Learning Outside the Classroom

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.

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.

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.

1+3 model for postgraduate funding

Our response evaluates the 1+3 model in general, and highlights inflexible quota allocations and limited options for quantitative training as discipline-specific issues.