There has been plenty of good news for geography recently. OFSTED has reported improvements in the quality of teaching across key stages 1 to 3. GCSE entries have increased for the first time since 1996, as have A-level entries, albeit by a modest 393 students.

This success makes it all the more frustrating that geography’s place in the curriculum continues to be threatened. On September 14, The TES reported: “Children as young as 12 will be allowed to drop history, geography and foreign languages in a move which could signal the end of the secondary national curriculum” - although the Department for Education and Skills has subsequently stated that this is not part of current plans.

Perhaps more significantly, the new standards for the Award of Qualified Teacher Status issued for consultation by the Teacher Training Agency propose that “those qualifying to teach pupils in key stage 1 andor 2I must have sufficient understanding of a range of work across the foundation subjects, including history or geography” (www. dfes.gov.ukconsultationttastandards). Surely primary school teachers should have sufficient understanding of all the subjects they are required to teach?

A further irony is that in the wake of the September 11 terrorist attacks, calls have never been greater for a better understanding of the world we live in - and geography has a unique contribution to make.

For example, knowing Afghanistan’s location is important, but is only part of the story. Understanding why the country has been fought over for centuries (it straddles the main western land approach to India) and why so few would-be conquerors have succeeded (its inhospitable physical geography and diverse population being significant factors) is essential.

However, the Geographical Association is determined that the good news, and the importance of our subject, is celebrated. In particular, it is revising its position statement to make a bold, confident case for geography in the 21st century:

* If you are interested in travel, tourism, floods, global warming, terrific scenery, spectacular oceans, economic growth, the spread of Aids, or where our food comes from, you are interested in geography.

* If you value knowledge of places and environments, an understanding of how nations rely on each other and the skills of interpreting maps, images and landscapes, you value a geographical education.

* If you believe we have a responsibility to other people and to maintaining a sustainable environment for future generations, you appreciate the importance of geography.

The position statement will set out, following consultation, key principles that guide policy and practice, for example:

* a geographical education is an entitlement for all

* all students who would like to study geography beyond the statutory curriculum should be given the opportunity to do so

* appropriate curriculum time must be allocated to the teaching and learning of geography for all young people

* all those who teach geography should have the subject-specific knowledge, understanding and skills to do so.

Above all, we believe that teaching and learning in geography should always be challenging, topical, motivating and fun. Visit the GA’s website www.geography.org.uk to find out the range of support we offer and how you can become involved.

Keith Grimwade is chair of the Geographical Association’s education committee; GA, 160 Solly Street, Sheffield, S1 4BF.Tel: 0114 296 0088; and headof Cambridgeshire LEA’sadvisory service