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 recommend the inclusion of subject bodies as key information providers and highlight the Society's provision of subject choice advice.
Our response notes that draft standards do not sufficiently recognise important geographical digital skills and privacy issues around geospatial data.
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.
Our response emphasises the value of geography in developing AHSS skills, and aims to better define them.
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 written evidence to the House of Commons Science and Technology Committee inquiry into the STEM skills gap.
Response submitted 2017
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.
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 evaluates the existing network, and advocates for fieldwork and interdisciplinarity in future developments. We also highlight a lack of flexibility in 1+3 studentships.
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
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 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
A call for evidence on higher education in STEM subjects, particularly the supply of students. Our response reiterates that geography is a part-STEM subject which offers
Our response highlights the employability of geography graduates, and the relevance of geographical skills in industry. We also call for better access to quality information on courses and careers, and funding support for teaching and research.
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