Teach Secondary 13.7

understanding how, for example, climate change will transform the Earth’s economies, societies and environments at a local, national and global scale in the years to come. Charting the implications We can also connect the science of climate change with its implications, since geography provides the evidence for how our climate has, and will change. This includes teaching about the scale of anthropogenic carbon emissions and their impact on global warming – in addition to howwell (or not) countries are working towards net zero emissions, so that global warming can be limited to 1.5°C above pre-industrial levels. The implications of climate change will be profound. In the UK, for example, it could lead to a 61% increase in the number of people across the country facing risks of flooding. At a global scale, flood risks will extend far beyond the 1.8 billion people who face them currently. Another potential avenue is to pursue fieldwork enquiries based on environmental interactions. As summer heatwaves become more common, a geographical enquiry into microclimates could reveal the impact of heat stresses on your school’s buildings. The temperatures of different surfaces can be easily measured with an infrared thermometer (which only cost around £15), allowing pupils to investigate the cooling effects of shade, and how playground surface coverings can become extremely hot. The Royal Meteorological Society, for instance, has previously recorded the summer temperature of a school’s astroturf as reaching well over 40°C! Or consider geospatial analysis of landscapes. Geographers’ use of geospatial technology is essential for enabling young people to better understand key environmental considerations in different locations at different scales. This might involve analysing green spaces in urban areas; tracking wildfires as they occur across the Mediterranean; identifying suitable sites for new housebuilding; or mapping the biodiversity of your school grounds. Whether delivered in the classroomor during fieldwork, developing students’ abilities to use geospatial technology parallels the work currently being undertaken by the Turing Institute and Geospatial Commission, which are using it to better plan how land can be used to support prosperity, while protecting the environment and adapting to climate change. Fundamental changes As well as beingmore explicit about the green knowledge and skills pupils stand to gain from studying geography, we may also need tomore upfront about the size and scale of the green economy itself –which can sometimes come across as a ‘Nice to have’, rather than an economic necessity. Right now, for example, the UK is pursuing a national ambition to create 2.5million green jobs by 2030. A fundamental change of that magnitude will require employees who are ready to apply green knowledge and skills to a wide range of careers. This will include environmental monitoring and protection, yes – but also assorted legal and financial services; jobs within logistics and supply chains; landmanagement and planning roles; and business leadership and marketing expertise. Anumber of the new government’s ambitions seem to connect directly with expanding green opportunities. The transition to clean power, for one, will call for geospatial expertise in order to locate renewables in suitable sites that can balance energy demands against restrictions put in place to protect vital landscapes. Similarly, plans tomake London the world’s capital city for green finance will need traders with the knowledge and skills needed to provide sufficient returns for a whole series of bottom lines, both financial and those depending on sustainability. Essential contributions I therefore hope that geography teachers will use Green CareersWeek to strengthen the development of green knowledge and skills among their young geographers, and draw out the essential contributions that our subject canmake. To help out, the Geographical Association has partnered with the Environment Agency to provide a range of resources that help connect the professional expertise of EA colleagues –who are currentlymanaging and protecting the environment –with the geography classroom (see geography. org.uk/environment-agency- resources). There are significant opportunities available for helping young people chart their own pathways into careers which will be individually rewarding to them, and of huge benefit to us all. And this work starts in the geography classroom. ABOUT THE AUTHOR Steve Brace (@SteveBraceGeog) is chief executive of the Geographical Association; for more information, visit geography.org.uk or follow @The_GA teachwire.net/secondary 59 H UM A N I T I E S