[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-208233-en":3,"doc-seo-208233-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},208233,7971474920318,"Mabel","https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674",8,"Research & Report","Geography of Geography - the evidence base - report","Report on participation in geography education at GCSE, A Level, and university level in England, examining who studies geography and who does not, and how progression varies. The Society commissioned FFT Education Datalab to analyse and link data from the Department for Education National Pupil Database and HESA records. Findings synthesize access, attainment, and progression patterns to support evidence-based actions by schools, universities, and the wider geographical community, with emphasis on diversity and inclusivity.","Geography of Geography: the evidence base  \nA report to better understand whois (and is not) studying geography at GCSE, A Level and university in England.  \nSteve Brace and Catherine Souch  \n2                                                \nIntroduction  \nTo better understand who is (and is not) studying geography at GCSE, A Level and university in England, and who is progressing (or not), the Society commissioned the FFT Education Datalab (Philip Nye, Natasha Plaister and Dave Thomson) to undertake a study on the uptake and progression of students studying geography at GCSE, A Level and undergraduate level. This involved analysing and linking data from the Department for Education National Pupil Database, and the Higher Education Statistics Agency (HESA) student records.  \nThese analyses provide an evidence base to inform and guide actions and interventions by the Society, university geography departments, schools and the broader geographical community to support schools and students to enable greater diversity and inclusivity in terms of those who study and practice geography.  \nThe approach  \nThe study was initiated in 2018; data and reports were received in late 2019. Information on schools (establishment type, governance, region) as well as students (gender, ethnicity, disadvantage, prior attainment) were considered. Data have been normalised by national trends relating to access and progression for all students, to identify differences in patterns for those selecting (or not selecting) geography. Given the source of the data the focus is on England; comparable studies are needed for the devolved nations of the UK. Gaps in data are largely attributable to information not available from the data sources used for independent schools.  \nRoyal Geographical Society (with IBG)  \n1 Kensington Gore London SW7 2AR  \nT +44 (0)20 7591 3000  [E](E rhed@rgs.org)[ rhed@rgs.org](E rhed@rgs.org)[ ](E rhed@rgs.org)[W](W www.rgs.org)[ www.rgs.org](W www.rgs.org)  \nThe full suite of reports with analyses are provided online:  \n1. Data and Methodology  \n2. Entries and attainment in GCSE geography  \n3. Entries and attainment in A Level geography  \n4. Progression from GCSE to A Level geography  \n5. Entries to undergraduate geography degrees  \n6. Progression from A Level geography to higher education  \n7. Mobility of A Level geography students to study at university  \nNumbers  \n                                                3  \nKey findings at GCSE  \n1. In England, entries into geography GCSE have increased strongly since 2010 (169,000 in 2010 to 239,000 in 2018), at a time when the age  \n16 population decreased 1 . Entries received a boost from 2010 onwards with the inclusion of geography GCSE (alongside history) as a‘humanities’ choice leading towards the English Baccalaureate in English maintained schools.  \n2. This increase in entries came predominantly from groups who had been less likely to take geography GCSE previously – notably, disadvantaged pupils, BAME students, and those with lower prior attainment.  \n3. Increasing entries in the state sector more than offset declining GCSE entries in the independent sector2 between 2010 and 20173 .  \n4. Attainment in geography GCSE fell as the range of pupils entering the qualification increased – evident at both the 9-7 (formerly A*-A) and 9-4 (formerly A*-C) attainment levels.  \n5. Over the period 2010-18, greater regional stratification in grades awarded in geography GCSE is evident, with attainment in London, the south east, the south west and the east of England consistently above that of other regions.  \n1 Candidate numbers for 2019 for England, Northern Ireland and Wales combined were 265,000; we await 2020 data.  \n2 During this period many independent schools moved away from GCSE to ‘IGCSE’. The latter are not recorded in the annual reporting of GCSE entries, hence much of the decline in the independent sector.  \n3 GCSE entries in the independent sector recovered slightly in 2018, as ind","cbCaijrGmqBBvbaC","https://ap.wps.com/l/cbCaijrGmqBBvbaC","pdf",5161392,1,15,"English","en",105,"# Introduction\n## Study purpose and scope\n## Approach\n# Full suite of reports and analyses\n# Key findings at GCSE\n## Entries and attainment trends since 2010\n## Attainment patterns and regional differences\n# Pupil characteristics\n## Gender\n## Disadvantage\n## Ethnicity\n## School and regional characteristics","[{\"question\":\"What is the purpose of the Geography of Geography evidence base report?\",\"answer\":\"It investigates who is (and is not) studying geography at GCSE, A Level, and university in England, and how students progress. The analysis is intended to inform actions and interventions to improve diversity and inclusivity.\"},{\"question\":\"Which datasets were used to conduct the study?\",\"answer\":\"The study linked and analysed data from the Department for Education National Pupil Database and Higher Education Statistics Agency (HESA) student records.\"},{\"question\":\"What does the report say about GCSE geography entries since 2010?\",\"answer\":\"In England, geography GCSE entries increased strongly from 2010 to 2018, with growth especially driven by groups less likely to take geography previously, including disadvantaged pupils and some minority ethnic groups.\"}]","Geography of Geography - the evidence base - report | PDF",1788603056,38,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":86,"head_meta":88,"extra_data":90,"updated_unix":28},"geography-of-geography-the-evidence-base-report","",{"@graph":36,"@context":85},[37,54,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/research-report/",3,{"item":52,"name":13,"@type":43,"position":53},"https://docshare.wps.com/document/geography-of-geography-the-evidence-base-report/208233/",4,{"url":52,"name":13,"@type":55,"author":56,"headline":13,"publisher":58,"fileFormat":61,"inLanguage":23,"description":14,"dateModified":62,"datePublished":62,"encodingFormat":61,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":65,"interactionType":66,"userInteractionCount":4},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81],{"name":72,"@type":73,"acceptedAnswer":74},"What is the purpose of the Geography of Geography evidence base report?","Question",{"text":75,"@type":76},"It investigates who is (and is not) studying geography at GCSE, A Level, and university in England, and how students progress. The analysis is intended to inform actions and interventions to improve diversity and inclusivity.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"Which datasets were used to conduct the study?",{"text":80,"@type":76},"The study linked and analysed data from the Department for Education National Pupil Database and Higher Education Statistics Agency (HESA) student records.",{"name":82,"@type":73,"acceptedAnswer":83},"What does the report say about GCSE geography entries since 2010?",{"text":84,"@type":76},"In England, geography GCSE entries increased strongly from 2010 to 2018, with growth especially driven by groups less likely to take geography previously, including disadvantaged pupils and some minority ethnic groups.","https://schema.org",{"og:url":52,"og:type":87,"og:title":13,"og:site_name":59,"og:description":14},"article",{"robots":89,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":92},[93,97,101,105,110,115,120,123,128,131,135],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":94,"show_sort_weight":95,"slug":96},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":98,"show_sort_weight":99,"slug":100},"Literature",80,"literature",{"id":53,"doc_module":4,"doc_module_name":46,"category_name":102,"show_sort_weight":103,"slug":104},"Exam",70,"exam",{"id":106,"doc_module":4,"doc_module_name":46,"category_name":107,"show_sort_weight":108,"slug":109},5,"Comic",60,"comic",{"id":111,"doc_module":4,"doc_module_name":46,"category_name":112,"show_sort_weight":113,"slug":114},6,"Technology",50,"technology",{"id":116,"doc_module":4,"doc_module_name":46,"category_name":117,"show_sort_weight":118,"slug":119},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":121,"slug":122},30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":132,"doc_module":4,"doc_module_name":46,"category_name":133,"show_sort_weight":132,"slug":134},10,"Lifestyle","lifestyle",{"id":136,"doc_module":4,"doc_module_name":46,"category_name":137,"show_sort_weight":106,"slug":138},19,"General","general"]