specialist support and CPD, advice to government, and specialist accreditation.
Response submitted 2013
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.
We argue that the statutory requirement for careers guidance should be extended, and welcome the proposed extension of advice to Year 8 pupils
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 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.
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 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 inclusion of geography as an EBacc subject, and predicts that inclusion will increase uptake of geography in schools. It also highlights the role of the Society in providing professional development and implementing the Action Plan for Geography
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 to DfID's consultation draws attention to the role of the Society in building knowledge and understanding on global issues.
Response submitted 2009
In our response to the programme of learning aspect of the Rose Review, we call for greater emphasis on spatial understanding, and a closer balance between human and physical geography.
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 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 evidence submission advocates for the role of geography in education, and the timetabled provision of geography in primary schools.
Our response emphasises the role of geography as an independent but highly-connected discipline, and advocates for subject expertise and greater time made available in the teaching of geography.
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 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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